28 quarter hours, grade of C or better required
Must complete the coursework and field experience hours below:
BILINGUAL-BICULTURAL PROGRAM DESIGN AND CURRICULUM DEVELOPMENT
(4 credits) Reviews theory and application of curriculum development to bilingual instructional programs, such as design, organizational patterns, materials and media, teacher training, parent and community involvement, and evaluation. Principal bilingual education program models are examined and analyzed. Includes a review of multiethnic literature and literacy that advocates for students' self-concept, acceptance, and sense of identity (includes 15 clinical hour requirement).
LANGUAGE, LITERACY AND CULTURE
(4 credits) Examines the interdisciplinary study of language and literacy in their cultural, social, and political contexts, with emphasis on linguistically diverse communities and the implications for human developmental processes. Explores the social and political conditions that endorse different language and literacy practices and doctrines and create anti-bilingual education ideologies in the U.S. Topics include language and literacy and ethinicity, identity, social class, and gender, among other related topics.
EQUITY ISSUES IN ASSESSMENT
(4 credits) Examines assessment procedures, including standardized and performance-based, as well as ethical standards and practices used in the assessment of culturally and linguistically diverse students. Equity and legal issues related to assessment practices, research, first and second language acquisition, bilingualism, cultural and sociopolitical issues related to assessment are discussed. Emphasizes existing biases in assessment and non-discriminatory assessment practices and policies. National, state, and local assessment policies are examined (includes 15 clinical hour requirement).
BILITERACY PRACTICES IN BILINGUAL EDUCATION AND ESL
(4 credits) Analyzes and evaluates methods and materials used in bilingual education and ESL programs. Stresses effective instructional strategies and best practices in first and second language literacy development and content learning. Reviews language teaching approaches and cooperative models of learning relating to development of reading and writing in the first and second language. Presents the acquiring language through content learning versus learning language programs. Investigates appropriate first language usage in bilingual classrooms, focusing on the different content areas, appropriate terminology for native language instruction, and the study of language distribution issues (includes 15 clinical hour requirement).
FIRST AND SECOND LANGUAGE ACQUISITION
(4 credits) Addresses the relationship between language development and use and social, emotional, cognitive, and physical development of children. Introduces the study of bilingualism by examining theoretical constructs and research in psycholinguistics, sociolinguistics, and applied linguistics. Includes an analysis of language contact phenomena, cross-linguistic transfer, language alteration, language shift and loss, and bilingualism (includes 15 clinical hour requirement).
METHODS OF TEACHING ESL
(4 credits) Course examines the relationship of reading and writing development to second language acquisition in ESL contexts. Discusses various learning and teaching approaches that effectively extend English language learners' literacy and language skills. Explores the literacy progress of native and non-native speakers of English by examining the theoretical perspectives of language and literacy development (includes 15 clinical hour requirement).
THEORETICAL FOUNDATIONS OF ESL AND WLE
Presents an introduction to the field of second and world language, with attention to basic concepts of second language acquisition in various language learning contexts. Discusses interdisciplinary perspectives of second and world language acquisition and their application to classroom practices. Topics include interlanguage, communicative competence, D/discourses, investment/motivation, sociocultural approaches to language learning, universal grammar, etc. The different factors influencing the acquisition of ESL and WLE are examined as well as current research in applied linguistics and different approaches to language teaching.
100 FIELD EXPERIENCE HOURS IN ESL / BE DOCUMENTED
(non-credit) Required of all Bilingual Bicultural students. Observations and participatory experience with children and youth in a school or agency. The observation hours are a prerequisite for student teaching and related professional courses.
Individuals must submit an application directly to the Illinois State Board of Education (ISBE) upon successful completion of the required coursework. All individuals must meet ISBE requirements at the time of application. Requirements are subject to change per the discretion of ISBE.