Content Area Courses
All students need to have sufficient knowledge of the subject they will be teaching. Illinois State Board of Education requires a minimum of 48 quarter hours (32 semester hours) in the content area subject. Students should meet with their designated Content Area advisor at the beginning of their program for an official written content evaluation and provide a copy to your academic advisor. Requirements can be satisfied by undergraduate coursework or courses taken elsewhere. Content courses must be completed before student teaching.
Requirements for World Language Education Russian
All coursework in the content area must earn a grade of C or better and a minimum of 18 quarter hours (12 semester hours) must be coursework at an undergraduate upper level or graduate level.
- Advanced Russian I
- Advanced Russian II
- Advanced Russian III
- Advanced High Russian I
- Advanced High Russian II
- Advanced High Russian III
- Literature/Culture Elective
- Literature/Culture Elective
- Literature/Culture Elective
- Literature/Culture Elective
Pre-Education Introductory Courses: 16 quarter hours required
Advanced Standing Courses: 28 quarter hours required
Graduate Level Content Area Courses: 4 quarter hours required
One course in Russian at the graduate level (or with approval, an education language course) is required. Courses must be taken before student teaching if pursuing degree (not required for individuals pursuing licensure only). Courses must be approved by the WLE Program Director prior to registration and requires graduate level registration.
- RUS 300-600 level Russian course
Student Teaching: 8 quarter hours required
Registration in student teaching requires completion of all requirements and procedures listed in the college core section. EDU 95 indicates to the Illinois State Board of Education that all field experience hours are complete.
Master’s of Arts (M.A.) Degree Requirements: 4 quarter hours required
This is a Master of Arts degree requirement only. A master’s thesis is written to fulfill the requirements of this course. An oral examination on the thesis is required.
is required for middle school endorsements but is not required for the degree. If taking SCG 439 for endorsement purposes, a grade of C or better is required.
All individuals licensed by the Illinois State Board of Education (ISBE) are required to complete licensure tests specific to their teaching license.
World Language Education Russian majors must complete the following tests:
- Test of Academic Proficiency (TAP) (test #400) - assesses knowledge of reading comprehension, language arts, writing, and math. Test is required to qualify for Advanced Standing. *Check with your advisor about qualifying for a waiver with acceptable ACT or SAT test scores.
- Foreign Language: Russian Content Area Test (test #134) – assesses knowledge of the Russian language and culture. Test is required before Student Teaching (deadlines apply).
- Assessment of Professional Teaching (APT) (test #103, grade 6-12) – assesses knowledge of teaching planning, delivery, assessment, professionalism, and technology. Test is required to be licensed; recommended to be taken before Student Teaching.
Each student seeking licensure from the College of Education/Professional Education Unit must complete supervised field experiences in appropriate settings in conjunction with education courses. The field experiences must include a variety of grade levels, multicultural experiences, and a minimum of 15 hours in special education settings. All field experiences must be completed prior to final approval for student teaching. Field experience hours should be entered by the student into the FEDS system when completing courses with field experience requirements. For details on requirements, expectations, documentation, & courses in your program that require hours, visit the College of Education website.
Oral Proficiency Interview (OPI) Test
Pursuing licensure in the teaching of a foreign language (Arabic, Chinese, French, German, Italian, Japanese, Latin, Russian, or Spanish) requires the oral proficiency test – an Interview – before you begin student teaching. You must earn a rating of "intermediate high" or better on the test.
For additional information about the OPI and a link to the test, please consult the OPI section of the College of Education website.
CLINICAL EXPERIENCE WITH CHILDREN AND YOUTH
(no credit) Required of all students. Observations and participatory experience with children and youth in a school or agency. This course is a prerequisite for student teaching and related professional courses.
HUMAN DEVELOPMENT AND LEARNING:SECONDARY
This course focuses on the multiple factors that contribute to the period of adolescence, bridging childhood and adulthood. Particular attention is given to the intrapsychic, interpersonal, biological, and socio-cultural processes that are mediated by the meanings that youth give to their identity vis a vis rac, class, and gender formations within the broader society. Students will engage in interdisciplinary study of theories to examine the implications for teaching and learning processes and the role of educational institutions in fostering the healthy development of youth in society. Forms of inquiry will include students' examination of their own lives and assumptions, critique of theory, and observations of young people in a variety of contexts.
INTRODUCTION TO ELEMENTARY EDUCATION
This is the first in a sequence of theory and practice courses that serves to familiarize teaching candidates with the world of elementary and middle schools. Through observation and participation in schools, self-reflection, independently created assignments, cooperative learning assignments and classroom discussion, candidates will acquire familiarity with schools and classrooms including: social/cultural context, classroom climate, classroom management, curricular coherence, standards-based instruction, and teacher professional beliefs and practices. Written critical reflections and papers serve as initial foundation for the development of teaching philosophies. COREQUISTES: For T&L EE majors, concurrent enrollment in SCG 403 and T&L 583 is required.
CURRICULUM AND INSTRUCTION IN SECONDARY EDUCATION
This course will examine materials, methods, and techniques appropriate for teaching in secondary schools. Topics include writing instructional objectives, developing lesson plans, designing a curriculum unit, understanding classroom management and assessment related issues. Students will be encouraged to reflect upon their own emerging educational philosophies as well as draw from previous courses they have taken. Students will be given many opportunities for planning, using and evaluating a variety of instructional strategies while preparing and teaching a micro lesson in front of their peers. Students will be committed to teaching as a professional acting responsibly, ethically, and collegially in accordance to Vincentian Personalism. 30 hours Level 1 Field Experience required.
T&L 424 is a prerequisite for this class.
EDUCATION AND SOCIETY
A study of social forces that impinge upon the educational enterprise and analysis of the relationship to major social problems in urban education with emphasis on their social, economic, political, historical and philosophical dimensions.
SOCIOLOGY OF EDUCATION
This course focuses on the relationship between school structures and culture, social relations of race, ethnicity, class, and gender, and ideologies organizing education in the United States. Students will explore a range of theories in the sociology of education atha5t explore linkages between school structures and processes and broader social forces. Readings may examine the political economy of schooling, inequalities in educational practices, and student and teacher identities shaped by schools and the larger society.
PHILOSOPHY OF EDUCATION
This course examines the relationship of education to the moral and ethical dilemmas or predicaments of the human condition. It will entail issues related to the nature of education's responsiveness, or lack there of, to the concerns of the human condition: for example, human alienation, suffering, success and failure, caring, freedom, responsibility, liberaiton and agency. Special attention will be given to how these concerns influences or have social, cultural and political implications for how teachers address them within the teaching and learning process.
SECOND, WORLD AND HERITAGE LANGUAGE ACQUISITION K-12
This course is an introduction to the theoretical study of second, world and heritage language acquisition (SLA) from a generative and psycholinguistic perspective at the K-12 levels. The content of the class is founded on the major concepts and issues of language acquisition, including UG-access, L1-transfer, age effects, and the acquisition of form vs. meaning. The course pays particular attention to empirical second and world language studies at the syntax/semantics interface. Course readings and discussion examine the complexities of the processes involved in acquiring a world language that includes the relation between first and SLA; contrastive and error analysis; interlanguage; the social and cultural influences on SLA; learner variability; learning strategies; and classroom interaction analysis. Issues surrounding second and world language acquisition are discussed and deliberated through university classroom experiences as well as required field experiences (20/15 hours; level 2).
SECOND & WORLD LANGUAGE LITERACIES AND CULTURES
This course examines the interdisciplinary study of first, second and world languages and multiple L1 and L2 literacies in their cultural, social, and political contexts, with emphasis on issues of ethnicity, identity, social class, gender, power, and other related topics relative to ideologies of reading and writing the world through reading and writing the word. Especial focus is placed on these topics as they pertain to the extant research on language, literacy, and culture represented in the WLE certification language communities, as well as in the literature, art, music, and popular culture of those communities as means of advocating students? sense of identity as global citizens (20/15 hours; level 1).
TEACHING LITERACY K-12
This course provides an overview of the curriculum, instruction, and assessment strategies used in K-12 classrooms to foster and develop students' L1 and L2 literacies. Through guided examination of prevailing theories of language acquisition and development that currently influence classroom practices across the K-12 continuum, this course enables future teachers of world languages to grow in their understanding of the literacy-learning contexts that students will bring to their language classrooms. Issues that emerge in planning and conducting literacy instruction in schools are discussed and deliberated through university classroom experiences as well as required field experiences (15 hours, minimum; level 1). Course participants enjoy multiple opportunities to apply and analyze theories; to observe, critique, and practice instructional strategies; to make informed curricular and instructional decisions; and to use assessment to inform one's planning.
STANDARD AND CONTENT-BASED METHODS OF TEACHING WORLD LANGUAGES K-12
This course prepares candidates to teach world languages at the elementary, middle and secondary school levels consonant with an aligned approach to meeting national and state WLE standards and Common Core standards. It examines the theory and practice of traditional or standard methods of teaching world languages (e.g., communicative approach, natural approach, etc.) with an emphasis on developing alternative, post-method strategies and using diverse resources, as well as on reformulating world languages instruction to integrate subject matter content into the curriculum, including science, social studies, math, fine arts, etc. Engages candidates in understanding and applying the ?Five Cs? - Communication, Cultures, Connections, Comparisons, and Communities outlined in the national standards - toward this end. Lesson and unit development, evaluation/assessment, and classroom management also will be discussed. Issues that emerge in planning and instruction are discussed and deliberated through university classroom experiences as well as required fieldwork (20/15 hours; level 1 in language of certification).
Advanced Teacher Candidate Standing is a prerequisite for this class.
METHODS OF TEACHING WORLD LANGUAGES IN THE ELEMENTARY SCHOOL
This course is designed to provide training in the theory and methods of teaching Foreign Languages in the elementary school (FLES) to both pre- and in-service teachers. Pre-service teachers include World Language majors interested in elementary school teaching and elementary majors who are proficient in a world language and interested in teaching FLES. In-service teachers include elementary teachers proficient in a world language who are teaching or who are interested in teaching FLES and secondary trained teachers who are teaching or who are interested in teaching FLES. In order to meet the objectives of this course and subsequent methods courses, it is expected that all participants be able to demonstrate proficiency in English and a second language before enrolling. Issues surrounding elementary methods are discussed and deliberated through university classroom experiences as well as required field experiences (15 hours, minimum; level 2).
INTRODUCTION TO RESEARCH: PURPOSES, ISSUES, AND METHODOLOGIES
(formerly CUG 400) This course will examine the basic questions, issues and theoretical frameworks central to the purpose, conceptualization, conduct, writing, reading and the use of educational research as a means for informing educational theory, practice and policy. Students will be exposed to the multiple frameworks which inform education research, the various methodologies employed in collecting and analyzing data and will examine the advantages, limitations and values implicit in conducting and evaluating research.
PSYCHOLOGY AND EDUCATION OF THE EXCEPTIONAL CHILD
Identification, characteristics, programs, schools, curricular variations, techniques for securing maximal development. Includes historical background, current legal and service provision issues including mainstreaming and inclusion.
Advanced Teacher Candidate Standing is a prerequisite for this class.
WORLD LANGUAGES STUDENT TEACHING
(6 credit hours) Student teaching is the culminating experience of the World Languages certification program. It is a ten-week, 30-hour/week experience. Students must successfully complete student teaching with a grade of B- or better in a language classroom in which they are seeking certification to teach. The course is taken concurrently with T&L 593, World Languages Seminar. PREREQUISITE(S): Application and approval required. Open only to DePaul student.
WORLD LANGUAGES SEMINAR
(2 credit hours) This course is taken concurrently with T&L 592, World Languages Student Teaching. In this course, students will have opportunities to reflect on their student teaching experience and prepare materials to support their employment searches and career as teachers. COREQUISITE(S): T&L 592
INDUCTION INTO THE TEACHING PROFESSION: SECONDARY
This course is designed to assist first-year secondary teachers to make the transition from student of teaching to teacher. The course creates a bridge between first-year teachers' formal education and the realities of their classrooms. In particular, the course provides assistance with the following: 1) understanding their induction into the profession; 2) analyzing their new educational contexts; 3) actualizing their educational philosophies; 4) developing their pedagogical knowledge; and 5) identifying and making the most of professional support systems within their schools. Prerequisite: Completion of student teaching or practicing teacher. PREREQUISITE(S): T&L 590 or practicing teacher.
T&L 590 is a prerequisite for this class.
THESIS RESEARCH IN TEACHING AND LEARNING
A student writing a thesis registers for this course for four quarter hours of credit. Where the thesis research and the writing of the thesis itself are prolonged beyond the usual time, the program advisor may require the student to register for additional credit.
PHILOSOPHY AND PSYCHOLOGY OF YOUTH AND MIDDLE LEVEL EDUCATION
This course examines foundational and contemporary theories of youth and adolescent development. It considers how these theoretical ideas relate to contemporary questions of youth and middle level education. The course explores the historical invention of adolescence, changing ideas about the meaning of childhood, as well as some of the broader social, economic, political, and cultural implications of these changing ideas. This course seeks to develop in prospective educators a broader capacity to theorize about youth and schooling, and, hence, to act critically and reflectively in multiple contexts in which youth learn.
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.
WLE HISTORY, POLICY, AND CURRICULUM DEVELOPMENT
This course engages students in WLE curriculum development and language program advocacy, creation, and sustainability based on an examination of federal and state WLE history and policies and on a review of national and state standards. Reviews theory and application of curriculum development to world language instructional programs, such as design, scope and sequence, organizational patterns, materials and media, teacher training, parent and community involvement, and evaluation. Principal world language education program models are examined and analyzed in light of WLE history, policy, and standards (20/15 hours; level 1).