Catalog Version

Summer/Autumn 2013
Catalog update:
May 15, 2013

Access archived catalogs in the Catalog Archive section.​​​​​

Students are required to follow the Academic Handbook and Code of Student Responsibility​​

Course Requirements

Content Area Courses 

Note: Language courses begin at the Advanced language for the major.  A placement test in the language is required to determine skill level and appropriate level to begin the language.  Beginning and Intermediate language courses are in addition to the content area requirements but can fulfill open elective requirements. 

Advanced Language Core: 24 quarter hours required, grade of C or better required

Language Electives Core: 24 quarter hours required, grade of C or better required. Courses must be from at least 3 different departments.

Teaching Culture Core: 4 quarter hours required, grade of C or better required

Pre-Education Introductory Courses: 22 quarter hours required, grade of C or better required

Advanced Standing Education Courses: 24 quarter hours required, grade of C or better required

Oral Proficiency Interview (OPI) Test

Pursuing certification in the teaching of a world language (Chinese, French, German, Italian, Japanese, 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. 

Open Electives: 2 quarter hours are required

Open elective credit also is required to meet the minimum graduation requirement of 192 hours.  The following cannot be used to fulfill an open elective: WRD 98, WRD 101,MAT 94, and MAT 95.
 

Student Teaching: 12 quarter hours required, grade of B- or better required

Registration in student teaching requires completion of all requirements and procedures indicated in the college core section.  EDU 95 indicates to the Illinois State Board of Education that all field experience hours are complete.  All students also take WLE 384 with student teaching (listed in the Liberal Studies section).

Licensure Tests

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 Japanese 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.
  • Japanese Content Area Test (test #131) – assesses knowledge of the Japanese language and culture.  Test is required before Student Teaching (deadlines apply).
  • Assessment of Professional Teaching (APT) (test #104, grade K-12) – assesses knowledge of teaching planning, delivery, assessment, professionalism, and technology.  Test is required to be licensed; recommended to be taken before Student Teaching.

JPN 201

ADVANCED JAPANESE I

The first course of third-year level to develop advanced skills in speaking, writing, listening and reading.
Prerequisites:
JPN 106 is a prerequisite for this class.

JPN 202

ADVANCED JAPANESE II

The second course of third-year level to develop advanced skills in speaking, writing, listening and reading.
Prerequisites:
JPN 201 is a prerequisite for this class.

JPN 203

ADVANCED JAPANESE III

The third course of third-year level to develop advanced skills in speaking, writing, listening and reading.
Prerequisites:
JPN 202 is a prerequisite for this class.

JPN 311

ADVANCED DISCUSSION AND READING I

Expanding the knowledge of vocabulary and kanji characters through discussions of current issues in the news and in newspapers and academic writing exercises. Formerly Japanese 300.
Prerequisites:
JPN 106 is a prerequisite for this class.

JPN 312

ADVANCED DISCUSSION AND READING II

Developing the formal and academic oral fluency and writing skills through authentic aural and written materials through debates and discussions of current cultural and political issues. Formerly Japanese 301.
Prerequisites:
JPN 311 is a prerequisite for this class.

JPN 313

ADVANCED DISCUSSION AND READING III

Focus on the formal expressions and interactions in business and academic settings and extensive reading of authentic materials on modern Japan with an emphasis on essay-writing activities.
Prerequisites:
JPN 312 is a prerequisite for this class.

HAA 115

ASIAN ART

An introduction to major developments of art and architecture across Asia including South Asia, Southeast Asia, the Himalayas, and East Asia. This course examines not only painting, sculpture, and architecture, but also gardens, ceramics, and prints. Special emphasis will be placed on religious arts of Buddhism and Hinduism, along with landscape and figural painting of China and Japan. Formerly ART 242.

HAA 216

JAPANESE ART

This is a chronological survey of premodern Japanese art, from the prehistoric era to the Meiji period (1868-1911). Topics covered include painting, sculpture, and architecture, as well as decorative arts, prints, and garden design. Special attention is given to Buddhist and Shinto religious arts, along with screen painting and woodblock prints. Formerly ART 343.

HAA 397

SPECIAL TOPICS/HISTORY OF ART & ARCHITECTURE

Focused study on a specific topic from the history of World art. Formerly ART 397.

GEO 215

INTERNATIONAL DEVELOPMENT AND REGIONAL INEQUALITY

This course charts the political, social and economic transformation of the developing countries, (Africa, Asia, Latin America, Caribbean, Pacific Islands) into a global economy dominated by the 'developed' countries (North America, Europe and Japan). This process, termed `GLOBALIZATION', results from the operation of the global market mechanism; the activities of Transnational Corporations (TNCs) and the programs of the International Financial Institutions (IFIs).

HST 263

JAPAN TO C. 1200

Follows the formation of a unified state in central Japan during the 5th and 6th centuries. Considers the influence of Korean immigrants and Chinese philosophy and statecraft on the unification of Japan in early antiquity. Explores rise of Japan's aristocratic court culture in Nara and Kyoto as well as powerful Buddhist institutions and the emergence of the warrior class in Eastern Japan. Formerly HST 230.

HST 264

JAPAN c.1200 - 1800

Follows the emergence of the warrior class and the system of dual political authority until the 14th century, with the imperial court in Kyoto and the samurai elite in Kamakura. Continues with an examination of the early modern processes of urbanization and the growth of a monetary economy, changes in social organization, major cultural innovations, and religious/intellectual movements.

HST 265

JAPAN, c. 1800-PRESENT

Follows the radical transformation of Japanese politics, society, and economy with the commercialization of the countryside, the weakening of samurai rule, and increased, often hostile, contact with Western imperialist nations. Explores expansion of Japan as an imperialist nation from the middle of the 19th century and the lasting legacy of that expansion in the region. Explores WWII and postwar political, economic, social changes in contemporary Japan.

HST 162

EAST ASIA c. 1200 TO 1800

Begins with the transition of East Asia (China, Korea and Japan) from ancient to medieval society and compares it to developments in Europe during the feudal age. Explores the political, economic and cultural relations between the various states in the region as a whole as well as the specific local developments of state and society during this period. Examines the arrival of the first Europeans, traders and then Jesuit and Catholic missionaries, and the resulting radical social realignment within each society stemming from this encounter with the 'outside.'

HST 322

TOPICS IN ASIAN HISTORY

Variable topics. Consult course schedule for current listings.
Prerequisites:
HST 199 or HST 299 is a prerequisite for this class.

HST 340

CULTURE AND GENDER IN JAPAN

Examines gender and society in early modern and modern Japanese history [c.1600-present].
Prerequisites:
HST 199 or HST 299 is a prerequisite for this class.

INT 330

EAST ASIAN AREA STUDIES I

A general interdisciplinary survey of the social, political, and economic institutions, and the cultural history of selected regions within East Asia and the Pacific.

INT 331

EAST ASIAN AREA STUDIES II

A continuation of the survey of institutions and cultural history described in 330.

MOL 320

MODERN JAPANESE LITERATURE IN TRANSLATION

Covers modern Japanese literature in English translation from the Meiji era to the present. Themes for study include tradition and modernization, the individual and society, gender, and nostalgia. In addition, beginning with excerpts from Tsubouchi Shoyo's 1886 essay "The Essence of the Novel," students will trace the development of the novel in modern Japan.

PSC 253

ASIAN POLITICS

An introduction to contemporary government and politics in Asia, focusing on China and Japan, with comparative reference to other Asian and non-Asian political systems. Special attention will be made to the emerging political and economic role of the Pacific Rim.

REL 202

ETHICAL WORLDS: MORAL ISSUES ACROSS CULTURES

An exploration of religion and ethics from a comparative and international perspective. Ethical dimensions of diverse world religious traditions will be investigated within their own particular historical and cultural contexts, and students will be asked to consider and evaluate their own ethical orientations in the light of these studies.

REL 205

RELIGION AND ETHICS II

Analytic and normative approaches to ethics in a non-Christian tradition, such as Judaism, Islam or African traditional religions.

REL 245

RELIGION IN JAPANESE HISTORY, SOCIETY, AND CULTURE

Explores the specific interplay between religion and culture in Japan. Taking historical and cultural factors into account, it considers prehistoric Japanese religion, ancient imperial myths, the assimilation of Buddhism, Confucianism, and continental (Chinese/Korean) culture, the religious and aesthetic worlds of the court nobility and the warrior class, popular mountain cults, the revival and systematization of Shinto, the impact of western culture, Japanese ultranationalism, and the religious situation in the post-war period.

REL 247

LITERATURE AND RELIGION IN JAPAN

Focuses on the pervasive influence of religious thought and sentiment on Japanese literature from ancient to modern times and explores the intricate relationship between religion, aesthetics, and the arts in Japanese culture. Considers original works including ancient Japanese mythology and poetry, the memoirs of court ladies and Buddhist hermits, romance, epics, folktales and social satire, with attention to their historical, social, religious and social dimensions, as well as to the individual experience expressed in them.

REL 342

ZEN MIND

A study of the thought and practice of Zen Buddhism, focusing on the role of Zen in shaping ideas, ethics and the arts in Japan and America.

WLE 360

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).

SCU 207

SOCIAL AND HISTORICAL ISSUES IN EDUCATION

This course examines through an interdisciplinary framework sociological and historical issues and concerns associated with the relationship between education and public life. The course analyzes education as a form of cultural power, addressing its political and ideological effects. Emphasis will be placed upon the social and historical meanings and purposes assigned to education, especially as it pertains to questions of race, gender, sexuality, and the political economy of class.

SCU 337

HUMAN GROWTH AND DEVELOPMENT

This course is an introduction to the study of the process of human development from conception to old age. Through a range of theories, the periods of childhood, adolescence, and adulthood are examined with particular attention to the role of culture, gender, and class as they inform the contextualized process of growth and change across the life span.

EE 281

INTRODUCTION TO EDUCATIONAL PRACTICE

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. Required field experiences are integrated into this course.

SEC 364

METHODS: CURRICULUM AND INSTRUCTION IN SECONDARY SCHOOLS

(4 credits) This course will examine materials, methods, and techniques appropriate for teaching in secondary schools. Topics include: educational goals; the development of a rationale and underlying assumptions; instructional goals and objectives; learning objectives; both cognitive and affective; classroom environment; classroom management principles and techniques; multicultural materials in various content areas; the development of appropriate methods and materials; current curriculum issues and controversies. 30 Level 1 Field Experience hours at arranged sites.
Prerequisites:
SEC 363 or status as a major in World Language Education is a prerequisite for this class.

PE 206

PERSONAL AND COMMUNITY HEALTH

This course is designed to assist students in gaining insight into their health/wellness attitudes, behaviors, and choices. Health/wellness experiences and topics examine the total wellness concept, as a self-designed, dynamic style of living which focuses on optimal functioning and quality of life. Emphasis is placed on the physical, emotional, intellectual, social, occupational and spiritual dimensions of health/wellness.

PE 273

HEALTH AND NUTRITION

This course will provide students with an introductory background in nutrition throughout the life span. The study of foods and their effects upon health, development and performance of the individual will be emphasized. Software analysis of dietary intakes will facilitate an individual reflective approach to an application of the content.

LSI 346

STRATEGIES FOR MAINSTREAMING AND INCLUSION

Focus will be on the practical problems related to the integration of exceptional children and youth into regular classrooms. Identification, characteristics, programs, curricular variations, and techniques for securing maximum development of students with a variety of special needs with emphasis on learning disabilities. The course also covers historical background, as well as current legal and service provision issues, including mainstreaming and inclusion. PREREQUISITE(S): Junior standing.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

WLE 349

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).
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

WLE 350

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 (20 hours, minimum; level 2).

WLE 370

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).

SCU 338

THE PROCESS AND EVALUATION OF LEARNING

The process involved in human learning is examined from alternative theoretical and research paradigms and perspectives. The roles of emotions, cultural differences, social realities, cognitive uniqueness, character and achievement tendencies are examined with respect to learner functioning. Alternative methods and techniques for evaluating learner development and academic achievement are surveyed and discussed. Emphasis is placed upon identifying the characteristics of individually and culturally responsive and responsible testing and assessment protocols in the school setting.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

SCU 339

PHILOSOPHY AND PSYCHOLOGY OF YOUTH AND MIDDLE LEVEL EDUCATION

This course introduces foundational and contemporary theories of youth and adolescent development. It provides an investigation of 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.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

WRD 101

BASIC WRITING I

An introduction to academic writing; extensive practice in gathering and organizing ideas; attention to correctness in mechanics, grammar, and usage. Students placed in 101 are required to enroll subsequently in 102.

WLE 384

CAPSTONE IN WORLD LANGUAGE EDUCATION

This course is taken concurrently with WLE 385, Student Teaching in World Languages. 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): WLE 385.

WLE 385

STUDENT TEACHING IN WORLD LANGUAGES

(12 credits) 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 WLE 384, World Languages Capstone. PREREQUISITE(S): Application and approval required. Open only to DePaul students.

PSC 349

ADVANCED TOPICS IN INTERNATIONAL RELATIONS

Advanced topics in international relations.

EDU 25

BASIC TECHNOLOGY LITERACY

(0 Credit) This online course provides students with a knowledge about assembling, using, and troubleshooting basic technology hardware and software. In this course, students demonstrate understanding of basic computer setup and the use of peripheral devices such as printers, speakers, flash drives, scanners, digital cameras, videos, and computer software.

EDU 95

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.

WRD 98

PREPARATION FOR COLLEGE READING

For students who need extra preparation in the development of college reading skills. Emphasizes development of reading strategies suitable for understanding a range of texts.

MAT 94

BASIC ALGEBRA

The objective of this course is to increase the students' competence in working with ordinary arithmetic, using a large variety of practical problems and situations from basic sciences as motivation. Formerly WRC 104.

MAT 95

INTRODUCTORY ALGEBRA

An introduction to functions, linear equations, linear inequalities, absolute values, systems of linear equations, exponents, and polynomials. Formerly WRC 204.
Prerequisites:
MAT 094or placement is a prerequisite for this course.

WLE 326

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 375

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).
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