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: 16 quarter hours required, grade of C or better required
Language Electives Core: 28 quarter hours required, grade of C or better required
- SPN 200-300 level course 1
- SPN 200-300 level course 2
- SPN 200-300 level course 3
- SPN 200-300 level course 4
- SPN 300 level course 1
- SPN 300 level course 2
- SPN 300 level course 3
Linguistics Core: 4 quarter hours required, grade of C or better required
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).
Certification Tests
All individuals certified by the Illinois State Board of Education (ISBE) are required to complete certification tests specific to their teaching certificate. World Language Education Spanish 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.
Spanish Content Area Test (test #135) – assesses knowledge of the Spanish 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 certified, recommended that it be taken before Student Teaching.
SPN 201
ADVANCED GRAMMAR AND COMMUNICATION
A systematic study and review of grammar points that typically cause difficulty for students of Spanish as a foreign language. Developing appropriate speech and writing through the study and discussion of films and various types of written documents within a cultural context.
SPN 205
ADVANCED GRAMMAR AND COMPOSITION FOR HERITAGE SPEAKERS I
For native speakers of Spanish to be taken in lieu of 201.
SPN 202
ADVANCED COMPOSITION AND COMMUNICATION
Continued study of grammar, speech and writing with emphasis on the development of an effective prose style.
SPN 206
ADVANCED GRAMMAR AND COMPOSITION FOR HERITAGE SPEAKERS II
For native speakers of Spanish to be taken in lieu of 202.
SPN 203
ADVANCED CONVERSATION I
Developing a more sophisticated spoken fluency; backup support provided through written texts and exercises.
SPN 204
ADVANCED CONVERSATION II
Refinement of advanced speaking skills.
SPN 207
ADVANCED CONVERSATION FOR THE HERITAGE SPEAKER
For Heritage Language Speakers of Spanish to be taken in lieu of 203 or 204.
SPN 220
INTRODUCTION TO LITERARY ANALYSIS IN SPANISH
Introduction to the vocabulary and methods of literary criticism. Study of various genres and periods.
SPN 352
SPANISH PHONOLOGY AND PHONETICS
An in-depth study of the language's sound system and intensive pronunciation practice.
WLE 360
SECOND AND WORLD LANGUAGE ACQUISITION
This course is an introduction to the theoretical study of second or world language acquisition (SLA) from a generative and psycholinguistic perspective. The content of the class is founded on the major concepts and issues of language acquisition, including UG-access, L1-transfer, and 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 hours, minimum; level 1).
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.
A&S 491
ADMINISTRATIVE THEORY AND BEHAVIOR
This course concerns theoretical concepts and empirical research relating to administrative behavior in organizations with special reference to educational organizations. Concepts are examined within the typical decisional framework of supervisors, chief school business officers, principles, and superintendents, and similar positions in the helping professions. Assignments are individualized.
Prerequisites:
Status as an Advanced Masters Education student is a prerequisite for this class.SEC 364
METHODS: CURRICULUM AND INSTRUCTION IN SECONDARY SCHOOLS
(6 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. Included in this course are 25-30 hours of clinical experiences at arranged sites. PREREQUISITE(S): SEC 363 or permission.
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 330
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 (20 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.
WLE 349
TEACHING MODERN LANGUAGES
Prepares for teaching modern languages at the middle and secondary school levels. Examines the theory and practice of teaching modern languages with an emphasis on developing alternative teaching strategies and using diverse resources. Lesson and unit development, evaluation, 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 field experiences (20 hours, minimum; level 2). PREREQUISITE(S): SEC 364 or equivalent.
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
METHODS OF TEACHING INTEGRATED WORLD LANGUAGE K-12
The purpose of this course is to provide the theoretical, research, and pedagogical foundations that underpin effective instructional practices for world language teaching and learning through the content areas. The central premise of the course is to reformulate world language instruction to integrate subject matter content into the curriculum, including science, social studies, math, fine arts, etc. This methods course is organized around the Standards for Foreign Language Learning, commonly referred to as the Five Cs: Communication, Cultures, Connections, Comparisons, and Communities. Students will learn about current theoretical bases for second-language acquisition and how theory informs classroom practice. Issues surrounding integrated instruction are discussed and deliberated through university classroom experiences as well as required field experiences (20 hours, minimum; level 2).
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.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.
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.
WRD 98
PREPARATION FOR COLLEGE READING (FORMERLY WRC 107)
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. Formerly WRC 107.
WRD 101
BASIC WRITING I (FORMERLY ENG 101)
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. Formerly ENG 101.
MAT 94
BASIC ALGEBRA
The objective of this course is to increase the students' competence in working with numbers of 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.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.
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).