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DEPARTMENT OF LANGUAGE, LITERACY, AND SPECIAL POPULATIONSBilingual Education CoursesBack to Language, Literacy, and Special Populations BSL 236 Multicultural Influences on Learning. This course examines the rich cultural heritages of the United States and their influences on learning. Linguistic dialects, cultural patterns, practices and contributions of various cultural groups are studied in their relation to the educational process. Particular emphasis is given to the cultural groups in the Southwest. Prerequisite: Sophomore standing. Credit 3. BSL 333 Language Acquisition Theory for Second Language Learners. This course examines language acquisition theories and philosophies related to learning a second language from early childhood to adult. The course also examines the history, rationale, political, community and global perspectives of bilingual education and English as a second language programs. Emphasis is placed on the principles and implementation of how children learn a language or languages, and how educators can develop academic programs and curriculum plans incorporating local, state, and national policies. Field experiences in PK-12 public schools required. Taken concurrently with BSL 478. Prerequisites: SPD 231 and BSL 236. Junior standing. Credit 3. BSL 430 Language Learning and Literacy Development in Multilingual Students. This course provides an intensive study of the theories of language learning and literacy development for students learning English. Processes and strategies on the development of oral language and reading in the primary language, in particular Spanish, and transitions into English reading are emphasized. Correlations between the fundamental concepts and principles of reading and learning a second language are emphasized. Spanish is often used to teach this course. Field experience in PK-4 public schools required. Taken concurrently with BSL 477. Prerequisite: BSL 333 & BSL 478. Junior standing. Credit 3. BSL 437 Spanish Fluency in the Classroom. This course is designed for persons interested in teaching in a Spanish instructional environment. Terminology specific to the instructional process, curriculum, and community is emphasized. Linguistic and cultural comparisons among different Spanish dialects represented in Texas are examined. The course is taught in Spanish. Prerequisite: Admission to educator preparation program required, field experiences in PK-12 public schools included in this course. Credit 3. BSL 475 Individual Problems in Bilingual Education and English as a Second Language Programs. This course is designed for persons interested in enhancing educational principles related to current bilingual and English as a second language issues. This course will address specific topics for independent study related to second language learning, methodologies, curriculum, instruction, evaluation, parent/community involvement, program design and field experiences. Credit 3. BSL 477 Content Based Learning for Second Language Learners. This course identifies appropriate curricula and teaching strategies to teach reading, language arts, mathematics, science and social studies to second language learners. Principles of current content area curriculum and instructional theory as related to language learning in a bilingual classroom are studied. Spanish is often used to teach this course. Field experiences in PK-4 schools required. Taken concurrently with BSL 430. Prerequisite: BSL 333 & BSL 478. Junior Standing Credit 3. BSL 478 Teaching English as a Second Language. The course identifies current instructional methods and approaches to teaching English as a second language to nonnative speakers of English beginning at the early childhood level through adult. Principles and concepts of second language learning, linguistic contrasts between English and other languages, and the instructional processes are emphasized. Field experience in PK-12 schools required. Taken concurrently with BSL 333. Prerequisite: SPD 231 & BSL 236. Junior Standing. Credit 3. BSL 488 Student Teaching in a Bilingual or ESL Classroom. The student is assigned to student teaching in a bilingual and elementary classroom fulltime for approximately twelve to fourteen weeks. The student is assigned to student teaching in an English as a Second Language classroom or period full-time at the elementary or secondary level for approximately six to seven weeks or one-half day for approximately twelve to fourteen weeks. Prerequisite: Admission to Student Teaching program. Credit 3. |