8 courses with the subject TESL, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
TESL 281Cultural Perspectives in Multilingual Education3
This course will examine the role and definition of culture in the study of TESOL. Students will come to understand the effects of stereotyping the cultural characteristics of multilingual and multicultural students as well as the very real impact culture has on students’ learning styles and classroom experiences. Candidates will examine the potential impact their teaching strategies will have in the ENL classroom, through understanding their own cultural and lived experiences, as well as their own biases.
TESL 283Linguistics, Literacy, & Second Language Acquisition3
This course introduces the study of linguistics, the discipline that investigates and describes the language acquisition, production, and comprehension of language. The course will examine English language structures and will aim to enhance language awareness. Course content will include an introduction to the core disciplines of linguistics, the scientific study of language, as they apply to literacy learning, including phonetics, phonology, morphology, syntax, and semantics. Candidates will consider how grammar is shaped by human cognition, culture, and speakers’ communicative goals, as well as how languages around the world construct words, figurative language, and sentences. Students will also be introduced to the Science of Reading framework and its applicability to teaching multilingual learners to read. Primary course goals are to provide candidates with the necessary information on language as a dynamic system in all four domains, creating an intellectual background for language. Candidates will gain an understanding of the process of additional language acquisition and the role of formal language instruction and its connection to literacy.
This course is an introduction to methods of teaching in TESOL and Bilingual Education. It is intended to provide models of instruction for stand alone language instruction and integrated language arts or target language instruction in bilingual classrooms, depending on the candidate's certification track. Candidates will explore instruction aligned with the New York State Next Generation learning standards. Through reading, discussion, observation, and demonstration, candidates will come to understand the importance of native language literacy in the development of literacy in the second language. TESOL candidates will discuss techniques to promote a bridge between a student’s native language and English and models of both stand alone and integrated instruction that are aligned with the New York State learning standards. Bilingual Education candidates will discuss native language arts methods within models of dual language instruction. Together, TESOL and Bilingual Education candidates will discuss the importance of translanguaging and celebrating the assets of students.
This course is an introduction to methods and materials for the teaching of English to speakers of other languages (TESOL). Through a program of lectures, readings, discussions, and practical teaching exercises in the field, candidates will explore the educational contexts in which English is taught and learned, methods and materials that teachers use to teach it, and the links between what teachers and learners do in the classroom and what applied linguistic research tells us about how second languages are learned. Satisfactory completion of the course indicates that candidates have acquired a basic knowledge of the methodology and materials of TESOL and basic skills in putting that knowledge into practice. There is a focus on core curricular areas, pedagogy, and materials for responsive instruction that utilizes research-tested approaches and instructional strategies that actively engage students in learning. More advanced study and supervised teaching practice will be acquired as candidates apply these skills in an ESL classroom during their supervised practicum. Fieldwork required (25 hours).
TESL 386Methods of Teaching Subject Areas Using Language as a Scaffold3
This course is for elementary and secondary teachers who will be or are currently working with culturally and linguistically diverse students. The course explores language development in the context of academic language socialization, specifically through the instruction of literacy skills, along with the curricula of the content areas. TESOL candidates will explore the methods of using a students native language as a scaffold to learning English. Bilingual candidates will explore methods of teaching literacy skills in the native language. Emphasis will be placed on understanding and utilizing a diverse learners background and language experience to create learning opportunities that students are engaged in. There is a focus on core curricular areas, pedagogy, and materials for responsive instruction that utilizes research-tested approaches and instructional strategies that actively engage students in learning. Both TESOL & Bilingual Students will explore translation and how when it is and is not appropriate to use with multilingual learners. This course includes culturally responsive instruction which is differentiated and meets the needs of ALL learners. Includes 25 hours of fieldwork.
TESL 387Evaluation & Assessment of Multilingual Learners3
In this course, candidates examine formal and informal assessment measures and the evaluation of multilingual students. Candidates will encounter current research and materials available for assessment of native language and English. Assessment and evaluation will be analyzed for validity, reliability, and utility. Candidates will analyze the internal construction of testing instruments and options for appropriately adapting tests that are part of the classroom curriculum in ways that make them effective and equitable for multilingual learners. Candidates will explore both formal and informal assessment techniques from a global standpoint and also hone in on the assessments that are specific to New York State. Those seeking NYS certification will have the opportunity to become certified in administering assessments such as the New York State Identification Test of English Language Learners (NYSITELL) and the New York State English as a Second Language Achievement Test (NYSESLAT). Candidates will also explore the assessment of students who may potentially be dually identified as English language learners and students with disabilities and how they can advocate for their students in this realm. Candidates will also practice using data from assessment to inform their practice and make instructional decisions.
Preparation for student teaching. Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment from the PreK-12 level. Addresses objectives, curriculum, strategies, materials and evaluation necessary for the science of teaching. Emphasizes content, inquiry skills, problem solving and scientific attitude highlighting the NY State Standards. Requires the teaching of lessons across all content areas during 50 hours of field experience.
Highlights knowledge, skills and dispositions of professional educators. One full-time 7-week placement in each childhood and special education-childhood classroom requires candidates to become the instructional reader under the supervision of cooperating teachers and college faculty.
