We offer pathways for add-on licensure in English as a Second Language (ESL) and Special Education. The English as a Second Language program is a 12 credit program that leads to a Post-Baccalaureate Certificate in ESL, and the Special Education pathway is a 6 credit non-degree program comprised of coursework that provides coverage of the competencies required for a moderate disabilities license.
English as a Second Language Add-On Courses
EDU 554: Field Experience: Methods and Materials for Language Teaching
This practicum-based course is designed to prepare students to teach English as a second language by using methods, strategies, and techniques appropriate for children in PreK-12 contexts. Engaged with approaches aligned with the Professional Standards for Teaching and the Subject Matter Knowledge outlined by the Massachusetts Department of Elementary and Secondary Education, students will plan state-of-the-art curriculum, instruction, and assessment. In addition, students will convene in a seminar setting to share experiences and to gain additional tools that will be helpful to their practice.
EDU 555: Current Sociolinguistic Issues in TESOL
This course utilizes current sociolinguistic perspectives in language based instructional contexts to develop systemic understanding of structural and functional nature of language production and usage in relation to social world. What does it mean when we say that language learning is a social process? How does the notion of social apply to various discursive classroom communities? What are the language variations and structures within and across cultures, contexts, and social groups? How do these variations emerge and shape our, teachers, assumptions, attitudes, and beliefs about different and diverse cultures, people, children and social groups? The course foregrounds the connection between language, literacy, and sociolinguistics research in first and second language acquisition.
EDU 556: Language, Culture, and Linguistics
An introduction to issues of language development, the role of culture, and linguistic repertoires pertinent to teaching and learning. Includes theories of second language development, theory and research in first, and second language acquisition, and their role in the development of various literacies. The course will cover topics related to socio-cultural and socio-emotional considerations in teaching ESL, including cultural, racial, ethnic, and linguistic diversity, the nature and role of culture and its intersection with teaching and learning, socioeconomic, structural, and regional factors influencing language variation and change (e.g. bilingualisms and multilingualism).
EDU 557: Theories of Language Acquisition-Implications for Instruction
Application of linguistic theories and concepts related to language acquisition. Topics include but not limited to theories of second-language teaching and approaches to academic language development with emphasis on a sociocultural approach to issues related to learning and literacy in preK-12 settings. This course provides the theoretical and practical knowledge related to language acquisition for teaching diverse bilingual/multilingual students including English language learners in various academic contexts.
Special Education Courses
EDU 548 - Classroom Management for Mildly and Moderately Disabled Students in Inclusive Settings
Comprehensive review of classroom management and its foundations paramount in teaching the mildly and moderately disabled. Theoretical models for understanding the behavior of children and youth, including Applied Behavior Analysis and Positive Behavior Supports, along with evidence-based practices/procedures. Case studies are employed in applying theory to practice in addition to actual research focused on current classroom management issues and trends in elementary, middle, and high schools. (Prerequisite 512 or equivalent)
EDU 549- Diagnostic and Remedial Assessment for Mild and Moderately Disabled Students
Comprehensive topic of assessment includes types, diagnostic tools, procedures, and forms and is correlated with local, state, and federal agency and school services. Remedial strategies and accommodations are included in the IEP development/implementation and require the submission of modified lesson development. Research studies, including case studies, will complement the development of diagnostic and remedial techniques for the moderately disabled. (Prerequisite 512 or equivalent)