Students enrolled in the English Language Development program must complete:
- Four core courses required for the Curriculum & Instruction degree
- Foundation courses for the specific concentration
M.Ed. in Curriculum & Instruction - English Language Development
EDCI 509 (3)
Essential Linguistics for Language Development
A basic understanding of linguistics is essential for the effective teaching of reading, writing, and - in reality - all content areas. With the number of students in our schools today living in poverty and language-poor environments, linguistics has real-life applications to effective teaching. It demands increased emphasis on phonemic awareness and phonics that teachers need to help students understand how language works. When teachers are familiar with basic linguistic concepts, they are better prepared to make decisions about how to teach reading, spelling, phonics, and grammar to all students, including English language learners.
In this course, practitioners will gain essential linguistic concepts. They will learn the connections between linguistic theory and classroom practice. They will learn that the greater the teacher's understanding of basic language structures and processes, the easier it is to make good decisions on important language areas such as phonics, spelling, and grammar.
EDCI 506 (3)
A Developmental Approach to Language Acquisition
Human beings are intimately and irrevocably linked to language. The topic of language acquisition poses profound questions about our understanding of the human mind and leads us to many fascinating and complex areas of study. In this class, students will start at the beginning of language development in children (Pinker, 2008). As Steven Pinker writes in The Language Instinct, "Languages are complex combinations of elegant principles and historical accidents. We cannot design new ones with independent properties: we are stuck with the confounded ones entrenched in communities." Students will, through an interdisciplinary approach, learn how language is acquired from birth through a child's developmental years. Since children are developing their cognitive, perceptual, social, and motor skills at the same time their linguistic systems and specific language repertoire is growing, this study will involve the diverse fields of neurobiology, ethology, naturalistic and experimental child psychology, cognitive psychology, and theoretical and applied computer science.
EDCI 510 (3)
Language Acquisition and Curriculum Development
The focus of this course is teaching language acquisition using transformational teaching and learning strategies that are focused on meeting the needs of all learners through a developmental, constructivist approach. There will be an emphasis on differentiation in all aspects of the learning environment: setting up the classroom, getting to know the learners, assessing learning styles and needs, differentiating teaching strategies, the iterative process and providing personalized anchor activities to solidify learning. The course will provide a plethora of practical ideas for creating a language acquisition curriculum that will be a positive and transformational experience for teachers and learners alike.
EDCI 521 (3)
The Language Development Classroom-Activities and Practice
The activities-based language acquisition classroom is enhanced through the use of innovative technology tools and resources that are available to classroom teachers. This course will focus on the use of educational technology and interactive classroom activities as a vital means to transform language acquisition through enhancing children's critical thinking and problem-solving skills. Children, especially those raised in poverty, have language deficits similar to second language students. The goal of this class is to provide classroom teachers the opportunity to learn and practice, language-rich opportunities that will challenge their students to dynamically engage in their learning through a variety of activities.
EDGR 601 (3)
This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.
The Master of Education culminates with one of three courses
EDGR 698 (3)
Action Research (CAPSTONE)
Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.
EDGR 699 (3)
The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.
EDGR 696 (3)
Practitioner Inquiry (CAPSTONE)
Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study reserach methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportuntiiy to reflect on teaching practice and generate imprivements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers.
Prerequisite: Successful completion of EDGR 601 Educational Research
Any of the above options provide candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.