Course Title

Outcome III-Ethics, Values & Diversity

EDUC 517-Multiple Literacies (3 units)

• Investigate the implications of a multiple literacies perspective for designing

• supportive learning contexts for culturally, linguistically, and cognitively diverse learners across content areas

• Explored the political nature of literacy pedagogy and practices.

EDUC 529 Language, Literacy and Culture (3 units)

• Develop an appreciation and understanding for a different culture and its school/family/community literacy practices.

• Develop and demonstrate understanding of factors that promote or impede adjustment to different cultures.

• Develop and demonstrate understanding of current demographic trends and features of migration and immigration in California and the United States, and important issues and challenges faced by culturally and linguistically diverse groups.

• Critically examine and demonstrate understanding of culture, own cultural practices and attitudes, values and beliefs, and the implications to teachers’ role as border crossers.

EDUC 540 The Nature of Language and Linguistics (3 units)

• Candidates will read the experiences of an Italian immigrant, Mike Rose, in Lives on the Boundary, which depicts his experiences accessing and understanding the educational system in the U.S. He shares stories of his Italian immigrant parents’ support for his educational success, being misplaced in the vocational track and a teacher’s role in recognizing his ability, and his eventual career as a teacher and shares the depth of understanding of individual student cases struggling in the same academic scenario.

• Candidates will read various articles discussing the dangers of ‘deficit model’ thinking.

EDUC 541 Second Language Acquisition and Development (3 units)

• Demonstrate knowledge of affective factors affecting second-language development (e.g., motivation, inhibition, attitudes, levels of anxiety and self-esteem, teacher expectations, classroom environment).

• Analyze the pedagogical implications of affective factors for the instruction of

• English Learners (e.g., with respect to lowering students’ affective filters, providing supportive and constructive feedback, creating an inclusive classroom environment, valuing and validating students’ home cultures and languages).

• Demonstrate knowledge of sociocultural and political factors affecting second- language development (e.g., family expectations, acculturation patterns, value  systems, prior educational experiences, school culture and organization, differential status of the primary language or dialect and the target language, language planning and policies, community influences).

• Analyze the pedagogical implications of sociocultural and political factors for the instruction of English Learners and for program organization (e.g., with respect to creating a culturally and linguistically inclusive classroom and school environment, providing culturally and linguistically inclusive instruction, respecting linguistic and cultural differences, promoting family and community involvement, evaluating program organization).

EDUC 543 Methods of Teaching Literacy in ESL (3 units)

• Identify some of the psychological, socio-cultural, pedagogical, physical and environmental factors and characteristics affecting diverse ESL learners.

• Understand the role of historical, legal and legislative foundations in the education of English learners.

• Understand the diverse backgrounds of students using autobiographical stories and implications of some of these experiences in the classroom.

• Identify the ESL learners’ needs as part of a purposeful curriculum in a variety of educational contexts.

• Identify and use instructional strategies for teaching multilevel ESL.

• Examine and practice teaching in at least two different levels of ESL instruction (eg. K-12, community college, adult, university)

• Evaluate international ESL teaching contexts.

EDUC 548 Special Topics in TESOL (3 units)

• Understand and apply ethical practices in developing lessons for students of diverse social, cultural and linguistic backgrounds.

• Develop a leadership position or philosophy

• Provide feedback to students with knowledge of their cultural and linguistic backgrounds.