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Last Updated: May 6, 2020, 11:00 am

Courses

Bilingual General Education, PreK-12

EDDN 636 Linguistic Structure of the English Language - Sociolinguistic Perspectives
This course provides an understanding of basic linguistic concepts and their applications for TESOL instruction. Specific concepts include: phonetics, phonology, morphology, syntax, pragmatics, discourse analysis, and the nature of regional and social variations in American English. Students will explore the origins, diversity and functions of human languages, in addition to the relationship between language and society. Includes 10 hours of field work.

EDDN 638 Teaching English as a Second Language through Modern English Approaches to Grammar
This course reviews the structure of American English. Students will learn about diverse theories, approaches, methods, and practical techniques of grammar instruction for English language learners. Special emphasis will be placed on developing instructional strategies to assist English language learners in meeting the current English Language Arts standards. Includes 5 hours of field work.

EDPN 671 Theory and Practice of Bilingual and Multicultural Education
This course reviews the impact of historical, legal, sociological, and political issues in relationship to the education of culturally and linguistically diverse students. Students explore the evolution of attitudes regarding bilingualism and multiculturalism in the United States. Emphasis will be placed on developing multicultural competence as educators, with areas of focus including: cross-cultural communication in the classroom and with parents; how the language and culture of the home and the community impact student learning; cultural factors in the relationships between the school and the community. Models of multicultural and bilingual education will be presented and analyzed. Includes 10 hours of field work.

EDPN 673 Methods and Materials for Teaching English as a Second Language
This course provides an historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and tech¬niques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the plan¬ning and implementation of standards-based ESL instruction which includes differenti¬ated learning experiences geared to students’ needs. Emphasis is placed on creating cul¬turally responsive learning environments. In-cludes 15 hours of field work.

* For Touro College undergraduate Education majors who took this course and received a grade of "B" or better, the credits earned will also count as graduate course credit toward the MS degree. However, in the event an undergraduate student does poorly in a graduate-level course and must take it again in their graduate program, financial aid will not be available for such coursework and both grades will appear on the student's transcript. There are other collateral consequences to such coursework; please consult your advisor or Program Director for more details.

EDPN 675 Methods and Materials for Teaching in the Native Language
This course provides an overview of theory, approaches, methods and techniques in teaching school subject areas in the native language of the students. Effective strategies and materials for teaching native language arts, including native language literacy, to English language learners will be explored. Includes 15 hours of field work.

Bilingual Special Education and Speech & Language Disabilities

EDSN 640 Assessment of Individual Differences in General and Special Education: A Socio-Cultural Perspective
This course focuses on assessment in general education and special education of individual differences in intelligence, learning potential, personality, motivation, and student achievement; management of data from assessment and monitoring of student progress; characteristics of standardized tests; the role of educational testing in program design and informing instruction, particularly for students with disabilities, including children with autism; assessment of young children; use of achievement tests; introduction to dynamic (or interactive) assessment; differences between static and dynamic assessment; the use of teacher-made, informal tests; and opportunity to observe and practice use of achievement tests and/or curriculum-based assessment ap¬proaches in the classroom.

EDPN 671 Theory and Practice of Bilingual and Multicultural Education
This course reviews the impact of historical, legal, sociological, and political issues in relationship to the education of culturally and linguistically diverse students. Students explore the evolution of attitudes regarding bilingualism and multiculturalism in the United States. Emphasis will be placed on developing multicultural competence as educators, with areas of focus including: cross-cultural communication in the classroom and with parents; how the language and culture of the home and the community impact student learning; cultural factors in the relationships between the school and the community. Models of multicultural and bilingual education will be presented and analyzed. Includes 10 hours of field work.

EDPN 672 Methods of Teaching and Service Delivery in Languages Other Than English
This course focuses on teaching, assessment and counseling practices, consultation techniques, and other aspects of service delivery for diverse learners. Students will critically examine the processes used for placement of culturally and linguistically diverse students in special services. Issues involved in identifying student needs and appropriate services will be addressed. The discussion topics will include the impact of language, home culture and process of cultural adaptation in assessment. Includes 15 hours of field work.

EDPN 673 Methods and Materials for Teaching English as a Second Language

This course provides an historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and tech¬niques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the plan¬ning and implementation of standards-based ESL instruction which includes differenti¬ated learning experiences geared to students’ needs. Emphasis is placed on creating cul¬turally responsive learning environments. In-cludes 15 hours of field work.

* For Touro College undergraduate Education majors who took this course and received a grade of "B" or better, the credits earned will also count as graduate course credit toward the MS degree. However, in the event an undergraduate student does poorly in a graduate-level course and must take it again in their graduate program, financial aid will not be available for such coursework and both grades will appear on the student's transcript. There are other collateral consequences to such coursework; please consult your advisor or Program Director for more details.

EDPN 675 Methods and Materials for Teaching in the Native Language
This course provides an overview of theory, approaches, methods and techniques in teaching school subject areas in the native language of the students. Effective strategies and materials for teaching native language arts, including native language literacy, to English language learners will be explored. Includes 15 hours of field work.

Bilingual Pupil Personnel Services

EDPN 620 Child Development and Learning in Cultural Context
This course focuses on the nature of physi­cal, cognitive, emotional, social, and moral development from birth through adoles­cence with implications for learning and teaching; major orientations in the study of child development, including Vygotsky and the neo-Vygotskian theories of child devel­opment and learning; periods of child de­velopment from birth through adolescence seen in a socio-cultural context, with impli­cations for learning and teaching; integra­tion of theory and research findings from the fields of developmental and educational psychology; and exploration of multicul­tural contexts for growth, development, and learning with diverse student populations. Students are also exposed to evidence-based methods of instruction and critically exam­ine the idea that instruction should be evi­dence-based.

EDPN 671 Theory and Practice of Bilingual and Multicultural Education
This course reviews the impact of historical, legal, sociological, and political issues in relationship to the education of culturally and linguistically diverse students. Students explore the evolution of attitudes regarding bilingualism and multiculturalism in the United States. Emphasis will be placed on developing multicultural competence as educators, with areas of focus including: cross-cultural communication in the classroom and with parents; how the language and culture of the home and the community impact student learning; cultural factors in the relationships between the school and the community. Models of multicultural and bilingual education will be presented and analyzed. Includes 10 hours of field work.

EDPN 672 Methods of Teaching and Service Delivery in Languages Other Than English
This course focuses on teaching, assessment and counseling practices, consultation techniques, and other aspects of service delivery for diverse learners. Students will critically examine the processes used for placement of culturally and linguistically diverse students in special services. Issues involved in identifying student needs and appropriate services will be addressed. The discussion topics will include the impact of language, home culture and process of cultural adaptation in assessment. Includes 15 hours of field work.

PSGN 698 Field Experience in Bilingual Education and Service Delivery
Since students in the program are certified professionals, their work experience (no less than one full academic year) will be considered as fulfillment of the field experience requirement, along with attendance at three field experience seminars and submission of a portfolio which synthesizes their expe-rience and understanding of effective services for bilingual population. The portfolio will include: document attesting to completion of one academic year working with bilingual population, samples of profes¬sional work with bilingual population, including case histories, evaluation reports, and progress notes; a written essay presenting the student’s professional philosophy, a discussion of issues involved in providing bilingual services in the NewYork area, and a description of the student’s professional growth in the program.