General Core Courses
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.
EDSN 640 Assessment of Individual Differences in General and Special Education: A Socio-Cultural Perspective
This course is designed to provide theoretical and experiential knowledge regarding basic principles of educational assessment and intervention for all learners. Teacher candidates will become data and assessment literate, focusing on examining the use of assessment practices and strategies to improve student success. This course places a strong emphasis on the planning of formative and summative assessments, the analysis of the use of data-driven instruction, and the application of grading practices. Teacher candidates will become familiar with measures to assess learners with special needs and learners from linguistically and culturally diverse backgrounds. Teacher candidates will develop data literacy to utilize assessment data to analyze and adjust curriculum and assessments to enhance their instructional practices and to implement evidence-based, data-driven instructional interventions.
EDDN 634 Basic Reading and Writing Instruction: Teaching Reading and Writing for Second Language Learners
This course provides an understanding of literacy issues specific to English language learners, as well as strategies and techniques for teaching reading and writing to these students. Key concepts include: the relationship between first language literacy and L2 literacy development; standards-based reading and writing instruction; principles of phonics, structural analysis and sight words; process writing; and the incorporation of technology. Includes 5 hours of field work.
EDDN 635 Curriculum Development and Classroom Management in the Technology Era
This comprehensive course builds upon the foundation of curriculum development and classroom management in the context of teaching English language learners. Expanding its horizons to embrace the digital age, the course adeptly weaves innovative technology integration into the domain of Teaching English to Speakers of Other Languages (TESOL). Crafted to empower prospective TESOL/BLE educators, the course hones in on fostering competence in designing, implementing, assessing, and reflecting within diverse language learning environments, all while capitalizing on the potentials of cutting-edge technology. With a strong focus on practical application and discerning appraisal of technological tools, this course primes upcoming educators to excel amidst the ever-evolving educational landscape.
Includes 10 hours of field work.
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 637 Second Language Learners and the Content Areas
Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 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.
EDDN 639 Trends and Current Issues in Second Language Acquisition
This course identifies and analyzes current trends and issues in second language acquisition and their impact on English language learners. A central focus will be research on specific topics in second language acquisition and bilingualism (e.g., brain research, error correction, role of L1, etc.). Students will become familiar with current instructional strategies as well as methods for professional staff and community resource collaboration in building second language acquisition and respect for cultural diversity in today’s society. Students will engage in a case study research project in a particular area of interest. 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 (CLD) students. It is designed to prepare educators and educational service providers to support CLD students and their caregivers in the context of multicultural/bilingual settings. Candidates will examine different models of culturally responsive-sustaining educational practices and apply this knowledge to the implementation of pedagogically effective practices for CLD students. 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.
Includes 10 hours of field work.
EDPN 673 Methods and Materials for Teaching English as a Second Language
This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 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.
EDDN 680 Supervised Student Teaching PreK-12
This course requires a minimum of 20 days or 100 hours of student teaching in both elementary and secondary ESL classrooms, under the supervision of the cooperating teacher and a Touro professor. This experience will allow student teachers to apply their knowledge in actual classroom setting, as well as gain experience with a variety of developmental levels. Student teachers will attend seminars throughout the semester, maintain a weekly reflective journal, and submit accumulative portfolio documenting professional growth. Prerequisites: EDDN 636, EDDN 637, EDPN 671, and EDPN 673, and permission of the Chair. (Please note: This course must be taken during the final semester of the program, and concurrently with no more than one content course.)
Students who have taken either EDDN 678 or EDDN 679 must complete that two-semester sequence, and are exempt from EDDN 680.
*Effective July 1, 2012, EDDN 680 replaces both EDDN 678 and EDDN 679 for students who have not completed either of those two courses prior to the Fall 2012 semester.
*Already certified teachers participating in the practicum may be excused from the requirement of completing 50 student teaching hours, allowing them to concentrate on engaging in reflective seminars, developing their ePortfolios, and completing their capstone projects.