The following is a listing of the courses offered to the CR-ITI cohorts. For specific program requirements, please see the respective Bilingual Education and ESOL program pages.
CEF 536 / FLA 536 / SPN 536 Methods of Teaching Second Language and Content to Bilingual
This course explores methods for teaching language and content areas to diverse K-12 students in a bilingual context. It is designed as a course to help teachers explore in a very hands-on, practical and applied manner all of the technologies used by teachers of languages. Emphasis is placed on will be on curricular and lesson development to meet State and National learning and literacy standards. The class will also discuss how these methodologies relate to current language pedagogies, both for individualized and classroom learning.
Bilingual Education in the Schools
(for all other participants, i.e. those not in a speech-language pathology program)
This is a combined Seminar/Field Experience course focusing on the practices of Bilingual Education in the local schools. Participants are required to complete 50 clock hours of field experience in bilingual settings. The seminar will discuss models of bilingual education, assessment issues, multicultural diversity and perspectives in education, differentiated instruction, advocacy and outreach, classroom management, NYS and National Standards, educating family, collaboration with professionals, and reflections on clinical experiences.
HHS 526 / CEF 526 Foundations of Teaching English Language Arts to Bilingual Language
This course provides the students with a thorough understanding of methods of teaching English language arts to bilingual English language learners, including literacy for meeting the State learning standards for students. This is a required course for students who wish to obtain a Bilingual Extension in any registered and approved Base Certification Program. There will be a requirement of 25 hours of field experience dedicated to observations and paraprofessional authentic activities.
HHS 574 Speech and Language Pathology in the Schools Bilingual Clinical
(for Speech-Language Pathology only) -
This is a required clinical/seminar for students pursuing their Bilingual Extension certification. Students are required to complete 150 clock hours (50 hours with bilingual population) of supervised clinical practice in a bilingual school setting. There will be a seminar which will meet once weekly and allow students to discuss evidence-based practice assessment and intervention in the school setting, models of service delivery, multicultural diversity, advocacy and outreach, classroom management, NYS Standards, educating family, collaboration with professionals, and reflect about their clinical experiences. For more information about the Master of Sciene program, visit https://healthtechnology.stonybrookmedicine.edu/programs/speech-language-pathology.
LIN 532 Second Language Acquisition
Study of the acquisition of a second language by children and adults. The focus is on data; the systematicity of the learner' errors, the ease of acquisition in childhood, etc., the adequacy of theories (e.g. Interlanguage processes, the monitor model, the critical period) to explain data, and the reliability of methods of obtaining data. Students conduct an empirical study testing a current hypothesis.
LIN 541 Bilingualism
Study of the social, linguistic, educational, and psychological aspects of bilingualism.
LIN 542 Sociolinguistics
An introduction to major topics in sociolinguistics, including variation theory, language attitudes, language planning, language change, and pidgins and creoles. 3 credits.
SPN 505 Hispanic Dialectology and Sociolinguistics
Major theoretical issues involved in analysis of geographical and social variation and with the principal methods used in its investigation, as applied to varieties of Spanish, Portuguese, Catalan, and Galician. 3 credits.
SPN 506 Bilingualism
This course aims to provide an introduction to the study on the phenomenon of bilingualism, both at the individual and at the societal level. We will discuss the nature of bilingual competence, theories of the representation/storage of bilingual knowledge, the acquisition/learning of multiple languages. Finally, we will examine social attitudes towards bilingualism and the consequences of language contact, and bilingual education policies and their effects.
Methods I: Foundation of ESOL Pedagogy
Theory and practical methodology of language and literacy instruction and assessment to children and adolescents for whom English is not their first language, in alignment with current state, national, and professional standards. Inquiry into instructional approaches, standard-based and data-driven lesson planning, reflective practices, in the teaching and assessment of speaking, listening, reading, and writing. Review and evaluation of resources and technologies.
Methods II: Language and Literacy through Content Areas
Content-based language and literacy instruction and assessment to children and adolescents for whom English is not their first language, in alignment with current state, national, and professional standards. Teacher candidates design standard-based and data-driven curricular modules for teaching language through mathematics, the sciences, English language arts and the social studies, engage in reflective and collaborative practices, and evaluate web-based technologies.
Introduction to Teaching Linguistic and Literacy Skills to English Language Learners
This course prepares teachers to teach literacy skills from the perspective of linguistics. Participants will master effective tools to promote English Language Learners (ELLs) receptive (listening and reading), in addition to productive (speak-ing and writing) language development. It will focus on teaching listening and reading comprehension, reading and writing instruction with a deep understanding of the linguistic demands of the different activities.
LIN 505 - Structure of English Grammar for Teachers - 3 credits
This course focuses on aspects of English grammar particularly difficult for ELLs. The practical application of this study of English grammar includes diagnosing and addressing student errors, teaching English structures in a new way and teaching ELLs the grammar knowledge they need to be successful at the academic language of school. Materials and exercises for teaching various grammatical structures will be developed. Actual errors made by learners of English will and will develop practical techniques for remedying these errors.
Literacy in the Content Areas
In-depth exploration of the theories of literacy and language development of native English speakers and students who are English language learners pre-school through grade 12. The development and assessment of literacy skills among children at various stages of learning development and across disciplines will be examined. Attention will also be given to children with special needs and the integration of technology in the development of literacy skills.
LIN 581 Supervised Elementary Student Teaching/Internships - 1/2 credit, S/U grading
TESOL teacher candidates receive supervised practice teaching by arrangements with selected schools across the region. For approximately 10 days, teacher candidates practice content-based curriculum development, and use of technologies for language and literacy development among elementary English language learners and reflect on their teaching in multi-level classrooms.
LIN 582 Supervised Secondary Student Teaching/Internships - 1/2 credit, S/U grading
TESOL teacher candidates receive supervised practice teaching by arrangements with selected schools across the region. For approximately 10 days, teacher candidates practice content-based curriculum development, and use of technologies for language and literacy development among secondary English language learners and reflect on their teaching in multi-level classrooms.