Course Catalog
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.
Bilingual Education
CEF 536 / FLA 536 / SPN 536 Methods of Teaching Second Language and Content to Bilingual
Students
- 3
credits
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.
FLA 574
Bilingual Education in the Schools
(for all other participants, i.e. those not in a speech-language pathology program)
-
4 credits
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
Learners
- 3
credits
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) -
4 credits
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
- 3
credits
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
- 3
credits
Study of the social, linguistic, educational, and psychological aspects of bilingualism.
LIN 542 Sociolinguistics
- 3
credits
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
- 3
credits
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
- 3
credits
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.
ESOL
LIN 502
Methods I: Foundation of ESOL Pedagogy
- 3
credits
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.
LIN 503
Methods II: Language and Literacy through Content Areas
- 3
credits
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.
LIN 504
Introduction to Teaching Linguistic and Literacy Skills to English Language Learners
- 3
credits
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.
LIN 544
Literacy in the Content Areas
- 3
credits
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.