Upper Division Courses
Fall. This course is concerned with exploring the relationship between school and society. Informed by the disciplines of anthropology and sociology, we will explore the following questions: What purposes do schools serve in contemporary America? How have American schools changed (or remained the same) over time? Why are American public schools organized the way they are? What subcultures are constructed in schools and how do they relate to the larger American culture? What counts as knowledge in schools? How do factors such as race, gender, and ethnicity impact schooling? Whose interests are served by previous and current movements for educational reform?
Winter. A survey of the development of reading in American schools. Students will be introduced to current theories of literacy development as well as gain functional familiarity with methods of teaching reading at both elementary and secondary levels. Involves observation, tutoring, and teaching in a K-12 setting.
Winter. A study of methods and strategies used to implement reading into content area subjects at elementary and secondary levels. Involves observation, tutoring, and teaching in a K-12 setting.
Spring. This course includes criteria for selection, an investigation of genres, and reading works by noted authors. This course does not fulfill the Liberal Arts Core requirement in literature.
Spring. A study of the principles and procedures for the diagnosis and remediation of reading difficulties.
(Same as MFL-398) Fall, winter, spring. Prereq.: Permission. This practicum extends pre-service teachers' cultural sensitivity, theoretical knowledge of second language acquisition, and skills in ESL and Bilingual methods through a professional experience with culturally/linguistically diverse students in a local school setting. The course is a collaborative venture among the college student, a bilingual or ESL teacher, and a college instructor. For each credit earned, participants spend 25 hours with elementary, middle school, or high school student(s) in local schools in addition to 20 hours involved in academic reading, writing, and seminar discussions. This field experience fulfills a requirement for the ESL and Bilingual Education endorsements for teacher certification in the state of Idaho. Students must complete an application packet prior to placement in a school. (If 3 credits, meets CULTURAL DIVERSITY requirement)
Fall. An introduction to the philosophy of education through the study of selected problems and figures who have influenced schooling. Students will develop their own philosophy of education.
Spring. This course surveys the issues of educating a diverse population in a pluralistic society. Topics of study include the culture of poverty, race and ethnicity, gender, religion, linguistic minority education models, and sheltered instruction. Students in this class will document proficiency for Principle 3 of the Idaho Core Teacher Standards: Adapting Instruction for Individual Needs. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to students with diverse needs.(CULTURAL DIVERSITY)
Spring. A survey of school curriculum and instructional strategies appropriate to K-12 students. Emphasis is placed on identification of the basic principles of teaching and learning and their application for effective instruction. Students will design and teach lessons in K-12 classrooms.
Spring. This is a survey of learning disabilities and learning styles. Emphasis is placed on the methods demonstrated to be most effective in mainstreamed classrooms. Laws dealing with special education and Section 504 accommodations will be reviewed.
(Same as MFL-444.1) Fall. Alt. years. An analysis of second language acquisition theory and practice. The course includes review of textbooks, preparation of credits of instruction, microteaching of lessons and class visitations.
(Same as MFL-445.1) Spring. Alt. years. Prereq.: MFL-444.1 strongly recommended. The course reinforces and extends students' knowledge of second language acquisition theory and practice in the context of standards-based language education. Course content also includes cross-cultural awareness and discussion of sociological issues pertaining to minority student education. Students will utilize ESL, Bilingual, and foreign language methods in lesson planning and microteaching, visit language classes, and create a theme-based unit that incorporates the multiple methods and strategies presented. (CULTURAL DIVERSITY)
(Same as ENG/MFL-446) Spring. Alt. years. Prereq.: Junior or senior standing. A study of the central concepts of linguistic theory. Includes the theoretical areas of pragmatics, semantics, syntax, morphology, and phonology; and the applied areas of language variation, first language acquisition, second language acquisition, and written language. Students will acquire the International Phonetic Alphabet (IPA) as an essential tool for disciplined examination of linguistic phenomena. Issues of sociolinguistics will be addressed as students wrestle with the relationship between language, thought, and culture, and the nature of the cognitive and brain systems that relate to language learning, language teaching, and language use.
(Same as MFL-447) Fall. Alt. years. Prereq.: Junior or senior standing. An overview of legal mandates and an analysis of the models and typologies of bilingual education and second / foreign language programs that aim to achieve bilingualism and biliteracy in a multicultural society. The course examines the sociocultural issues surrounding linguistic minority education from a historical perspective as well as from a contemporary and local perspective. The course explores the design, implementation, and adaptation of curriculum and instruction to meet the needs of the community in its demographic context.
(Same as MFL-448) Winter. Prereq.: Junior or senior standing with a strong foundation in pedagogy. The course prepares mainstream teachers to work effectively with culturally and linguistically diverse students in content area classrooms. Readings and discussions will explore best practices for students from the culture of poverty. Participants will develop lessons and units of study that incorporate the critical components of sheltered instruction for English learners. (CULTURAL DIVERSITY)
Fall, winter, spring. Prereq.: EDU-251. A closely supervised program that provides students with experience in reading centers in elementary schools, under the guidance of the reading teacher and the college instructor. Five hours per week in field work during fall/spring semester or ten hours per week in winter session.