| SECOND LANGUAGE TEACHING (SLT) COURSES |
| SLT102: Language Learning |
| Credits: 3 |
| SLT 102 introduces the post-method viewpoint of learning in the classroom. The course will begin with identifying the students’ intuitions and insights about language learning. Students will then examine different language learning goals and needs as well as explore some basic needs in order for language to be acquired and factors that can accelerate or hinder language learning. In the second portion of the course, students will be introduced to ethnographic case studies of language learners and learn how to do their own ethnographic study on an individual or on one group of student language learners. |
| Prereq: A grade of “C” or higher or concurrent enrollment in ENG 100 or a grade of “C” or higher or concurrent enrollment in ESL 100., Coreq: - |
| SLT103: Language Teaching |
| Credits: 3 |
| SLT 103 introduces the post-method viewpoint of teaching in the classroom. The course will begin by identifying the students’ intuitions and insights about language teaching. The students will examine ways that instruction can facilitate and accelerate language learning. The students will explore how heritage language, motivation, learning styles, variation in input, etc. can influence their teaching. As the students address the issues of language teaching, they will develop their own definitions of second language pedagogy. In the second portion of the course, students will be introduced to ethnographic case studies of language teachers and learn how to do their own ethnographic study on one teacher’s classroom practices. |
| Prereq: A grade of “C” or higher or concurrent enrollment in ENG 100 or a grade of “C” or higher or concurrent enrollment in ESL 100., Coreq: - |
| SLT202: (Alpha) Concepts and Issues in Second Language Teaching (SLT) |
| Credits: 3 |
| SLT 202 (Alpha) continues the exploration of classroom-based language development. SLT 202 (Alpha) students begin each course by exploring various language development issues from different perspectives. With a focus on pedagogy, SLT 202 (Alpha) students also explore language development in different classroom settings with different types of learners. In each section of SLT 202 (Alpha), students compile a portfolio of strategies for helping facilitate language development. |
| Prereq: A grade of “C” or higher or concurrent enrollment in ENG 100 or a grade of “C” or higher or concurrent enrollment in ESL 100; and a grade of “C” or higher or concurrent enrollment in SLT 102 or consent of instructor., Coreq: - |
| SLT202B: Concepts and Issues in Second Language Teaching – Language Skills |
| Credits: 3 |
| SLT 202B continues the exploration of classroom-based language development. SLT 202B students begin the course by exploring language skills from various perspectives, including those of the learner, the teacher, and the researcher. Next, students investigate the different ways that teachers and researchers view instruction of language skills in various classroom settings. As SLT 202B students explore the relationship between pedagogy and language skills development, they compile a portfolio of strategies for helping learners develop language skills. |
| Prereq: A grade of “C” or higher or concurrent enrollment in ENG 100 or a grade of “C” or higher or concurrent enrollment in ESL 100; and a grade of “C” or higher or concurrent enrollment in SLT 102 or consent of instructor., Coreq: - |
| SLT202C: Concepts and Issues in Second Language Teaching (SLT) – English Language Development |
| Credits: 3 |
| SLT 202C continues the exploration of classroom-based language development. SLT 202C students begin the course by exploring grammar and vocabulary language skills from various perspectives and investigating the different ways that research and experts view instruction of grammar and vocabulary language skills in K-12 classroom settings. SLT 202C students also explore the relationship between pedagogy and grammar and vocabulary language skills development and compile a portfolio of strategies for helping learners develop grammar and vocabulary language skills. |
| Prereq: A grade of “C” or higher in ENG 100 or a grade of “C” or higher in ESL 100; and a grade of “C” or higher in SLT 102 or consent of instructor; and a grade of “C” or higher in SLT 103 or consent of instructor., Coreq: - |
| SLT203: (Alpha) Integrating Content and Second Language Teaching |
| Credits: 3 |
| SLT 203 (Alpha) introduces students to strategies for using content to facilitate second language development. SLT 203 (Alpha) students begin by exploring strategies necessary for developing language in various content classrooms. Then the students examine activities and materials appropriate for developing language skills in specific content areas. The students also conduct case studies of various content classroom and develop activities, materials and lesson plans appropriate for facilitating language development in those settings. |
| Prereq: A grade of “C” or higher or concurrent enrollment in ENG 100 or a grade of “C” or higher or concurrent enrollment in ESL 100; and a grade of “C” or higher or concurrent enrollment in SLT 103 or consent of instructor., Coreq: - |
| SLT203B: Content-based Instruction |
| Credits: 3 |
| SLT 203B introduces students to strategies for using content to facilitate second language development. SLT 203B students begin by exploring different strategies necessary for developing language using the content of general education classrooms. Then the students examine activities and materials appropriate for developing language skills in specific general education content areas, such as language arts, mathematics, science and social studies. The students also conduct a case study of a general education classroom and develop activities, materials and lesson plans appropriate for facilitating language development in that setting. |
| Prereq: A grade of “C” or higher or concurrent enrollment in ENG 100 or a grade of “C” or higher or concurrent enrollment in ESL 100; and a grade of “C” or higher or concurrent enrollment in SLT 103 or consent of instructor., Coreq: - |
| SLT203C: Integrating Content and SLT – Universal Design for Diverse Multilingual Learners |
| Credits: 3 |
| SLT 203C introduces students to the Universal Design for Learning (UDL) framework to facilitate second language development for diverse learners, including multilingual learners with and without disabilities. SLT 203C students begin by exploring strategies necessary for developing language in K-12 content classroom settings. Then the students examine how to use the UDL framework to design activities and materials appropriate for developing language skills in specific content areas. The students also conduct case studies of various content classrooms and diverse language learners, including multilingual learners with disabilities and develop activities, materials, and lesson plans appropriate for facilitating language development in those settings. |
| Prereq: A grade of “C” or higher in ENG 100 or a grade of “C” or higher in ESL 100; and a grade of “C” or higher in SLT 102 or consent of instructor; and a grade of “C” or higher in SLT 103 or consent of instructor., Coreq: - |
| SLT203D: Integrating Content and SLT – Reading Development |
| Credits: 3 |
| SLT 203D introduces students to theories and strategies for helping multilingual learners develop reading skills. SLT 203D students begin by exploring strategies necessary for developing language and reading in K-12 content classroom settings. Then the students examine how to design activities and materials appropriate for developing language skills and reading ability in specific content areas. The students also conduct case studies of various content classrooms and develop activities, materials, and lesson plans appropriate for developing language and reading in those settings. |
| Prereq: A grade of “C” or higher in ENG 100 or a grade of “C” or higher in ESL 100; and a grade of “C” or higher in SLT 102 or consent of instructor; and a grade of “C” or higher in SLT 103 or consent of instructor., Coreq: - |
| SLT203E: Integrating Content and SLT – Writing Development |
| Credits: 3 |
| SLT 203E introduces students to theories and strategies for helping multilingual learners develop writing skills. SLT 203E students begin by exploring strategies necessary for developing language and writing in K-12 content classroom settings. Then, the students examine how to design activities and materials appropriate for developing language skills and writing ability in specific content areas. The students also conduct case studies of various content classrooms and develop activities, materials, and lesson plans appropriate for developing language and writing in those settings. |
| Prereq: A grade of “C” or higher in ENG 100 or a grade of “C” or higher in ESL 100; and a grade of “C” or higher in SLT 102 or consent of instructor; and a grade of “C” or higher in SLT 103 or consent of instructor., Coreq: - |
| SLT290: Second Language Assessment |
| Credits: 3 |
| SLT 290 introduces students to strategies for using assessment to facilitate second language development. SLT 290 students begin by examining issues associated with assessing content-area language needs of students. Then the students examine issues associated with assessing materials appropriate for facilitating language development of students in content-area classrooms. The students also do a study of language needs and activities in a content-area classroom. |
| Prereq: A grade of “C” or higher or concurrent enrollment in ENG 100 or a grade of “C” or higher or concurrent enrollment in ESL 100; and a grade of “C” or higher or concurrent enrollment in SLT 202 or consent of instructor; and a grade of “C” or higher or concurrent enrollment in SLT 203 or consent of instructor., Coreq: - |
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