MSED in TESOL (Initial/Professional) (All Grades)

*Required only of students going for 1st initial certification
**Required only of students holding 1st initial certification and going for the MS in Bilingual Education/Professional
*** Required only of students going for 2nd initial certification in TESOL and the Bilingual Extension and those in the MS in Bilingual Education/Professional
****Not required of students in the MS in Bilingual Education/Professional
Students in the non-certification program and in the M.S. in Bilingual Education will take a different course

Total Number of Credits for Programs in TESOL:
1st initial: 40-42 credits
2nd initial: 34 credits

Non-certification: 40 credits
TESOL with bilingual extension, 2nd initial: 37 credits

Bilingual Education (Initial Certification)

Because the programs at Long Island University/Brooklyn Campus are inclusive and integrated, students interested in being initially certified as bilingual teachers follow the Childhood/Adolescence Special Education or Literacy Programs and take an additional 9 credits for the Bilingual Extension Certification. Please consult the appropriate section of the catalogue or website for requirements.

Teaching and Learning 088 Textual Strategies for Educators Special Fee: $200.00 Offered every semester
A course that focuses on improving school professionals’ abilities to write academic essays and developing reading strategies to be applied to the comprehension of complex texts in the fields of Education. Students will be involved in writing, editing and rewriting, as well as doing close reading of texts. Pass/Fail only. Noncredit. back

Teaching and Learning 099 Preparing for the NYSTCE: A course for educators. Special Fee: $200.00. Offered every semester
A course that enhances the ability to read critically and write serious essays, while deepening the liberal arts and education knowledge base required for the LAST. Emphasis is also placed on developing successful test-taking strategies. Required of all students who have not passed the LAST upon admissions within the first six credits. Pass/Fail only. Noncredit. back

Teaching and Learning 801 Issues in Urban Education. Corequisite: TAL 088 or exemption
Using the School of Education KEEPS mission as a context, this course examines the intersection of individuals, families, schools, communities, and society as they exist and interact in urban settings. Through readings and class discussion, students will examine schooling from historical, philosophical, sociological, economic, and political perspectives. Factors such as language, ability, socioeconomic class, ethnicity, race, gender and sexuality will be introduced through a critical perspective in order to understand how they influence and shape urban education. Students will have the opportunity to engage in field-based research related to issues studied. Fifteen hours of fieldwork are required. Three credits. back

Teaching and Learning 802 Language & Literacy. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
A course focusing on the relationship between oral language and Literacy, highlighting the psycholinguistic and social foundations of reading. Principles of first and second language acquisition, dialectal differences, and the development of literacy in English Language Learners and bilingual children will be addressed. Students will be introduced to different philosophical approaches to teaching reading and will explore the connection between reading and writing. They will examine the cognitive and sociolinguistic processes involved in making meaning from text, including the importance of background knowledge, as well as processes underlying word recognition. The role of multicultural literature for children will be highlighted. Students will be introduced to a variety of literacy resources, including children's libraries and relevant websites. Three credits. back

Teaching and Learning 804 Fundamentals of Linguistics Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
An introduction to the basic concepts of linguistics needed to understand second language acquisition, language variation in urban settings, and ESL pedagogy for diverse learners. Students will become familiar with the main components of language structure (phonological, morphological, syntactic, and lexical) and will learn their significance from a psycholinguistic perspective. They will analyze data from languages spoken in New York City. Three credits. back

Teaching and Learning 811 Lives of Children. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
A course focusing on the experience of childhood from infancy to pre-adolescence using developmental, non-developmental, historical, and cultural approaches. Students will consider different theories of development as well as physical, cognitive, socio-emotional and moral domains of development, with implications for learning and socialization. Consideration will be given to the role of culture, gender, disability, race, class, language, and sexual orientation in the process of learning and development. The lives of children with typical and atypical development will be explored through observations and readings. Three credits. back

Teaching and Learning 812 Lives of Adolescents. Prerequisites or corequisites: TAL 099 or exemption Offered every Fall
A courses that focuses on the experience of pre-adolescents and adolescents from diverse backgrounds with a range of abilities using developmental, non-developmental, historical, and cultural approaches. Theories of development will be studied as they apply to the adolescent learner in families, communities, peer groups and schools. Physical, cognitive, socio-emotional and moral domains of development with implications for learning will be studied. Throughout the course, attention will be given to ways in which culture, gender, disability, race, class, language, ethnicity and sexual orientation play a role in the process of learning and development. The lives of adolescents with typical and atypical development will be explored through observations and readings. For students pursuing the middle childhood extension, 20 hours of fieldwork at the middle school level will be required. Three credits. back

Teaching and Learning 821 Multicultural Perspectives in Education, Prerequisites or corequisites: TAL 099 or exemption, TAL 801 Offered every semester
An examination and analysis of the historical evolution, theories and practices of multicultural education. Factors of race, ethnicity, culture, language, socioeconomic class, gender, ability, sexual orientation, power and privilege will be explored as they relate to teaching, learning, and schooling in the urban and societal contexts. Students will also select and evaluate multicultural curricula and literature that will validate and enrich students' lives and experiences and enable them to meet NYS Learning Standards. Three credits. back

Teaching and Learning 823 Bilingualism and Bilingual/Multicultural Education. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every Fall
Introduction to the individual, social, cognitive and linguistic nature of bilingualism, including second language acquisition, sociology of language, and the relationship between language and culture. Students will examine the socio-political, historical, and legal foundations that have shaped bilingual and multicultural education policies, program models, and teaching and assessment practices. Issues pertaining to second language learners with diverse learning needs will be addressed. Students will develop an understanding of the distinction between language differences and language disability. Ten hours of fieldwork required. Students pursuing the bilingual extension will have an additional twenty hours of fieldwork. Three credits. back

Teaching and Learning 830 Classroom Inquiry I. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
The course aims to develop and improve aspects of teaching practice through inquiring about students’ work with children and adolescents in classrooms and other educational settings from a phenomenological perspective. Through collaborative inquiry, students will learn disciplined modes of observation and description and a range of ways to document aspects of teaching and learning. They will complete a child study including the collecting and describing of the child’s work and a Descriptive Review of the Child. In addition, students will investigate the assumptions about persons and knowledge-making underlying the phenomenological modes of inquiry basic to the child study. Students will begin to develop a conceptual understanding of the nature of inquiry, documentation, evidence, questions, and knowledge. Thirty hours of fieldwork are required. Three credits. back

Teaching and Learning 861 The English Language and Its Structure. Prerequisite: TAL 830 Offered every Fall
A review of the history of the English language and a detailed treatment of the basic units and systems of sentence formation in English. The role of descriptive grammars in understanding how English is used by native English speakers in everyday communication is discussed. Considerable attention is given to understanding learner errors and best strategies for handling them in a classroom situation. Three credits. back

Teaching and Learning 862 ESL Curriculum and Methodology: Teaching Literacy K-12. Prerequisite: TAL 830 Offered every Spring
A study of different approaches to teaching ESL in an urban classroom with a focus on all aspects of language and literacy, including listening, speaking, reading, and writing, at different levels of proficiency in English. Students will learn to develop literacy through the content areas. They will also become familiar with uses of technology in an ESL setting and with literacy and language proficiency assessment. Students will learn how to help English Language Learners of varying ability meet NYS Learning Standards in literacy. Ten hours of fieldwork are required. Three credits. back

Teaching and Learning 863 ESL Curriculum and Methodology: Teaching Content Areas K-12 Prerequisite: TAL 830 Offered every Fall
An examination of the practices of teaching the content areas of science, mathematics, social studies and language arts through English. Strategies for implementing sheltered instruction, adapting materials, and developing vocabulary in specific content areas will be introduced. Attention is given to the teaching of content areas to second language learners with disabilities. The use of technology in teaching ESL is presented along with assessment tools for measuring progress in specific subject areas. Students learn to develop their own curriculum and materials in a workshop setting. Ten hours of fieldwork are required. Three credits. back

Teaching and Learning 864 Sociolinguistic Issues in the Urban Classroom, Prerequisite: TAL 830 Offered every Fall
A study of how language structure varies in an urban setting along parameters such as socioeconomic class, culture, and gender, and how such variation impacts upon second language learning and teaching. Considerable attention is given to the issue of language standardization and the inclusion of African American vernacular, pidgins, creoles, and non-standard varieties of English in schools. Three credits. back

Teaching and Learning 865 Psycholinguistics and Second Language Acquisition Prerequisite: TAL 830 Offered every Spring
An analysis of issues in second language acquisition against the background of theories of first language acquisition and cognitive development. Behaviorist, constructivist, and non-constructivist perspectives on language acquisition are considered. Questions related to the development of bilingualism and first and second language acquisition among learners with disabilities are explored along with issues related to assessment of verbal skills. Three credits. back

Teaching and Learning 866 Native Language Teaching in the Bilingual Classroom. Prerequisite: TAL 830. Offered every Spring
An exploration of theories of literacy and related teaching practices to develop native language reading, writing, speaking, and listening skills, and to use native language in teaching the content areas (mathematics, science, and social studies). Techniques of assessing native literacy skills will be examined. Students will become familiar with native language resources in the community through evaluating culturally appropriate curricula, children’s literature and media. Students will also analyze and strengthen their own biliteracy skills. Twenty hours of fieldwork are required. Three credits. back

Teaching and Learning 879 Special Topics in Education. Prerequisite: TAL 099 or exemption
An in-depth and intensive study of specific critical areas of interest in education, as identified by faculty. With approval of program faculty, students may apply a maximum of three credits to their degree program. Ten hours of fieldwork may be required. Three credits. back

Teaching and Learning 880 Classroom Inquiry II. Prerequisite: TAL 830 Offered every semester
A course that aims to develop and improve aspects of teaching practice by deepening students’ understanding of inquiry, documentation, evidence, questions, and knowledge as introduced in Classroom Inquiry I. Students will extend their learning of collaborative modes of classroom inquiry by formulating a question and completing an inquiry into a school or classroom issue, a curricular activity, or an aspect of their teaching practice. Students will explore a range of literature related to the questions being investigated. They will investigate and compare assumptions about persons and knowledge-making underlying various modes of inquiry through exposure to a range of research designs. Thirty hours of fieldwork are required. Three credits. back

Teaching and Learning 886A Student Teaching: TESOL. Offered every semester
Prepares reflective TESOL teachers as students participate in every aspect of practice, including planning, implementation, and assessment of curriculum and instruction. They immerse themselves in the life of a secondary special education classroom, recording and thinking about the purposes, complexities, and consequences of what they do as teachers in order to learn from their experiences. Students are supervised by a university faculty member and a cooperating teacher in the school and meet in regularly scheduled seminars.This three-credit experience is for students pursuing first initial certification. They student-teach a total of 75 days. Pass/Fail only. Three credits. back

Teaching and Learning 886B Internship/Student Teaching for the Practicing Teacher: TESOL. Offered every semester
Prepares reflective TESOL teachers as students participate in every aspect of practice, including planning, implementation, and assessment of curriculum and instruction. They immerse themselves in the life of a secondary special education classroom, recording and thinking about the purposes, complexities, and consequences of what they do as teachers in order to learn from their experiences. Students are supervised by a university faculty member and a cooperating teacher in the school and meet in regularly scheduled seminars.
This one credit experience is for students pursuing second initial certification who student teach a total of 20 days or for students holding internship or titleernative certification. Pass/Fail only. One credit. back

Teaching and Learning 974 Advanced Topics in TESOL and Bilingual Education. Prerequisite: TAL 880 Offered every Spring
A capstone seminar that helps students gain an in-depth understanding of some of the issues that are at the forefront of current research on bilingualism, second language acquisition and pedagogy. Students will critically examine relevant research in selected areas. They will write a major paper synthesizing the research in an area of particular interest and integrating it with their own teaching practice. Three credits. back

Brooklyn Campus