Department of Teacher and Bilingual Education

This course is an introduction to conceptual, linguistic, sociological, historical, and legal foundations of bilingual education.

This course explores psychological and sociological emergent bilingual perspectives on the child's learning environment.

This course examines methods, techniques and vocabulary needed for teaching mathematics, science, and social studies in dual Language, bilingual, and Sheltered ESL Classrooms. Course may be taught in BL, DL, and ESL.

An examination of methods and techniques for teaching oral skills, reading, and writing in dual language, bilingual, and sheltered ESL classrooms. Relationship among the communication skills will be explored.

This course may be repeated when topics change. Some examples of advanced topics could be translanguaging, bilingual special education, heritage language programs and instruction, educational linguistics, and bilingual/dual language leadership.

Content and methods for promotion development of knowledge, skills and attitudes in social and natural sciences for preschool children. Unit themes will be developed for integrating curriculum.

Historical, philosophical, sociological and psychological bases for early childhood curriculum design. The representation of research, theory and professional recommendation in developmentally appropriate practice.

An advanced course in curriculum design with an emphasis on integration of content areas for instruction. Math, science, language, arts and social studies scope and sequence will be presented. Adaptations for special populations will be included.

A study of creative thought and behavior in young children. Methods and materials for teaching art, music and dramatics for young children. Theories of play and development.

The identification and study of the elements, issues, and challenges of leading an early childhood program.

Emergent literacy as simultaneous development of listening, speaking, reading and writing. Linking research findings to early childhood philosophy and integrated program implementation.

Designed for teachers seeking certification under the alternative certification program. Provides extensive supervised experiences in a setting aligned with student?s chosen program. Prerequisite: bachelor?s degree from a regionally accredited institution, employment by a school district and criteria for admission to the alternative certification program. Course is repeated consecutively for two three-credit hour courses to meet state alternative certification requirements of six hours of internship.

​Differentiated learner-centered approach to instruction are emphasized. Exploration of strategies to meet the needs of students from varied backgrounds. Focused on responsive pedagogy and andragogy. Prepares graduates to foster adaptable learning environments to foster engagement, achievement, and persistence.

​Provides students with an understanding of how individuals learn across the lifespan. Various theoretical perspectives are introduced. Connects theory to practice to ensure instructional effectiveness. Enables graduates to design developmentally appropriate instructions.

Develops research literacy by introducing students to various research designs. Equips students to read, analyze, and apply findings to their professional contexts. Focused on application to bridge theory and practice. Enables educators to implement evidence-based strategies and make data-informed decisions to improve learning outcomes.

Study of the child and adolescent in contemporary society; ethnic background, interests, attitudes, values and needs; self-concept adjustment mechanisms; learning process, social, emotional, and sexual development. Effectively working with teachers and EC-12 students.

Examination and implementation of developmentally appropriate instructional, assessment and management strategies and techniques with an emphasis on problem-based, inquiry-based and technology-based learning; development of extended inter- and intra- disciplinary learning experiences for all learners from K-12 utilizing appropriate TEKS, resources and materials.

This course is an overview of testing theories and procedures for dual language, bilingual, and ESL programs as well as a review of tests available for these programs.

The evaluation, adaptation and development of instructional materials in ESL suitable for different elementary and secondary classroom environments.

This course examines theories and research on child first, second, and bilingual language acquisition.

This course examines theory, research, and classroom practices for teaching listening, speaking, reading, and writing of English as a second language.

Identification of specific reading problems through both quantitative and qualitative examination of reading skills. Individually administered diagnostic instruments. Remediation techniques appropriate for overcoming the reading difficulty. Supervised case study work. Prerequisites: EDRG 5372.

Evaluation, selection and use of children's books in the elementary classroom are emphasized. Special attention is given to using children's literature to teach reading in the elementary school setting.

The application of methods and materials to develop the essential elements of language arts (listening, speaking, writing and language) in the elementary classroom. Emphasis on diagnosis and remediation of individual students. Attention given to state testing programs.

Various models of the reading process as well as the sociological, physiological, psychological and educational factors influencing reading development are presented and researched. Also included are theories of language and literacy acquisition and development.

Topics such as reading readiness, beginning reading, word recognition and comprehension skills, needs assessment and instructional strategies.

Fee: $55.00

Needs of students in secondary reading courses are examined and appropriate strategies for meeting those needs investigated. Special attention given to using adolescent literature to fulfill the state reading essential element requirements in secondary reading classes.

Experience in developing competency in diagnosis and remediation of reading deficiencies in clinical setting. Prerequisite: EDRG 5314 and EDRG 5372.

State and federal legislation and litigation ensuring the rights of special populations for full participation in American society. Effective lifespan advocacy with and for individuals from special populations and their families. Prerequisite: EDSE 5360.

Study of designated areas in special education as approved by the university. May be repeated for credit when topics change. Prerequisite: EDSE 5360.

Introduction to the characteristics and education of exceptional learners. Emphasizes classroom practices and psychological, sociological and medical aspects of disabilities. Inclusionary practices in various educational contexts are investigated.

Diagnostic and instructional assessment of individuals with disabilities for collaborative education decision-making. Selection and administration of measures for comprehensive evaluation of individuals within their environments. A minimum of 15 hours of field experience is required. Prerequisite: EDSE 5360.

Major program designs, curricular goals, content and instructional strategies effective with persons identified as having a range of handicapping conditions and provision of a supportive rationale for these strategies based upon current literature, research and practice. A minimum of 15 hours of field experience is required. Prerequisite: EDSE 5360.

Individualized field experiences providing opportunity for observation, research and intervention with persons who are handicapped. Experiences in direct and indirect service in professional settings. Prerequisite: EDSE 5360, EDSE 5361, and EDSE 5366.

Focuses on opportunities for gaining extensive field experience in the administration of standardized individual psychological and educational batteries to children and youth, ages 3-21. Prerequisites: EDSE 5360, EDSE 5361.

Fee: $55.00

Process of identifying young children, ages birth to six, who have disabilities. Assessment strategies and techniques will be emphasized. Fifteen hours of field work are included. Prerequisites: EDSE 5360, EDSE 5361.

Emphasizes development from the prenatal period through early adulthood. Considers various theories and factors affecting human differences. Explores the cognitive, affective and psychomotor development of persons having a range of disabilities, from mild to multiple and severe. Prerequisite: EDSE 5360.