ELL Speciality Coursework
The Master of Education in English Language Learners is 33 credit hours.
All candidates seeking the Master of Education in English Language Learning and either initial or advanced licensure in ESL PreK-12 will take the following 18 credit hours of ELL coursework.
EGEL 5013 Theory and Practice in Second Language Acquisition (3)
This is an introductory course in second language acquisition which will expose students to terminology and concepts specific to the field of language acquisition. Students in this course will explore the human capacity for language and will discuss and encounter myths specific to language acquisition. Likewise, students will trace the development of the field by examining the ideas of theorists such as Chomsky, Krashen, Camale and Swain, Piaget, Vygotzky and others. Key concepts presented include interlanguage development, transfer, comprehensible input, learner variables, language immersion vs. classroom instruction, and the role culture and society play in language acquisition.
EGEL 5023 Action Research in ELL Setting (3)
The aim of this course is to introduce students to research issues and methods in language acquisition and use, and to familiarize them with the process of reading and analyzing current research in the field. In this course, students will discover the purposes for teacher initiated research and will gain working knowledge of quantitative and qualitative research methods. Students will explore in more depth concepts and methods related to qualitative research (i.e. triangulation, discourse analysis, interviewing etc.) in order to explore an issue in their own classroom or within the ELL profession as a whole. Likewise, students will explore survey writing and analysis. The practical goals of this course are to equip students to read and analyze research and to design, implement and reflect on a research project conducted in the teacher’s own classroom or school district.
EGEL 5033 Grammar for ELL Teachers (3)
This course provides a description of English grammar for those planning to teach English. In this course, students will be reminded of theories of language learning previously studied and will compare grammatical structures and patterns present in different languages of the world. Theories related specifically to grammar instruction will be presented and students will be able to design their own activities as a result of this course. Specific models presented in this course include input processing (structure input and output) and the PACE model. A discussion of what it means to teach grammar in terms of language acquisition is also substantive to the course and will include ways in which language (i.e. grammar) has historically been taught. Specific goals for students in this course include developing an understanding of English grammar (prescriptive and descriptive), analyzing methods by which grammar has been taught, and designing and evaluating materials designed to teach grammar. Additionally, students will be exposed to issues related to phonetics, linguistics and transcription using the International Phonetic Alphabet.
EGEL 5043 Curriculum Design and Instruction in the ELL Classroom (3)
The course is designed to give students the skills that they need to effectively teach in an ELL classroom. Students will be responsible for analyzing and critiquing lesson plans, for creating language and content objectives, for developing lesson and unit plans with appropriate sequencing of activities, for choosing authentic spoken and written materials in order to differentiate instruction, and for preparing and teaching rigorous curriculum in engaging ways for ELL learners. Specifically, students will consider principles critical to ELL classroom which include making content comprehensive and participating in jointly constructed activities with students. Students will explore ways to teach that building their students’ academic language, a key process for ELL students. As a result of this course, students will be able to give clear instructions and directions, will learn effective ways to gauge comprehension, will provide effective instruction in terms of language content, and will be able to reflect on the lesson and units they create in order to make appropriate modifications and/or adaptations for future lessons. Additionally, students will be provided with specific strategies related to reading and writing instruction and the development of academic literacy.
EGEL 5053 Culture, Communication and Community in the ELL Classroom (3)
In this course, students will discuss the broader issues connected to the ELL teaching profession. Selected articles and texts will be chosen to stimulate students’ thinking about such topics as language and identity and language and power. Likewise, students will develop an understanding of cultural competence and factors related to participating in a culture other than one’s native culture. Further, this course will discuss cultural issues related to managing the second language classroom environment, and will also discuss the significance of culture and school as it relates to building literacy in a second language.
EGEL 5063 Practicum in ELL Teaching and Learning (3)
In this course, students will work both independently and with the professor in order to gain hands-on experience in the ELL classroom. Students will partner with ELL teachers, students and families in order to enhance their teaching and learning skills. Sample practicum activities include: English language teaching in after school programs, English language tutoring with after school or adult ELL programs, and working with outreach programs designed to educate and support ELL families. Students will complete a minimum of twelve hours of teaching/service to ELL students and families. The research component of the course involves the undertaking of a Case Study research project in which the student will work closely with an English Language Learner. The project involves building relationship, observing language use, analyzing and assessing language use, making recommendations for progress and, if possible, determining the success of those recommendation.
Initial Licensure Core Coursework
Candidates seeking the Master of Education in English Language Learning and initial licensure in ESL PreK-12 will take the following 15 credit hours of core coursework.
EG 5063 Building Classroom Communities (3)
This course is designed to analyze the relationship among classroom environment, classroom behavior, and learning. Students will explore various classroom discipline and management models and their relationship to degrees of teacher and student control. Particular attention is given to understanding how a teacher’s behavior and/or instructional strategies, styles, and techniques affect student behavior and learning. This course will also explore the importance of family and community collaboration.
EG 5023 Principles of Learning (3)
This course is designed to introduce teachers to the profession of teaching and the field of education. In this course students will consider social, cultural and economic issues which have shaped education and the impact of education on U.S. and global economic development. More specifically, the course will address human growth and development theories related to how people learn, social issues that impact schooling practices, the history of education, education in a multicultural society, and emerging trends and issues in education today. Students will learn to engage in critical reflection and will be required to do substantial amounts of reading and writing.
EG 5713 Balanced Literacy (3)
This course is an in-depth look into research on how children become literate and the practical implications of this research. It provides an understanding of research-based instruction regarding a balanced, comprehensive program of instruction in reading, writing and language arts. A balanced approach to reading/language arts instruction includes explicit instructions in basic reading skills and comprehensive strategies for all students, including students with varied reading levels and language backgrounds. Reading readiness, emergent literacy, fluency, vocabulary, comprehension and a variety of reading models are examined. Course objectives and topics are aligned with Tennessee teacher candidate standards for reading and research from the National Reading Panel (2000) and the International Reading Association.
EG 5303 Teaching the Diverse Learner (3)
This course will examine student diversity, including developing and using appropriate, related vocabulary. The student will learn differentiated instructional and assessment strategies that support academic achievement for all students. The course will also develop and understanding of English language learners and special education students within family and community contexts, including contemporary legal issues concerning diverse learners.
EG 5053 Planning, Instruction & Assessment (3)
This course provides pre-service teachers with the knowledge and skills necessary to evaluate and apply effective pedagogical practices in various classroom settings. Students will analyze teaching strategies and will critique and analyze lessons presented in various settings. Likewise, students will write and develop effective unit and lesson plans and corresponding assessments. Students in the course will analyze lesson plans, examine the essential components of effective lesson and unit plans, and will develop plans for curriculum standards provided by the state of Tennessee. Likewise, students will be able to analyze effectively instructional practices and data in order to make sound curricular choices. Students will engage in practice teaching sessions in order to receive feedback from their colleagues and will design assessments in order to demonstrate an understanding of the concepts presented in the course.
Additionally, candidates must take EG 541C Student Teaching (9) or EG 513V Mentoring (4-8) (for individuals with Transitional Licenses only) to complete licensure requirements.
Advanced Licensure Core Coursework
Candidates seeking the Master of Education in English Language Learning and advanced licensure in ESL PreK-12 will take the following 15 credit hours of core coursework.
EG 5103 Data Driven Learning Culture (3)
This course will focus on using data to guide planning, instruction, and evaluation at the classroom, school, and district level. The student will exhibit an understanding of basic statistical analysis and research design and methodology. The course will address best practices for analyzing and evaluating the rigor of curriculum and instruction and monitoring the school’s curricular program, as well as supporting a systematic process of student/teacher assessment and improvement, coaching, and supervision and family engagement. The student will identify a problem that can be investigated using action research, clarify the problem, propose a solution and determine appropriate methodology for the research. In some programs, the student will complete the action research project in EG5363.
EG 5203 How We Learn (3)
The student will participate in an advanced study of learning theories, human growth and development, and motivation, including cognitive, emotional, and physical characteristics of children in various age groups. The course will explore current brain research on teaching and learning, the importance of metacognition, and strategies that increase student learning. The student may use case studies and clinical observations to develop the skills and knowledge necessary to identify different learning styles among students and to develop appropriate instructional strategies. Students will learn observation methods used to evaluate and improve instruction.
EG 5213 Instructional Design (3)
This course examines research on effective instruction, strategies to foster student learning at higher levels, and ways to demonstrate that students are meeting high standards. In addition to learning strategic planning for instruction, the student will exhibit skills and knowledge necessary to research, design, and implement instruction for student success in both classroom and team approaches. This course will also consider professional collaboration and development needed to provide research-based instructional strategies and appropriate assessments to help students meet academic standards.
EG 5013 Education in a Global Context (3)
The course places contemporary American education in the context of global, social, cultural and economic systems. Students will explore diversity among learners (e.g., cultural, socio-economic, linguistic, gender, special needs) and the differentiated instructional and assessment strategies that support their academic achievement. This course includes contemporary issues concerning diversity, global perspectives and family engagement.
EG 5343 Curriculum, Instruction, Assessment (3)
This course will include an analysis of curriculum standards, appropriate goals and objectives, formative and summative assessments, and implementation of effective instructional strategies using backward design. The student will investigate the role of school/teacher leaders in curriculum implementation, mapping, gap analysis, pacing, and assessment procedures to address the needs of each learner. The course will emphasize group processes to foster a collaborative culture to support educator development and student learning