Courses | M.A. in P-12 Multilingual, Multicultural Education

Examines and analyzes current research and theories concerning the nature of culture and its relationship to the language, cognition, learning and academic achievement of the diverse student population of California and the U.S. in general. Consideration of the critical role of the teacher in understanding, using, valuing and communicating cultural knowledge for the purpose of maximizing educational objectives. Notes: A minimum grade of "B" required for Master's degree (a grade of "B-" is not sufficient). Grade Mode: A.

This course involves a critical examination of current issues in multilingual and multicultural education, including an investigation of the historical and political development of multicultural education in the U.S. context, language policy and programs, culture and cognition, cultural competence, and evidence-based pedagogy and practices for supporting multilingualism. Note(s): A minimum grade of “B” required for Master’s degree (a grade of “B-” is not sufficient).

This course illuminates issues related to school engagement in a multicultural setting. Students use concepts related to cultural change and relations among communities, social-emotional support for immigrant students, and family partnerships with various language communities to create an action plan designed to improve family engagement in school. Note(s): A minimum grade of “B” required for Master’s degree (a grade of “B-” is not sufficient).

This course examines scriptural principles of cross-cultural diversity and the cultural consonance and dissonance of the gospel message within various cultural, religious, and language groups and communities. Students engage in critical thinking to explore ways to infuse into pedagogy Christian principles related to intercultural competence and develop their own integrated philosophy of education applicable to a multilingual, multicultural context culminating in a personal research project/thesis. Note(s): A minimum grade of “B” required for Master’s degree (a grade of “B-” is not sufficient).

This course is the required capstone course for the Masters in P-12 Multilingual and Multicultural Education. Students choose from a variety of options for a culminating project such as action research, a service-based curriculum project, thesis, or related activity demonstrating the candidate’s ability to analyze and synthesize research and evidence-based practices in the field of multicultural and multilingual education. Note(s): A minimum grade of "B" required for Master's degree (a grade of "B-" is not sufficient).

This course focuses on the diversity of Latina/o culture and language in the context of the United States with particular attention to language variety, historical and sociocultural factors, immigration and settlement patterns, and the process of acculturation for individuals and families in California and the U.S. and the influence of these factors on effective pedagogical practices. Note(s): Special approval required; this course is taught in Spanish with readings in both Spanish and English; passage of this course with a grade of "B-" or higher will fulfill one of the major requirements for the Bilingual Authorization in Spanish.

This course focuses on providing future bilingual teachers with an understanding of the philosophical, theoretical, legal, and empirical foundations for bilingual education. Research on the cognitive advantages of bilingualism is considered. In light of the developments in the areas of bilingual theory and research, the course examines the different models of bilingual education and the types of instruction that are required within them. Language transferability as well as other issues related to daily language use (eg., interlanguage and translanguaging) within different models are addressed, as well as the wider contexts of school, home, community, and culture, with consideration for how these can impact student engagement and achievement. Note(s): This course is taught in both Spanish and English; passage of this course with a grade of "B-" or higher will fulfill one of the major requirements for the Bilingual Authorization in Spanish.

The course addresses linguistics, instruction, assessment, and curriculum by focusing on the interrelatedness of the four domains of language (listening, speaking, reading, and writing) as well as the structure, form, and function of the primary and target languages of bilingual students. The course prepares candidates to plan, develop, implement, and assess standards-aligned content instruction in both the primary and target languages. Through fieldwork, activities, readings, and assignments, participants will employ a variety of instructional and assessment strategies (formative and summative) to foster student language proficiency levels and higher-order thinking skills. Candidates will acquire knowledge of bilingual instructional models, instructional strategies, and the use of evaluation methods. Lecture/Lab Hours: A 20-hour fieldwork practicum component is required. Note(s): Special approval required; this course is taught in both Spanish and English; must submit Certificate of Clearance forms for fieldwork; passage of this course with a grade of "B-" or higher will fulfill one of the major requirements for the Bilingual Authorization in Spanish.

Study of the syntax of English in preparation for teaching non-native speakers. Theoretical insights taken from several approaches to grammar.

An introduction to the field of TESOL at the post-secondary and adult levels dealing with learner needs, approaches to and methods of teaching, techniques for the four skills, lesson planning and classroom management. Note(s): May be taken concurrently with other TESOL courses. Grade Mode: A.

Students who have taken a course similar to ISTE 529 may petition the faculty to earn credit by means of a set of challenge assignments. Note(s): May be taken concurrently with other TESOL courses.

Examination of the various factors, especially individual, sociological, and psychological, which enter into the process of acquiring a second language. Includes discussion of learning strategies as well as autonomous learning inside and outside of the classroom.

Study of English vocabulary, how it is learned, and best taught to non-native speakers. Research and theory inform learning issues and teaching practices. Examination of relevant materials and resources further supports vocabulary learning and teaching. Grade mode: A.

Examination of theory and practice of standardized language tests along with teacher-developed assessment instruments for different language skill areas. Grade Mode: A.

Preparing teachers for classes of English language learners K to 6th grade, primarily in international settings, this course covers age-appropriate classroom management, strategies and curriculum for teaching language as well as content, including beginning literacy instruction and assessment. Grade Mode: A.

Survey of the theories, programs, and instructional practices for English language development, including first and second language acquisition and individual factors affecting language acquisition. Strategies for the application of theory to classroom practice and instruction in content area literacy are emphasized. Principles of educational equity, diversity, and cultural and linguistic responsiveness are examined. Lecture/Lab Hours: A 20-hour fieldwork practicum component is required. Notes: This course is waived if LEDU 341 was taken as an undergraduate. Credential candidates must pass this course with a grade of "B-" or higher. Valid Certificate of Clearance and negative TB test results required for fieldwork. Grade Mode: A.

Examines ways to create meaningful curriculum that is aligned with the National Association for the Education of Young Children (NAEYC) program standards and the Common Core Standards. Teacher candidates develop curriculum plans that integrate language and literacy, mathematics, and play for children ages 3 to 6. Particular attention is given to the key role of adult-child interactions and teaching strategies supporting physical, social and intellectual development for all children. Lecture/Lab Hours: A 9-hour field practicum component is required. Notes: Early Childhood permit candidates must pass this course with a grade of "C" or higher. Valid Certificate of Clearance and negative TB test results required for fieldwork. Grade Mode: A. 

This course explores the selection and use of formal and informal assessments to determine initial information for facilitating individual learning strategies and environments. Candidates enhance observational skills, assessment abilities, and communication reporting to families. Particular attention is given to the selection, administration, scoring, and interpretation of results obtained from assessments of young children to determine skills and abilities for the purpose of curriculum planning, learning environment design, and accommodations for children with special needs. Lecture/Lab Hours: A 12-hour field practicum component is required. Notes: Early Childhood permit candidates must pass this course with a grade of "C" or higher. Valid Certificate of Clearance and negative TB test results required for fieldwork. Grade Mode: A.

Introduction to the language and literacy development domain in the California Preschool Learning Foundations and Frameworks including the strands of listening and speaking, reading, and writing. Provides practical considerations for implementing the curriculum frameworks developed for this domain. A focus on supporting English Learners/Dual Language Learners in developing English literacy skills. An exploration of culturally and linguistically responsive practices designed to promote biliteracy. Students will examine and critically reflect on biblical foundations for teaching interculturally. Lecture/Lab Hours: A 6-hour field practicum component is required. Note(s): Must pass course with a grade of "C" or higher; valid Certificate of Clearance/fingerprints and negative TB test results required for fieldwork.