English as a Second Language
EDUC 6012 (0-0-0) Defense of Degree
Because of Dallas Baptist University’s quest for meaningful assessment of graduate candidates, a defense of degree is required in all College of Education Graduate Programs. The defense of degree is a capstone collection of signature assessments and artifacts with reflections that demonstrate a candidate’s personal growth, development, and acquisition of knowledge, skills, and dispositions.
Degree seeking students in the College of Education will be expected to present their Defense of Degree to the Educator Preparation Board for assessment as evidence of program success during their final semester. Candidates are to follow the Defense of Degree guidelines provided by the College of Education.
Offered: Fall, Spring, Summer.
ESLS 5301 (3-3-0) Second Language Acquisition
Students will learn the principles and processes of first and second language acquisition in conjunction with language development and environment. In addition, the interrelatedness of L1 and L2 and the transfer/relation of the four communication skills (reading, writing, speaking, and listening) will be mastered. Literacy precepts and the foundations of ESL and program types will be applied in the implementation of an effective multicultural learning environment.
Offered: Winter, Summer (Online).
ESLS 5304 (3-3-0) Methods in Teaching ESL
Students will explore the primary approaches and methods for teaching ESL as well as social and cultural factors that influence ESL students' learning. Students will develop teaching strategies for promoting ESL students' reading, writing, listening, and speaking skills as well as facilitating comprehension and critical thinking in content areas. Emphasis will be placed especially on a communicative approach. Students will analyze, select, and modify materials to facilitate learning in ESL students with diverse characteristics and needs. Students will consider published materials and campus, Internet, and community resources that can enhance instruction. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Offered: Fall, Spring, Online.
ESLS 5306 (3-3-0) Content Area Language Proficiency Skills
Students will learn effective practices, resources, and materials for providing content-based ESL instruction, engaging students in critical thinking, and fostering ESL students’ communication and technological skills. Students will understand the inter- relatedness of listening, speaking, reading, and writing and use this knowledge, as well as individual differences and personal factors, to select and use effective strategies to enhance ESL students’ literacy development.
Offered: Fall, Spring, Summer, Online.
ESLS 5308 (3-3-0) Multicultural and Multilingual Learning Environments
The purpose of this course is to provide an opportunity for the student to grow in knowledge, experience and skill in developing and maintaining effective multicultural and multilingual learning environments. Historical, theoretical and policy foundations of ESL will be examined as a basis for effective and necessary classroom instructional and management practices. Research studies will be examined and discussed as they relate to successful multicultural and multilingual environments. Student characteristics, family involvement and community resources will be examined as important factors in the learning environment. Students will be required to design an “effective” learning environment for multicultural/multilingual children.
Offered: Fall, Spring, Online.
ESLS 5310 (3-3-0) Administration of ESL Programs
A study of the nature, development, implementation, maintenance and promotion of comprehensive English as a Second Language programs. All aspects of the ESL program are studied including classroom management and teaching strategies and the development of English language and reading comprehension skills, design, development and interpretation of formal and informal assessment techniques, standardized testing; historical, theoretical, and policy foundations, research findings, funding and budgeting.
Offered: Summer (even-numbered years).
ESLS 5312 (3-3-0) Practicum for State Certification (S-L)
Practical, on-the-job, supervised and evaluated field experiences that provide the foundation for success in teaching English as a second language (ESL) in K-12 school settings. Students develop conceptual and professional skills through their experiences at a field site. This course provides an additional review of the State Domains, Competencies and Standards for the ESL Supplemental Certificate. Students learn the procedures for evaluating programs in the areas of learner-centered curriculum, learner-centered planning, learner-centered services, and learner-centered system support. This course contains a field-based service-learning component.
Offered: Fall, Spring.
ESLS 5314 (3-3-0) Practicum in ESL/EFL Settings (S-L)
Practical, on-the-job, supervised and evaluated field experiences that provide the foundation for success in teaching English as a second language (ESL) and English as a foreign language (EFL). Students develop conceptual and professional skills through their experiences at a field site. Students learn the procedures for evaluating programs in the areas of learner-centered curriculum, learner-centered planning, learner-centered services, and learner-centered system support. This course contains a field-based service-learning component.
Offered: Fall, Spring, Summer.
ESLS 5320 (3-3-0) Assessing English Language Learners
Students will develop the knowledge and skills needed to assess English language learners in ways that are valid, reliable, and fair. Students will learn about and apply the use of formal and information assessment tools and techniques that inform instruction.
ESLS 5321 (3-3-0) Linguistics for Reading and ESL
(EDBE 5321/READ 5321)
This course explores the linguistic basis for teaching reading and ESL (English as a second language). Students will consider the implications of the basic concepts from phonology, orthography, morphology, and syntax for teaching reading and for teaching English language learners.