McKay School of Education > CPSE > CPSE :: Combined SE/ESL Post-Baccal
Combined SE/ESL/Bilingual Post-Baccalaureate Licensure Program
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There exists a great need for special education teachers who have skills with students learning English as a Second Language and with students who are ethnically diverse.
The Special Education Licensure Program is for individuals who have completed a baccalaureate degree from an accredited university and are seeking a license to teach special education. This program is offered by the Department of Counseling Psychology and Special Education in the David O. McKay School of Education at Brigham Young University, Provo, Utah. The licensure program in Special Education is a program designed to assist school district in Utah in certifying and/or endorsing teachers in the area of Special Education. Students enrolled in the program are required to complete coursework for licensure, as determined by the Special Education faculty and approved by the Utah State Office of Education. Students who are admitted to the post-baccalaureate program are only admitted to a licensure program and not to the university. The program is completed through the Division of Continuing Education.
Coursework is completed on the BYU campus and within participating local school districts. Successful completion of the program leads to professional licensure in Special Education.
The program focuses on the preparation of competent and moral educators who understand and respond to the needs of diverse students with disabilities and their families, with an emphasis on problem solving in collaborative relationships with educational professionals and paraprofessionals.
The curriculum is both theory and practice based. Special Education courses in this program emphasize ways to assess students; plan instruction using appropriate curriculum; use appropriate behavior management strategies; and engage in collaborative problem solving with school and family systems. Knowledge is gained and skills developed via coursework and hands-on practical experiences. The program is rounded out with elective courses that meet the individual interests of each student. This program is available to students interested in mild/moderate disabilities only.
For more information on this program and examples of syllabi, follow this link to the Learning Outcomes website: https://learningoutcomes.byu.edu/wiki/index.php/Counseling_Psychology_and_Special_Education
We maximize the potential of diverse learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically:
-
Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs.
-
Prepare master special educators who will provide collaborative leadership to foster the moral development and improve learning and social competence of exceptional children with challenging behaviors.
-
Add to the knowledge base of special education and related disciplines through research.
-
Serve and advocate for learners with individualized educational needs and others who support them.
Description of Mild/Moderate and Severe Disabilities Licensure Programs
Successful completion of all coursework, practica, and student teaching/internship leads to professional licensure in special education from the state of Utah. This teaching license is transferable to states with which the Utah State Office of Education has reciprocity agreements, and permits holders to teach students with disabilities aged 5-22.
-
Mild/Moderate Disabilities
Licensure for mild/moderate disabilities prepares candidates to teach students whose learning or behavioral difficulties impede normal or expected academic achievement. Elementary teachers work primarily with beginning or remedial skills in reading, written language, math, and social behaviors. Secondary teachers address these skills in addition to preparing students to transition to vocations or to post-secondary education.
Students with mild/moderate disabilities generally spend all or part of their time in regular classroom settings, but may also receive special education for part of the day in resource rooms or in self-contained classrooms within the school. Most mild/moderate students have learning disabilities, communication disorders, or emotional and behavioral disorders. Some students may have intellectual disabilities, high-functioning autism, or may suffer from the effects of traumatic brain injury.
-
Severe Disabilities
Licensure for severe disabilities prepares candidates to teach students whose difficulties require functional academics and life skills instruction (e.g., communication, social behavior, and daily living activities). These students may have intellectual disabilities, autism, other health impairments, multiple disabilities, or may suffer from the effects of traumatic brain injuries. Students with severe disabilities are most often taught in self-contained classrooms within the school. Where appropriate, students are included in general classrooms or may attend separate schools designed to meet their special needs.
Brigham Young University exists to provide a university education in an atmosphere consistent with the ideals and principles of The Church of Jesus Christ of Latter-day Saints. That atmosphere is created and preserved through commitment to conduct that reflects those ideals and principles.
As a matter of personal commitment, students, staff, and faculty of Brigham Young University are expected to demonstrate in daily living on and off campus those moral virtues encompassed in the gospel of Jesus Christ, and will:
Be honest
Obey the law and all campus policies
Live a chaste and virtuous life
Use clean language
Respect others
Abstain from alcoholic beverages, tobacco, tea, coffee, and substance abuse
Observe the BYU Dress and Grooming Standards
Participate regularly in church services
Support others in their commitment to comply with the BYU Honor Code.
Specific policies embodied in the Honor Code include: Academic Honesty, Dress and Grooming Standards, Residential Living Standards, and Continuing Student Ecclesiastical Endorsement.
In addition, BYU does not allow unlawful discrimination based on race, color, national origin, religion, sex, age, veteran status, or disability. Assistance and grievance procedures are outlined in the Undergraduate Catalog (see BYU 2003-2004 Undergraduate Catalog, p. 22 or “Undergraduate Studies Catalog” at: http://ar.byu.edu/catalog/ugrad_catalog.html ).
This program is available to students interested in Mild/Moderate and Severe disabilities.
Prerequisite: Completion of CPSE 400 - Exceptional Students prior to applying to the Special Education program & 20 hours of volunteer work in a Mild/Moderate (10 hours) & Severe (10 hours) setting.
Preference will be given to applicants with:
-
2.85 GPA or above
-
Experience working with individuals with disabilities
-
Commitment to the profession of Special Education
If accepted, you must enter the program the semester to which you applied.
Each applicant may apply twice.
You must commit to taking all coursework in sequence as listed, including Spring/Summer terms. This is a “cohorted” program, where one cohort of students takes all courses in the outlined sequence and deviation from this sequence is not permitted.
Dates of Admission
The program starts Summer semester of each year.
Deadline: All applications are due February 25th by 5:00 p.m.
Program Requirements for the 2008 Cohort
(students beginning the program Summer 2008)
The ESL endorsement consists of 15 hours of coursework and a practicum, which can be completed at the same time and same place as your special education student teaching or internship. The ESL courses are:
|
Course |
Title |
Hours |
|
|
|
|
|
LING 230 |
Language, Mind, and The World |
3 |
| TELL 400 | Foundations for Bilingual/ESL Education | 2 |
| TELL 410 | Understanding Language Acquisition K-12 | 2 |
|
TELL 420 |
Assessment for Linguistically Diverse Students K-12 |
2 |
|
TELL 450 |
Family, School, and Community Partnerships |
2 |
|
TELL 430 |
Developing Second-Language Literacy Skills K-12 |
2 |
|
TELL 440 |
Integrating Content and Language Instruction K-12 |
2 |
|
TELL 477R** |
Practicum in Bilingual/ESL Education to be taken concurrently with student teaching or internship. |
4 |
| TOTAL ESL HOURS | 19 |
The Bilingual endorsement consists of 17 hours of coursework and a practicum, which can be completed at the same time and same place as your special education student teaching or internship. The Bilingual course are:
|
Course |
Title |
Hours |
|
|
|
|
|
LING 230 |
Language, Mind, and The World |
3 |
| TELL 400 | Foundations for Bilingual/ESL Education | 2 |
| TELL 410 | Understanding Language Acquisition K-12 | 2 |
|
TELL 420 |
Assessment for Linguistically Diverse Students K-12 |
2 |
|
TELL 450 |
Family, School, and Community Partnerships |
2 |
|
TELL 435 |
Developing Second-Language Literacy Skills in Spanish K-12 |
3 |
|
TELL 445 |
Integrating Content and Language Instruction in Spanish K-12 |
3 |
|
TELL 478R** |
Practicum in Bilingual/ESL Education to be taken concurrently with student teaching or internship. |
4 |
| TOTAL BILINGUAL HOURS | 21 |
EDUCATION MAJORS: Currently certified teachers who want to earn a license in the area of Special Education
Credit Hours: 67 semester hours ESL; 69 semester hours Bilingual.
As a certified teacher, you should have successfully completed classes equivalent to CPSE 400: Exceptional Students, CPSE 480: Multicultural Issues, and IP&T 287: Instructional Technology in Teaching. The skills taught in these course are essential for your success in the post-baccalaureate program. If you are not demonstrating these skills throughout the program, you may need to complete these courses before you are recommended for licensure.
NON-EDUCATION MAJORS: Individuals holding either current Bachelors, Masters, or Doctoral degrees who do not have a certificate or license in Special Education
Credit Hours: 74 semester hours ESL; 76 semester hours Bilingual.
CPSE 400 (2 hrs) should have been taken prior to beginning the program. This class is offered Spring term each year in the evening.
The following tables display the order in which classes will be taken once you have been admitted to the licensure program. Note that Spring and Summer Terms are to be used for Special Education coursework. Your final semester will consist of Student Teaching OR an Internship (which continues through Winter Semester).
|
Education Majors Mild/Moderate Disabilities Track: Summer Term (9 hrs) TELL 400 (2) Foundations TELL 420 (2) Assessment for Linguistically Diverse Fall Semester (11 hrs) CPSE 452 (3) Teaching Strategies Winter Semester (12 hrs) CPSE 430 (3) Teaching Reading Summer Term (9 hrs) CPSE 466R (6) Practicum CPSE 470 (3) Legal Issues Ling 476 (2) Integrating Content CPSE 496R (11) Internship (Continues for 1 credit through Winter) or Student Teaching Winter
CPSE 490 (1) Capstone Seminar CPSE 486R (12) Student Teaching or CPSE 496R (1) Internship TELL 477R (4) ESL practicum (Can be taken concurrently with 486R or 496R)
|
Non-Education Majors Mild/Moderate Disabilities Track: Summer Term (9 hrs) TELL 400 (2) Foundations TELL 420 (2) Assessment for Linguistically Diverse Fall Semester (13 hrs) CPSE 452 (3) Teaching Strategies IP&T 287 (2) Technology in Teaching Winter Semester (12 hrs) CPSE 430 (3) Teaching Reading Spring Term (7 or 8 hrs) Summer Term (9 hrs) CPSE 470 (3) Legal Issues Fall Semester (14 hrs) CPSE 480 (3) Multicultural Issues Winter Semester (8 or 19 hrs) CPSE 490 (1) Capstone Seminar CPSE 486R (12) Student Teaching or (1) Internship TELL 477R (4) ESL practicum (Can be taken concurrently with 486R or 496R)
|
Tuition is competitive with state universities of higher education in Utah and surrounding western states. Tuition varies for members of the LDS church and those of other faiths. Write to the BYU Office of Admissions or see the BYU web page, www.byu.edu, for exact tuition costs.
Financial Aid
Financial assistance is available to students as described below and is dependent upon availability of funds and satisfactory progress in the program. Application forms and additional information are available at the CPSE Department office.
Stipends
Tuition stipends may be available for students who commit to work in Utah public schools after graduation. Information regarding stipends is available in the CPSE Department office or by calling (801) 422-6176.
Other Sources of Financial Aid
-
Other sources of financial aid are available to students through the Financial Aid Office, A-41 ASB, Brigham Young University, Provo, UT 84602-1009, 422-4104, http://saas.byu.edu/depts/finaid/loans.aspx.
-
Scholarships are also available through the Public Education Job Enhancement Program (PEJEP). For more information and eligibility requirements, follow this link: http://www.schools.utah.gov/cert/PEJEP/default.htm.
Which classes should I register for?
Refer to the section on the webpage under Program Requirements
Which section am I supposed to take?
Undergraduate and post-baccalaureate students in the mild/moderate or mild/moderate licensure program should register for the section designated for mild/moderate. Undergraduate and post-baccalaureate students in the severe or severe licensure program should register for the section designated for severe.
Do I qualify for a tuition stipend?
Post-baccalaureate teacher candidates may qualify for a BYU-Public School Partnership tuition stipend. These stipends are provided to teacher candidates who provide a written commitment to work as a licensed special educator in one of the partnership districts (Jordan, Provo, Alpine, Wasatch, Nebo). This stipend is not available to teacher candidates who work in private, charter, or home schools. See the Special Education Secretary for an application.
Also, post-baccalaureate teacher candidates may qualify for a tuition stipend through the Utah State Office of Education. The Public Education Job Engancement Program provides eligible candidates with up to $10,000 in tuition/book stipends. See http://www.schools.utah.gov/cert/PEJEP/default.htm for more information. You may also contact the McKay School of Education Scholarship Director, Jay Oliver, at jay_oliver@byu.edu for assistance in obtaining these funds. This tuition stipend requires a 4-year commitment to teaching in Utah's public schools as a special educator.
How do I drop from the program?
Those students who would like to withdraw/defer the program need to pick up the withdrawal/deferral form in 340 MCKB.
Can I take courses on my own schedule?
No. All courses must be taken at the scheduled time.
Can I switch my emphasis?
If students would like to switch their emphasis they must submit a letter to the program director requesting the change.
Do I qualify for an internship?
All undergraduate students must meet all the standards and criteria of being an intern.
I already returned that test to the secretary.
Each student is responsible for making sure that all tests are returned and checked back in. Students who leave tests sitting on a desk without turning them into a secretary will be responsible if the test is misplaced.
Can I make a course substitution?
Students may request to have some of their coursework from previous universities substituted for some of the BYU Special Education program coursework. This can be done by picking up a Course Substitution form from 340 MCKB and providing a course description, syllabus, and grade earned in the substituting course. Courses are not approved if they do not have similar course objectives/competencies, were not passed, or are outdated.
Do I have all my paperwork completed?
Each student must complete an exit interview with the department secretary to go over any extra paperwork that might need to be completed. Students are in charge of calling the secretary to set up a time that is convenient for them. All exit interviews should be set up for a time shortly after students finish their student teaching/internship.
Can I work during the program? Part-time? If I have a job, how long can I keep it?
Most students can hold a job and attend classes while in the program. Undergraduates usually can have a part-time job while post-baccalaureate students usually already have a full-time teaching job. In either case, it is not required for students to have a job while in the program.
What unexpected hidden costs might come up? (i.e. internship application)
Students are required to pay certain fees throughout the program. There is a cost to register for your placement file through our Education Placement office. All students must pay a student teaching/internship fee in January following the beginning of their program. All fees are subject to change at anytime.
What are the due dates for any applications, career placement, LiveText, student teaching/internship applications, etc.
All undergraduate and post-baccalaureate application deadlines can be found on our home page (see http://education.byu.edu/cpse/index.html). Students are required to register for a placement file and LiveText (our web-based assessment system) within the first couple of weeks of classes. This usually occurs in conjunction with the mandatory orientation meeting. Student teaching/internship applications are due at the end of January following the beginning of their program.
How can I be more involved?
Our program offers many opportunities to be involved in the field of Special Education. Several teacher candidates in the program are involved in Best Buddies, Student Council for Exceptional children, Adaptive Aquatics, Friday's Kids Respite, and other disability-related service organizations. More information will be provided once you are in the program. Volunteer experience within our partnership school districts (Jordan, Provo, Alpine, Wasatch, and Nebo) is always encouraged.
I don’t have a vehicle. How can I get to all the schools?
Most students either ride the bus or set up a carpool if they don’t have a personal vehicle to use to travel to their practicum/student teaching/internship site.
Full-time Faculty
Abraham, Heidi L., Assistant Clinical Professor. M.S. in Special Education, Brigham Young University, 2004. Mild/Moderate Disabilities. (Heidi_Abraham@byu.edu)
Anderson, Darlene, Ph.D., Utah State University, 2002, Special Education. (Darlene_Anderson@byu.edu)
Ashbaker, Betty Y., Associate Professor. Ph.D. in Educational Psychology, Brigham Young University, 1982. Supervision and Training of Paraeducators, Mild/Moderate and Severe Disabilities. (Betty_Ashbaker@byu.edu)
Dyches, Tina Taylor, Associate Professor. Ed.D. in Special Education and Educational Administration, Illinois State University, 1995. Severe Disabilities, autism, and family adaptation to disability. (Tina_Dyches@byu.edu)
Gibb, Gordon S., Associate Professor. Ph.D. in Special Education, University of Utah, 1994. Mild/Moderate Disabilities. (Gordon_Gibb@byu.edu)
Marchant, Michelle, Assistant Professor. Ph.D. in Special Education, Utah State University, 2000, Behavior Disorders and Applied Behavior Analysis. (Michelle_Marchant@byu.edu)
Munk, JoAnn, M.S., Brigham Young University, 1999, Special Education. (Joann_Munk@byu.edu)
Prater, Mary Anne, Professor. Ph.D. in Special Education, Utah State University, 1987, Instructional strategies, At-risk children, Cultural and Ethnic Diversity. (Prater@byu.edu)
Smith, Barbara A., Assistant Clinical Professor. M.S. in Special Education, Brigham Young University, 1982. (Barbara_Smith@byu.edu)
Solomon, Carol, M.Ed. in Special Education, Western Oregon University, 1992. (Carol_Solomon@byu.edu)
Steed, Katie E., Assistant Clinical Professor. M.S. in Special Education, Brigham Young University, 2004, Severe Disabilities. (Katie_Steed@byu.edu)
Part-time Faculty
Peery, Karolyn, M.S. in Special Education, Brigham Young University, 2004.
Emeritus Faculty
Young, James R. Associate Professor, Ph.D. in Special Education, George Peabody, 1970. Educational Psychology, Applied Behavior Analysis.
Brigham Young University offers an exceptional educational opportunity for the undergraduate student who is seeking an environment where learning experiences with dedicated scholars characterize undergraduate study. The faculty at BYU have been schooled at some of the leading universities of the nation and other countries, many of them have achieved national and international prominence as teachers and scholars. Established and sponsored by the Church of Jesus Christ of Latter-day Saints, BYU is the largest privately owned university in the United States.
In a time of constantly changing human values and increased challenges for higher education, BYU holds steadfastly to a singular vision that combines reasoned and revealed learning.
Situated at the foot of the beautiful Wasatch Range of the Rocky Mountains and bounded on the west by twenty-three-mile-long Utah Lake, the campus is the focal point of a city of 90,000 and a valley of 250,000. Beyond it to the south and east are spectacular areas of vast sandstone canyons and monoliths, several of which are national parks. The BYU campus is 45 miles south of Salt Lake City.
Housing
BYU has a vast complex of both married and single student housing. Because of the reasonable rates for this campus housing, persons wanting to rent these facilities must submit their applications through BYU Housing well in advance of their coming to campus. There are many types of off-campus housing available in Provo and the surrounding communities all within close walking and driving distance to the BYU campus.
Employment Opportunities
BYU is located in the center of the Utah Valley business and industrial complex. There are many opportunities in this surrounding community for full-time and part-time work for both students and their spouses.
Visit the CPSE Department website, or contact those listed below.
Department Web site: http://education.byu.edu/cpse/index.html
Co-director, Culturally Responsive Special Education/ESL Program
Carol Solomon
350-D MCKB
Brigham Young University
Provo, UT 84602-5093
Phone: (801) 422-2772
Fax: (801) 422-0198
E-Mail: Carol_Solomon@byu.edu
Culturally Responsive Special Education/ESL Program
Brigham Young University
Provo, UT 84602-5093
Phone: (801) 422-2658
Fax: (801) 422-0198
E-mail: sped.esl@byu.edu
Revised: September 26, 2008
There exists a great need for special education teachers who have skills with students learning English as a Second Language and with students who are ethnically diverse.
The Special Education Bachelor of Science degree program is offered by the Department of Counseling Psychology and Special Education in the David O. McKay School of Education at Brigham Young University, Provo, Utah.
Coursework is completed on the BYU campus and within participating local school districts. Successful completion of the program leads to professional licensure in Special Education.
The program focuses on the preparation of competent and moral educators who understand and respond to the needs of diverse students with disabilities and their families, with an emphasis on problem solving in collaborative relationships with educational professionals and paraprofessionals.
The curriculum is both theory and practice based. Special Education courses in this major emphasize ways to assess students; plan instruction using appropriate curriculum; use appropriate behavior management strategies; and engage in collaborative problem solving with school and family systems. Knowledge is gained and skills developed via coursework and hands-on practical experiences. The program is rounded out with elective courses that meet the individual interests of each student. This program is available to students interested in mild/moderate disabilities only.
We maximize the potential of diverse learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically:
- Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs.
- Prepare master special educators who will provide collaborative leadership to foster the moral development and improve learning and social competence of exceptional children with challenging behaviors.
- Add to the knowledge base of special education and related disciplines through research.
- Serve and advocate for learners with individualized educational needs and others who support them
Description of Mild/Moderate Disabilities Licensure Program
Successful completion of all coursework, practica, and student teaching/internship leads to professional licensure in special education from the state of Utah. This teaching license is transferable to states with which the Utah State Office of Education has reciprocity agreements, and permits holders to teach students with disabilities aged 5-22.
- Mild/Moderate Disabilities
Licensure for mild/moderate disabilities prepares candidates to teach students whose learning or behavioral difficulties impede normal or expected academic achievement. Elementary teachers work primarily with beginning or remedial skills in reading, written language, math, and social behaviors. Secondary teachers address these skills in addition to preparing students to transition to vocations or to post-secondary education.
Students with mild/moderate disabilities generally spend all or part of their time in general classroom settings, but may also receive special education for part of the day in resource rooms or in self-contained classrooms within the school. Most mild/moderate students have learning disabilities, communication disorders, or emotional and behavioral disorders. Some students may have intellectual disabilities, high-functioning autism, or may suffer from the effects of traumatic brain injury.
Brigham Young University exists to provide a university education in an atmosphere consistent with the ideals and principles of The Church of Jesus Christ of Latter-day Saints. That atmosphere is created and preserved through commitment to conduct that reflects those ideals and principles.
As a matter of personal commitment, students, staff, and faculty of Brigham Young University are expected to demonstrate in daily living on and off campus those moral virtues encompassed in the gospel of Jesus Christ, and will:
Be honest
Obey the law and all campus policies
Live a chaste and virtuous life
Use clean language
Respect others
Abstain from alcoholic beverages, tobacco, tea, coffee, and substance abuse
Observe the BYU Dress and Grooming Standards
Participate regularly in church services
Support others in their commitment to comply with the BYU Honor Code.
Specific policies embodied in the Honor Code include: Academic Honesty, Dress and Grooming Standards, Residential Living Standards, and Continuing Student Ecclesiastical Endorsement.
In addition, BYU does not allow unlawful discrimination based on race, color, national origin, religion, sex, age, veteran status, or disability. Assistance and grievance procedures are outlined in the Undergraduate Catalog (see BYU 2003-2004 Undergraduate Catalog, p. 22 or “Undergraduate Studies Catalog” at: http://ar.byu.edu/catalog/ugrad_catalog.html ).
This program is available to students interested in Mild/Moderate disabilities only.
Prerequisite: Completion of CPSE 400 - Exceptional Students prior to applying to the Special Education program
Preference will be given to applicants with:
• 60 or more General Education credit hours
• Experience working with individuals with disabilities (Special Education Exploratory Experience)
• Commitment to the profession of Special Education
• Declared Pre-Special Education Major.
• Minimum of 2.85 cumulative GPA.
If accepted, you must enter the program the semester to which you applied. If you are planning on serving a mission at the time of application, please apply for the first semester you will be back.
Each applicant may apply twice.
You must commit to taking all coursework in sequence as listed, including Spring/Summer terms. This is a “cohorted” program, where one cohort of students takes all courses in the outlined sequence and deviation from this sequence is not permitted.
Dates of Admission
The program starts Summer semester of each year.
Deadline: All admission forms are due by January 15th
The ESL certification consists of 6 two-hour courses and a practicum, which can be completed at the same time and same place as your special education student teaching or internship. The ESL courses are:
|
Course |
Title |
Hours |
|
ElEd or ScEd 450 |
Foundations for Bilingual/ESL Education |
2 |
|
Ling 440 |
Understanding Language Acquisition K-12 |
2 |
|
Ling 460 |
Assessment for Linguistically Diverse Students K-12 |
2 |
|
FamLf 305 |
Family, School, and Community Partnerships |
2 |
|
Ling 472 |
Developing Second-Language Literacy Skills K-12 |
2 |
|
Ling 476* |
Integrating Content and Language Instruction K-12 |
2 |
|
ElEd or SeEd 477R** |
Practicum in Bilingual/ESL Education to be taken concurrently with student teaching or internship. |
4 |
The following tables display the order in which classes will be taken once you have been admitted to the combined undergraduate program.
|
Mild/Moderate Disabilities Track:
Summer Term (4 hrs) ElEd or SecEd 450 (2) Foundations ESL FamLf 305 (2) Family, School, Community
Fall Semester (12 hrs)
Winter Semester (15 hrs) Ling 476 (2) Integrating Content and Language Instruction K-12
Spring Term (7 hrs)
Summer Term (6 hrs)
Fall Semester (11 or 16 hrs) ElEd or EdSec 477R (4) ESL practicum. Can be taken concurrently with 486R or 496R. Students will finish either Fall or Winter. |
Recommended Electives
|
Course Name |
Course Description |
|
ASL 101, 102 |
Conversation American Sign Language: Basic ASL skills, both receptive and expressive. Basic conversation skill, emphasizing vocabulary building and pragmatics. Introduction to deafness and ASL. (4 credits) |
|
ASL 301 |
Deaf Culture: Society and culture of the deaf community (3 credits) |
|
ASLP 331 |
Language Development: Overview of how children learn language, including its relationship to cognitive, neural, and social development; language development in bilingual, minority, and handicapped persons. (3 credits) |
|
ElEd 302 |
Planning and Management: Learning principles, lesson planning, classroom atmosphere, classroom management, professional attitudes and practices (2 credits) |
|
ElEd 340 |
Children’s Literature: Trends and titles in children’s and adolescent literature. Reading and critiquing as well as practical uses of children’s literature in both school and home (2 credits) |
|
ELang 223 |
Introduction to the English Language: Overview of English from linguistic point of view, emphasizing structure of English and social, biological, and psychological aspects of language (3 credits) |
|
LING 230 |
Language, Mind, and the World: Broad overview of language as the medium that makes thinking, understand, communications, and teaching possible (3 credits) |
|
LING 441 |
Language Acquisition in TESOL: Prerequisite: ELang 223. Understanding fundamental theories and processes of first and second language acquisition. How teachers can enhance language learning in English as a second or foreign language (2 credits) |
|
LING 461 |
Language Assessment in TESOL: Prerequisite: ELang 223. Understanding key issues in language testing, writing good language tests and test items, and completing basic test and item analyses (2 credits) |
|
LING 471 |
Methods and Strategies for Developing Second-Language Skills: Instructional methods, strategies, and materials for integrating curriculum content and language instruction. Teaching, creating, and adapting lesson materials in a multi-cultural context. (2 credits) |
|
LING 473 |
Literacy Development in TESOL: Prerequisite: ELang 223. Understanding basic processes of literacy development in English as a second or foreign language. How knowledge of these processes informs classroom literacy instruction and practices (2 credits) |
|
LING 477 |
Methods and Strategies in TESOL: Prerequisite: ELang 223. Instructional methods and strategies or teaching English as a second or foreign language. Overview of curriculum development for teaching listening, speaking, reading, and writing (2 credits) |
| MFHD 210 |
Human Development: Growth and development of the child from conception through adolescence; influences of family, peers, and schools (3 credits) |
|
MFHD 324 |
Teaching Children a Second Language: Strategies for teaching children a second language in the home and in the classroom. Practice teaching in a lab. (3 credits) |
|
PSYCH 220 |
Human Development: Life Span: Interaction of psychological, biological, and social influences on behavior and psychological development through the life span. (3 credits) |
|
PSYCH 320 |
Developmental Psychology: Childhood: Physical, mental, emotional, and social development of the child (3 credits) |
|
PSYCH 321 |
Developmental Psychology: Adolescence: Development and maturation during adolescence; research and methodology (3 credits) |
|
RelC 472 |
Teaching the Developmentally Disabled: Prerequisite: Instructor’s consent. Training prospective Church Educational System teachers to effectively teach religious education to youth who are developmentally disabled (2 credits) |
Minors
In order to have enough credits to graduate (120), it is recommended that you complete a minor in a related area. Recommended minors include:
|
Minors |
Departments |
Colleges/Schools |
|
Art Education |
Visual Arts |
Fine Arts and Communications |
|
Audiology and Speech-Language Pathology |
Audiology and Speech-Language Pathology |
David O. Mckay School of Education |
|
Chinese Teaching |
Asian and Near Eastern Languages |
Humanities |