Bilingual Education (BE)
BE 356. Second Language Acquisition. 3 Hours.
This course surveys research on second language acquisition of school-age children. It focuses on the relationship between second language acquisition research and classroom learning and teaching. The course also helps students develop both a strong theoretical foundation with regard to second language acquisition and the acute analytical skills teachers require to consider critically such theory in order to make decisions in their classroom. Prerequisite: None.
BE 400. Foundations of Bilingual/ESL Education. 3 Hours.
This course studies the conceptual, linguistic, sociological, historical, political, and legal foundations of bilingual and ESL education. The course is designed for students and teachers who are interested in broadening their knowledge of the historical and legislative foundations of bilingual and ESL education. It presents an overview of the types of ESL and bilingual programs and the principles of effective ESL and bilingual education for English Language Learners, including theory and research in ESL and bilingual education, and effective strategies. In conjunction with other ESL and bilingual courses, the course prepares students to pass the TExES #154 ESL Supplemental and the TExES #164 Bilingual Supplemental. This course is cross listed with ESL 400. Prerequisite: None.
BE 420. Bilingual Target Language Proficiency. 3 Hours.
This course is a study of the Spanish linguistics and academic Spanish. It analyzes the concepts of language, linguistics, grammar, and Spanish language variation. It reviews the sound patterns of Spanish (phonology), the form and function of words (morphology), and the structure and organization of simple and complex sentences (syntax). It emphasizes the mastery of academic Spanish required to become a Spanish or bilingual teacher in Texas public schools. The course is intended to provide students with a fundamental understanding of advanced grammatical concepts and to apply this knowledge to become competent users of Spanish for academic purposes. Additionally, the course prepares students to take the Bilingual Target Language Proficiency Test (BTLPT, TExES #190). Prerequisite: BE 400 with a minimum grade of C.
BE 470. Bilingual Assessment and Monitoring. 3 Hours.
This course prepares teachers to meet Bilingual Education Standard IV ("The bilingual educator has a comprehensive knowledge of the development and assessment of literacy in the primary language.") and Bilingual Educator Standard V ("The bilingual educator has a comprehensive knowledge of the development and assessment of biliteracy."). To achieve these competencies, students must fulfill the course objectives and participate in field-based work in assessment and monitoring of children in the process of acquiring a second language. Prerequisite: BE 474 and Spanish proficiency at the 200 level.
BE 472. Bilingual and Dual Language Methodologies. 3 Hours.
This course studies the conditions for developing biliteracy and the acquisition of English as a Second language (ESL) and effective teaching strategies for the ESL classroom. It reviews the English system and the processes of first language (L1) and second language (L2) acquisition, including the factors that affect L2 development. It studies implications and teaching strategies for developing communicative competence (listening and speaking), and reading and writing skills and assessment of biliteracy. The course prepares students to pass the TExES 164 Bilingual Supplemental. This course is cross listed with ESL 472. Prerequisite: None.
BE 474. Biliteracy for Bilingual and Dual Language Classrooms. 3 Hours.
This course studies the conditions for developing literacy in first language (L1) and second language (L2) and the design and implementation of instructional strategies for developing literacy and biliteracy. It focuses on the research, strategies, and material related to teaching reading comprehension in the bilingual and the ESL classroom and on the reading-writing connection. The course deals with the application of state educator certification standards in reading/language arts in grades EC-6 and the distinctive elements in the application of the standards for English and for L1 to promote bilingual students' literacy development in L1. It studies the application of the statewide language arts curriculum for Spanish LA and ESL in grades EC-6 as specified in the TEKS to promote bilingual students' L1 and L2 literacy development. Prerequisite: BE 400 with a minimum grade of C.
BE 476. Content Area Instruction for Bilingual Programs. 3 Hours.
This course presents the theory and methodology for content area instruction in Bilingual and mainstream classrooms. The course focuses on the development of language through content area instruction as well on strategies for teaching content areas to learners of English, particularly mathematics, science, and social studies. Participants in this course will develop effective teaching strategies to prepare English Language Learners (ELLs) to be successful in mainstream classes. Prerequisite: BE 420 with a minimum grade of C.
BE 489. Individual Study. 3 Hours.
This course provides individual instruction. Students may repeat the course when topics vary. Prerequisite: Requires a student contract approved by the instructor and dean.
BE 495. Co Teaching Practicum Bilingual. 3 Hours.
This course provides clinical work in the public school setting as part of field experience requirements for the undergraduate Teacher Preparation Program (TPP). University student is identified as Teacher Candidate and is required to spend 6 hours per week for 12 weeks in an assigned classroom under the supervision of an Instructional Leadership Team (ILT) to include University Field Supervisor and Cooperating Teacher. Block 1 is the first semester of the Co-Teaching assignment (2 semesters) in which Teacher Candidate and Cooperating Teacher are considered Co-Teachers for the class. Student is required to complete assignments, activities, projects, observations related to certification being sought as assigned by ILT. Prerequisite: Approved field-based assignment by the Teacher Preparation Program.
BE 496. Co-Teach Practicum for Certification Bilingual. 3 Hours.
This course provides clinical work in the public school setting as part of field experience requirements for the undergraduate Teacher Preparation Program (TPP). University student is identified as Teacher Candidate and is required to spend 72 full public school days in an assigned classroom under the supervision of an Instructional Leadership Team (ILT) to include University Field Supervisor and Cooperating Teacher. This course follows its prerequisite course (Block 1) and is the second semester of the Co-Teaching assignment in which Teacher Candidate and the Cooperating Teacher are considered Co-Teachers for the class in a public school setting in the grade level and content of the certification they are seeking. Student will complete assignments, activities, projects, and observations related to certification being sought as assigned by ILT. This semester is the culmination of the entire curriculum of study for education students, and it is instrumental in preparing them to teach. Prerequisite: Successful completion of BE 495; passing scores on both TExES PPR and TExES Content exams appropriate for the level and certification being sought; and continued acceptance in a public school classroom.
BE 501. Theoretical Foundations of Bilingual/ESL Education. 3 Hours.
This course is a critical analysis of the rationale for bilingual and multicultural education focusing on history, philosophy, and theory. It includes the study and analysis of educational programs, designed for English Language Learners including the native language and the ESL (English as a Second Language) components as well as critical review of research on the effective implementation of bilingual/ESL programs. Prerequisite: None.