Literacy, Language, and Culture (ED-LLC) Courses
ED-LLC 500 THE BILINGUAL/ESL CURRICULUM: CREATING, PLANNING, IMPLEMENTATION (3-0-3)(F/S). For teachers preparing to teach bilingual and/or English language learners. Theory and best practices of planning and creating an effective curriculum for bilingual and ESL classrooms. Participants examine both planned curriculum based upon specific objectives, and generative curriculum based on learners’ needs, experiences and interests. Students will design a model curriculum for a bilingual and/or ESL classroom.
ED-LLC 501 CULTURALLY DIVERSE LEARNERS (3-0-3)(F/S). Through the use of ethnographic tools, students will gain a better understanding of cultural and linguistic issues in their schools, local, and global communities.
ED-LLC 502 METHODS OF TEACHING ENGLISH LANGUAGE LEARNERS (3-0-3)(F/S). Informed by a pedagogy of teaching English language learners that maximizes language, literacy and biliteracy acquisition. Students will learn how to develop content subject material that is pedagogically responsible to linguistically and culturally diverse learners by learning pedagogical scaffolds that place students at the center of the learning process.
ED-LLC 503 APPLIED THEORETICAL FOUNDATIONS OF BILINGUAL EDUCATION/ESL AND MULTICULTURALISM (3-0-3)(F/S). The study and analysis of successful bilingual education, English as a Second Language, and Multicultural program practices. Students research and critique the foundations of Bilingual/ESL program policy and practices (Federal and State Law) that demonstrate the characteristics of successful bilingual, ESL, and multicultural classrooms (i.e., teachers’ ability to articulate pedagogy used in the classroom).
ED-LLC 504 LITERACIES FOR BILINGUAL AND ENGLISH LANGUAGE LEARNERS (3-0-3)(SU). Theoretical foundations and methods of teaching literacy to emergent bilinguals in multiple settings including bilingual (Spanish-English), general education, and English language development classrooms. Participants learn the processes and effective strategies for teaching reading and writing to bilingual and English language learners. Taught in Spanish and English.
ED-LLC 505 APPLIED LINGUISTICS: FROM THEORY TO PRACTICE (3-0-3)(SU). Aids teachers in building a meta-linguistic awareness through an exploration of foundations of language as a system including: phonology, morphology, syntax, semantics, pragmatics, and discourse. Includes an emphasis on teaching implications of linguistics for emergent bilinguals in various educational contexts and understanding the role of linguistics, including socio-linguistics, when considering the ELD standards.
ED-LLC 506 MULTICULTURAL LITERATURE: PROMOTING SOCIAL JUSTICE (3-0-3)(F/S). Students examine multicultural literature by engaging in critical literacy, substantive discussion, reflective writing, visual representation, and dramatic enactment. A main theme throughout this class is how to use the collection of literature as a tool for curriculum transformation, to promote social justice and encourage empowerment. Students will learn to take the words from the page to inform and transform their worlds.
ED-LLC 507 PARENTAL INVOLVEMENT: BUILDING A COMMUNITY OF BILINGUAL/ESL LEARNERS (2-0-2)(F/S/SU). Participants critically examine why school-community partnerships are particularly valuable in multicultural settings. They examine texts of parental involvement in schooling and actual practices and address questions of power relations, politics of exclusion and the privilege of race, gender, class, and culture. Students explore practices that respect diversity and honor all parents, students, community members, and teachers.
ED-LLC 508 ADVANCED THEORIES OF SECOND LANGUAGE ACQUISITION (3-0-3)(F/S/SU). Psycholinguistic processes and strategies by which readers and writers construct and reconstruct the message of a text. Application of theoretical conclusions to the teaching practices. Exploration and discussion of major theoretical arguments from current theorists and the pedagogical implications of second language acquisition research that focuses on language, literacy, and learning. Participants will apply knowledge to teaching primary and secondary children the English language.
ED-LLC 509 FIELD EXPERIENCE IN BILINGUAL CLASSROOMS (0-V-V)(F/S). Participants gain experience planning, instructing and assessing learners in a bilingual setting and document evidence of their impact on learners. Includes some observation and collaboration with mentor teachers and/or university supervisor. Fifty clock hours per credit minimum.
ED-LLC 510 FIELD EXPERIENCE IN ESL CLASSROOMS (0-V-V)(F/S). Participants gain experience planning, instructing and assessing learners in an educational setting with ELLs and document evidence of their impact on learners. Includes some observation and collaboration with colleagues, mentor teachers and/or university supervisor. Fifty clock hours per credit minimum.
ED-LLC 511 CONTEMPORARY ISSUES IN BILINGUAL EDUCATION/ESL (2-0-2)(F/S/SU). Current issues and their political ramifications in the fields of bilingual/multicultural education, and English as a second language. Critique of current trends in education and creating an awareness of how teachers can enhance their advocacy for students, parents and stakeholders.
ED-LLC 531 ADVANCED ASSESSMENT OF LEARNERS IN THE BILINGUAL/ESL CLASSROOM (3-0-3)(F/S). Exploration of issues of assessment for emergent bilinguals including purposes, advantages, biases and limitations of assessments and accommodations. Knowledge of standards-based language proficiency assessments used for identification and exit from language support programs. Development of performance-based assessment tools and techniques to inform classroom instruction. COREQ: ED-LLC 502.
ED-LLC 532 ADVANCED PRINCIPLES AND PRACTICES IN TEACHING LANGUAGE ARTS (3-0-3)(F/SU). Study of the theoretical constructs of reading, the psychological and pedagogical foundations of reading instruction, and learn to create and improve reading education programs in elementary and secondary classrooms.
ED-LLC 540 FOUNDATIONS OF LITERACY INSTRUCTION (3-0-3)(F/S/SU). Studies the theoretical constructs of literacy processes, the psychological, pedagogical and historical foundations of literacy instruction, and the creation and improvement of literacy education programs in elementary and secondary schools.
ED-LLC 541 BEST PRACTICES IN LITERACY ASSESSMENT (3-0-3)(S). Students study, evaluate, and practice diagnostic, standardized, and informal (performance-based) assessment procedures for elementary and secondary students with literacy difficulties. Students will learn to make recommendations for instruction based upon assessment results. PREREQ: Admission to graduate program.
ED-LLC 542 BEST PRACTICES IN LITERACY IMPROVEMENT (2-1-3)(SU). Focuses on best practices for supporting the academic and motivational needs of students who struggle with reading and writing. Students will conduct assessments and administer literacy intervention with a K-12 child. PREREQ: ED-LLC 540 or ED-LLC 549 or PERM/INST.
ED-LLC 543 SEMINAR IN LITERACY EDUCATION (3-0-3)(F/S/SU). Covers current issues and trends in literacy education and leadership techniques. PREREQ: ED-LLC 540 or PERM/INST.
ED-LLC 544 CONTENT LITERACY IN SECONDARY SCHOOL (3-0-3)(F/S/SU). Emphasis on using instructional materials in the various content subjects and developing instructional skills to meet the reading, writing, and studying needs of all learners in today’s diverse society. Students will examine professional literature on best teaching practices. PREREQ: Admission to Graduate Secondary Teacher Certification and ED-ESP 550. Instructor permission to waive prerequisites may be given to all students not enrolled in the secondary education certification program (Block I-III). COREQ: ED-CIFS 561 and the content methods course for the declared major.
ED-LLC 545 WRITING PROCESSES, INSTRUCTION, AND ASSESSMENT: K-8 (3-0-3)(S). Focuses on ways to reach, teach, assess, and motivate a diverse range of student writers. Emphasizes the writing process and writing in a variety of genres, including digital media.
ED-LLC 546 ADVANCED STUDY OF CHILDREN’S LITERATURE (3-0-3)(F/SU). In-depth literary analysis of children’s literature from preschool to early adolescence, including multicultural literature. Development of children’s literature activities for classroom, libraries, and other settings.
ED-LLC 547 ADVANCED YOUNG ADULT LITERATURE (3-0-3)(SU). Offers an update in diverse young adult literature, as well as research, critical analysis and instructional strategies for a variety of settings. Intended for teachers, librarians, media generalists, and others working with young adults.
ED-LLC 548 DIVERSITY IN LANGUAGE ACQUISITION AND LITERACY DEVELOPMENT (3-0-3)(F). Candidates demonstrate knowledge of foundational theories, key pedagogies, and essential concepts of diversity and equity related to language and literacy development. Candidates understand themselves and others as cultural beings, create inclusive and affirming learning environments (e.g., culturally responsive teaching), and advocate for equity in broad contexts. Candidates develop knowledge of language development processes for diverse populations.
ED-LLC 549 IDAHO COMPREHENSIVE LITERACY COURSE (3-0-3)(F/S/SU). Research-based best reading practices focused on language structure and literacy instruction, comprehension research, material selection, and assessment and intervention strategies. Contemporary and historical perspectives will be examined.
ED-LLC 550 ADVANCED CONTENT AREA LITERACY (3-0-3)(SU). Examines newest research in content literacy and explores in greater depth fundamental topics. Includes vocabulary, comprehension, writing to learn, study strategies, and coaching of content teachers. For students seeking Idaho State Literacy Endorsement. Undergraduate content area literacy course recommended.
ED-LLC 551 LITERACY LEADERSHIP (3-0-3)(S). Focuses on the roles of literacy leaders, leading and mentoring teachers in effective literacy practices, designing effective school-wide professional development, advocating for literacy both in school contexts and community settings, promoting change for 21st century learning, and participating in professional organizations and conferences.
ED-LLC 552 TECHNOLOGY AND LITERACY (3-0-3)(SU). Examines appropriate and effective uses of technology in literacy development. Explores impact of technology on definition of literacy. New literacies are defined and explored.
ED-LLC 554 REVIEW OF LITERACY PROCESSES AND PRACTICES (3-0-3)(F/S/SU). Examines the interrelationship of the literacy processes through the examination of epistemological, philosophical, theoretical, and pedagogical literacy models.
ED-LLC 555 DIRECTING AND SUPERVISING READING PROGRAMS (3-0-3)(F/SU). The literacy specialist’s leadership role in the planning and delivery of reading instruction from goal setting, program planning, decision-making, problem solving, program supervision, and program evaluation for students from varied cultural and linguistic backgrounds will be examined. Students serve as mentors for undergraduates and graduate students in tutoring children with literacy challenges.
ED-LLC 556 APPLIED RESEARCH IN LARGE-SCALE LITERACY ASSESSMENT (3-0-3)(F). Explores the research base for large-scale assessment as it relates to literacy assessment; examines current approaches to large-scale assessment, assessment design, research methodologies and specific assessments such as PIRLS, PISA, NAEP, state level tests, etc. with emphasis given to how these data are being interpreted and used for social and political purposes.
ED-LLC 557 RESEARCH BASE FOR CONTEMPORARY LITERACY CURRICULA (3-0-3)(F/S). Investigates contemporary issues related to research on literacy in terms of theoretical frameworks, research methods, and implications for curriculum, instruction, and assessment. Applies relevant theories and models to the design and development of school curricula in the area of literacy.
ED-LLC 558 ADVANCED WRITING PROCESSES AND ASSESSMENT (3-0-3)(F/S). Examines theoretical and praxis knowledge about cognitive, physical, social, and affective processes of writing and their interactions with writing development. Provides opportunities to delve into issues of struggling writers and second language learners. PREREQ: ED-LLC 345 or ED-LLC 545 or PERM/INST.
ED-LLC 559 LANGUAGE, LITERACY AND CULTURE (3-0-3)(F). Introduces students to the ways in which social structuring, cultural assumptions, and language use bear on public policy formation and interactions in such areas as the classroom, professions, government, business and industry, and social service agencies.
ED-LLC 560 INTERPRETING RESEARCH IN LITERACY (3-0-3)(F/S). Examines literacy research involving the generation and refinement of models, theories, and methodologies. Strategies in interpreting and analyzing the professional literature are also emphasized.
ED-LLC 692 CAPSTONE COURSE (Variable Credit).
Refer to the University-wide Graduate Courses section in this catalog for additional course offerings.