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WLE 326 | THEORETICAL FOUNDATIONS OF TEACHING ESL AND WLE | 4 quarter hours
This course introduces key foundational theories of English as a second language and world language education that form the basis of our development as language education practitioners and professionals. The course explores theories of language, theories of learning and learners, and theory-driven teaching, as well as the philosophical paradigms that inform them. Foundational theories are introduced as problem-solving tools that provide interdisciplinary perspectives of English as a second language and world language education, and as frameworks for critically reading literature on language education theory, research, and methods.
WLE 349 | STANDARD AND CONTENT-BASED METHODS OF TEACHING WORLD LANGUAGES K-12 | 4 quarter hours
This course prepares candidates to teach world languages at the elementary, middle and secondary school levels consonant with an aligned approach to meeting national and state WLE standards and Common Core standards. It examines the theory and practice of traditional or standard methods of teaching world languages (e.g., communicative approach, natural approach, etc.) with an emphasis on developing alternative, post-method strategies and using diverse resources, as well as on reformulating world languages instruction to integrate subject matter content into the curriculum, including science, social studies, math, fine arts, etc. Engages candidates in understanding and applying the "Five Cs"-Communication, Cultures, Connections, Comparisons, and Communities outlined in the national standards-toward this end. Lesson and unit development, evaluation/assessment, and classroom management also will be discussed. Issues that emerge in planning and instruction are discussed and deliberated through university classroom experiences as well as required fieldwork (20/15 hours; level 1 in language of certification).
WLE 360 | SECOND, WORLD AND HERITAGE LANGUAGE ACQUISITION K-12 | 4 quarter hours
This course is an introduction to the theoretical study of second, world and heritage language acquisition (SLA) from a generative and psycholinguistic perspective at the K-12 levels. The content of the class is founded on the major concepts and issues of language acquisition, including UG-access, L1-transfer, age effects, and the acquisition of form vs. meaning. The course pays particular attention to empirical second and world language studies at the syntax/semantics interface. Course readings and discussion examine the complexities of the processes involved in acquiring a world language that includes the relation between first and SLA; contrastive and error analysis; interlanguage; the social and cultural influences on SLA; learner variability; learning strategies; and classroom interaction analysis. Issues surrounding second and world language acquisition are discussed and deliberated through university classroom experiences as well as required field experiences (20/15 hours; level 2).
WLE 370 | SECOND & WORLD LANGUAGE LITERACIES AND CULTURES | 4 quarter hours
This course examines the interdisciplinary study of first, second and world languages and multiple L1 and L2 literacies in their cultural, social, and political contexts, with emphasis on issues of ethnicity, identity, social class, gender, power, and other related topics relative to ideologies of reading and writing the world through reading and writing the word. Especial focus is placed on these topics as they pertain to the extant research on language, literacy, and culture represented in the WLE certification language communities, as well as in the literature, art, music, and popular culture of those communities as means of advocating students? sense of identity as global citizens (20/15 hours; level 1).
WLE 375 | WLE HISTORY, POLICY, AND CURRICULUM DEVELOPMENT | 4 quarter hours
This course engages students in WLE curriculum development and language program advocacy, creation, and sustainability based on an examination of federal and state WLE history and policies and on a review of national and state standards. Reviews theory and application of curriculum development to world language instructional programs, such as design, scope and sequence, organizational patterns, materials and media, teacher training, parent and community involvement, and evaluation. Principal world language education program models are examined and analyzed in light of WLE history, policy, and standards (20/15 hours; level 1).
WLE 384 | CAPSTONE IN WORLD LANGUAGE EDUCATION | 4 quarter hours
This course is taken concurrently with WLE 385, Student Teaching in World Languages. In this course, students will have opportunities to reflect on their student teaching experience and prepare materials to support their employment searches and career as teachers. COREQUISITE(S): WLE 385.
WLE 385 | STUDENT TEACHING IN WORLD LANGUAGES | 12 quarter hours
(12 credits) Student teaching is the culminating experience of the World Languages certification program. It is a ten-week, 30-hour/week experience. Students must successfully complete student teaching with a grade of B- or better in a language classroom in which they are seeking certification to teach. The course is taken concurrently with WLE 384, World Languages Capstone. Application and approval required. Open only to DePaul students. (12 credit hours)