Language and Literacy Education (LLED)

Analysis of reading and writing processes and the development of integrated language arts programs for elementary schools.

In depth examination of writing development and the development of writing components of language arts programs K-12.

Study of various genres of children's literature from various critical perspectives; emphasis on role of literature in children's lives.

Collaborative inquiry into the curricular design and experience of language, literacy, media, and literature in adolescents' personal and social lives.

Critical study of adolescent literature, its diversity of cultural voices, and designs for its use in secondary school classrooms.

Literature, K-12; study of literary symbolism, ethnic literature, issues, e.g., sex, death, adoption, divorce in trade books.

Discussion of philosophical, sociological, historical, and curricular issues in literacy education.

Diagnosis of reading difficulties; genesis of reading problems; achievement, diagnostic, and capacity tests; application in simulation activities.

Links theory and practice in supervised practicum involving design and analysis of appropriate assessment and instructional procedures for elementary and secondary students.

Reading/discussing literature from multicultural/critical multicultural lenses and how this impacts literacy. LLED 561 Cultural Pluralism in Children's and Adolescent Literature (3) LLED 561 is a critical exploration of literature that addresses multicultural issues and their functions in the classroom. Emphasis is on cultural diversity in children's lives. The course focuses on four main areas. The first of these areas revolves around the concepts of multiculturalism and critical multiculturalism and how they serve as lenses through which students can ask questions about society as represented in literature. It addresses what multicultural literature is, who writes multicultural literature, and how this genre of literature serves as a window into and a mirror of culturally diverse societies. Race/ethnicity, gender, class, disability and cultural authenticity in multicultural literature are discussed. The primary objectives of the course are to enable students to expand their strategies for reading culturally diverse literature, become familiar with resources related to multicultural literature, explore cultural, literacy and socio-political issues related to Children's/adolescent literature and to consider the role that multicultural literature plays in a literacy curriculum.

An in-depth study of myths and folktales shared with children and how these stories are remade and disseminated today.

Supervised workshop in the craft and techniques of writing picture books, short stories, longer fiction, and nonfiction literature for children. LLED 564 Writing for Children (3) This is a course in creative writing for those who wish to write for children. The course is intended to be creative practice in the art, craft, and techniques in a wide range of genres in children's literature: poetry, picture books, picture story books, short stories, and longer works. Students will learn about the field of literature for children, namely, how to develop their ideas into appropriate literary forms for the various age groups. Students will read and discuss contemporary writers and examine their work, and get responses to their own writing.

To critically analyze the contemporary and historical political context of an education that is bilingual and bicultural.

An examination of research traditions used to frame research in children's literature studies and preparation to write the master's paper.

Theories of media literacy, issues of non-print technology in language and literacy.

Continuing seminars that consist of a series of individual lectures by faculty, students, or outside speakers.

Cooperative design and study of research in language and literacy education.

Advanced practicum; diagnostic testing and remedial instruction of more severe types of reading disability; supervisory experiences, if appropriate.

Creative projects, including nonthesis research, which are supervised on an individual basis and which fall outside the scope of formal courses.

Formal courses given on a topical or special interest subject which may be offered infrequently; several different topics may be taught in one year or term.

This course prepares students to develop reading and writing instruction that supports the academic development of school-aged English learners (ELs) with a primary focus on reading. An overarching goal of the course is to promote an understanding of learning language as a process of expanding linguistic resources to engage in various contexts, with different participants/audiences and for a variety of purposes. Class participants will critically analyze reading/writing theories and research in reference to bilingual/ESL reading/writing practices. As part of this overview, students will analyze and evaluate current second language (L2) reading/writing approaches and strategies in home language (L1) and L2 literacy development. Thus, the course content emphasizes the theoretical underpinnings of and practical applications for integrating language and literacy instruction for diverse ELs.