TCNJ

Graduate Course Descriptions 71 and second language reading are examined. We explore potential difficulties that learners may face in learning how to read and write in English as a second language. Among the topics that we address are: phonology, morphology, linguistic processing of text, cross- linguistic transfer, cross-cultural mis/communication, schema theory, and vocabulary acquisition. We examine how language, culture, writing systems, and other factors impinge upon second language literacy. ESLM 587/ Curriculum, Methods, and Assessment for Second Language Education 3 cr. This course is designed to develop the student's competency in the application of theoretical foundations of L2 learning and acquisition in teaching multilingual populations. It incorporates The New Jersey Professional Teaching Standards, TESOL standards, Middle States Standards, National Common Core Standards, NJ standards for ESL/ bilingual certification and NJ CCCS in curriculum design and lesson planning and prepares candidates for field practice. It enables candidates to practice methodologies, to design and implement appropriate instruc- tional strategies and activities, to develop curricula and select materials, and to perform proper evaluation procedures for teaching ESL at P–12, higher education and other adult ESL settings as well as bilingual educa- tion. ESLM 597/ Special Topics in Second Language Education 1–3 cr. Prerequisite: One of the following: ESLM 578, 579, or 587 An advanced course devoted to an in-depth study of current or special- ized topics selected by the faculty and approved by the department. ESLM 687/ Faculty-Student Research 3 cr. Prerequisite: Completion of 15 graduate credits This course provides the opportunity for a small group of students to work together with a faculty member on a collaborative project, or a series of related projects, that are part of a faculty member's ongoing research or scholarly program. Consultation with instructor before reg- istering for the course is highly recommended. ESLM 688/Student Teaching 3 cr. Prerequisite: ESLM 578 or 587 This course is student teaching arranged for students in a Pre-K12 school of government and related institutions and agencies in the community. The duration is one full-time semester or two part-time semesters. Following New Jersey new regulation, from fall 2017, student teachers must submit an edTPA portfolio and starting in the fall 2018, a full year student teaching is required. The student teachers will gradually assume responsibility for directing activities, lesson planning and teaching with a minimum of 60 hours of teaching. Each student teacher will be super- vised by a college supervisor and a cooperating teacher. ESLM 697/Independent Study in Second Language Education 1–3 cr. Prerequisite: ESLM 578 or 587 or 577 An in-depth exploration of a topic within a specific area of the discipline involving supervised reading, research, and regular conferences with the faculty adviser. An independent study form with a research proposal must be signed by the faculty adviser and the Department Chair before registering the course In person at registrar. ESLM 700/ Comprehensive Examination: Teaching a Second Language Every candidate for a graduate degree must take a comprehensive examination that requires the candidate to synthesize and apply knowledge acquired throughout the program. See page 17 for comprehensive examination requirements. MATH 590/ PHYS 570/BIOL 570/CHEM 570/TCED 570/STEM Curriculum/Content course 3 cr This course will offer an examination of the K-12 curricula specific to the area of licensure content. The course will examine the connections between the STEM content specific to the area of licensure and the col- lege content. Students will also examine standards-based curricula and the content from an advanced standpoint. MATH 591/ Number Theory and Systems for Middle School Teachers 3 cr. This course gives the middle school mathematics teacher a deeper understanding of number systems (integers, rational numbers, and real numbers) and number theory. Physical materials, models, technology, and middle school curricula will be used to explore fundamental properties of number systems, to model algorithms, and to explore number theory topics. How children learn mathematics and the rationales for developing the methods and strategies for teaching the many topics in these mathematics curricula to children of diverse cultures will be integrated with the mathematics content. MATH 592/ Data Analysis and Probability for Middle School Teachers 3 cr. This course gives the middle school mathematics teacher a deeper under- standing of data analysis and probability. Physical materials, models, technology, and middle school curricula will be used to explore data, statistical measures, and the elements of probability. How children learn mathematics and the rationales for developing the methods and strategies for teaching the many topics in these mathematics curricula to children of diverse cultures will be integrated with the mathematics content. MATH 594/ Patterns, Functions, and Algebra for Middle School Teachers 3 cr. This course gives the middle school mathematics teacher a deeper under standing of patterns, functions, and algebra. Physical materials, models, technology, and middle school curricula will be used to explore these topics. Exploration of ways to engage middle school students meaningfully in experiences that lay a strong foundation for more formal algebraic work will be integrated with the mathematics content. MATH 595/ Geometry for Middle School Teachers 3 cr. This course gives the middle school mathematics teacher a deeper understanding of geometry. Physical materials, models, technology, and middle school curricula will be used to explore these topics. Exploration of ways to engage middle school students meaningfully in experiences that lay a strong foundation for more formal work in geometry will be integrated with the mathematics content. MATH 596/ Concepts and Methods of Teaching Mathematics in the Elementary Grades 3 cr. This course offers a modern view of mathematics content in the elemen- tary school in combination with an exploration of contemporary methods of teaching this content. This course is offered to students in the Master of Arts in Elementary Teaching (MAT) program. RDLG 530/ Exploring Children's Literature: An Educator's Perspective 3 cr. A multidimensional and multimedia approach to children's and adoles- cents' literature, with extensive reading, critical examination, selection, and evaluation. Emphasis will be on: children's and adolescents' books and story presentation strategies as related to the children's needs and interests at various age levels; historic trends; research; and the influence and utilization of literature upon the academic, social, and emotional growth of the child and adolescent. RDLG 537/ Language Arts Literacy 3 cr. Note: This course will not be accepted for credit in the reading program. Content covered in this course includes an examination of the interrelationships among the language arts; learners' language abilities and needs; instruction in word recognition, comprehension, study skills, content area reading; the organization of the reading program; and parental involvement. RDLG 541/ Study in Elementary School Language Arts 3 cr. Prerequisite: One course in teaching language arts This course considers the language arts and their interrelationships, especially listening, speaking, writing, reading, and viewing; curriculum models, methods, and materials; and current research trends. RDLG 570/ Issues in Literacy Instruction 3 cr. Prerequisite: An undergraduate or graduate course in the methods of teaching reading Note: This course will not be accepted for credit in the reading program. This course deals with the basic principles for a corrective reading program, methods of preventing reading difficulties, and methods and materials used in dealing with corrective problems, causes of poor reading, and deficiencies in specific skills. 252943_001-092_r4.indd 71 8/1/18 9:46 PM

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