TCNJ

Graduate Course Descriptions 69 EPSY 513/ Psychology of Learning 3 cr. The psychology of learning is designed to review, analyze, and apply psychological principles as they apply to learning, teaching and educa- tional environments at the secondary school level. The course content integrates cognitive, social, physical, and emotional development of learners with a focus on middle and high school settings. Through readings, interactive course assignments and class discussion, students will develop a deeper understanding of such elements as information processing, problem solving, motivation, and creation of positive classroom environments. EPSY 520/ Human Growth and Development 3 cr. Prerequisite: Permission of department This course examines the various psychological processes as they develop across the life-span. It surveys the major issues in developmental psychology and integrates them using a life-span perspective. EPSY 523/ Advanced Child and Adolescent Development 3 cr. Prerequisite: Permission of department This course is designed to provide practicing and pre-service teachers with opportunities to examine human growth and development issues as they are directly tied to the improvement of instruction and learning in multicultural settings. Effective educators possess understanding of, and the abilities to critique and appropriately apply, the most current knowledge base and theories of child growth and development. Students in this course will be presented with opportunities to enhance their knowledge base and their critiquing and application skills so as to increase their efficacy in the teaching-learning scenario. Students in this course will be required to participate in the professional tasks of consuming, assessing, applying, and/or creating knowledge of "how" students grow and learn. Through case analyses, discussions, lectures, role-playing, action research, and group activities, students will apply a variety of theoretical concepts relative to the physical, cognitive, language, and psychosocial development of humans, with emphasis on early childhood through early adolescent youth (PK–8). EPSY 524/ Adolescent Development and Learning 3 cr. This course examines selected theories and principles of adolescent development that influence learning at the secondary level. Adolescent development is studied, interpreted, and addressed using a variety of approaches that contribute to understanding how work with adolescents can be effective and rewarding. Using an ecological model as a framework, students will identify and analyze characteristics of adolescent learners that influence cognitive processes, emotional awareness, social identity and academic progress. EPSY 643/ Measurement and Evaluation 3 cr. Prerequisite: COUN 515 and permission of department The purpose of this course is to provide students with an introduction to educational and psychological measurement and evaluation. The topics of test construction, reliability, validity, and statistics are covered. Frequently used counseling, educational, intellectual, personality, and neuropsychological assessment techniques are discussed, along with the principles of interpreting and presenting the results of testing. EPSY 661/ Counseling Children and Adolescents 3 cr. Prerequisite: Permission of department This course provides an overview of developmentally appropriate counseling approaches used for counseling children and adolescents, primarily in school settings. Examples of approaches discussed in this course include solution focused therapy, expressive techniques, play and impact therapy. Special education services, including legislation relevant to school counselors are discussed. The course also includes an exami- nation of processes related to meeting the needs of underserved student populations. ESLM 525/ Second Language Acquisition 3 cr. This course focuses on foundational research and theoretical assumptions in the field of second language acquisition (SLA). We shall consider child and adult first and second language acquisition and examine prevalent issues in the field such as: the role of the first language, the nature of interlanguage development, morpheme order studies, differential success in language learning, and input and interaction. We also consider the influence of conversation analysis (CA) in work on SLA, which has led to a dichotomy between mainstream vs. contemporary approaches to SLA. ESLM 545/ / Structure of Language and Proficiency Assessment 3 cr. This course is designed to develop students' competency in the applied linguistics with a good understanding of English structure and its application in L2 learning and acquisition. It enables students to compare the structures of phonetics and grammar of English and L2 learners' L1, to discover or identify the pitfalls and potential trouble spots in various areas of phonetics and grammar during L2 learners' learning process, and design appropriate and effective strategies for L2 learning and instruction. This course also provides students with oral and written language proficiency assessment standards, instruments, and strategies. ESLM 577/ Sociolinguistics and Cultural Foundations of Second Language Education 3 cr. This course examines how sociolinguistics emerged as a subfield of linguistics, i.e., taking a functionalist approach to the study of language. We address issues such as what linguistic knowledge is knowledge of; what a native speaker knows about his/her language; and what it takes to be a communicatively competent speaker. Among the topics that are covered are: global Englishes, English as a lingua franca, language variation, speech act theory, and pragmatics. The course also includes an introduction to conversation analysis (CA) given that language is a primordial site of human sociality. In particular, we explore the notion of interactional competence from a CA perspective. And we aim to connect insights and findings drawn from CA with issues and concerns in second language pedagogy. ESLM 578/ Theory and Practice of Teaching a Second Language 3 cr. This course introduces ESL/Bilingual profession and its related TESOL and state standards. The main goal is to develop candidates' competency in the theoretical foundations of second-language learning and acquisition, and an understanding of the unique aspects of the process of second-language teaching, facilitating, and learning. The course focuses on the necessary practical application of those theories and practices as required for design and implementation of instructional strategies, activities, materials and curriculum development, and evaluation procedures. The course enables candidates to apply knowledge of language and linguistics in their roles as teachers and specialists in ESL/Bilingual education. ESLM 579/ Language and Literacy for Second Language Learners 3 cr. This course provides an introduction to language and literacy. It considers foundational knowledge of language that ESL teachers need to be effective classroom teachers. Theories, concepts, and issues in first 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. 244328_001-091_r1.indd 69 9/1/17 1:40 PM

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