Literacy & Second Language Studies (MEd)

Curriculum

For the Master of Education LSLS online program, students will complete the core curriculum (9 credit hours) and choose a concentration area (21 credit hours) in one of the following: PreK-12 Reading Instruction, Teaching English to Speakers of Other Languages (TESOL), or International/Adult Teaching English as a Second Language (TESL) Focus. The LSLS program highlights four emphases within its coursework: Designing and implementing reading, writing, and speaking curricula in Literacy and TESOL. Assessing and evaluating reading, writing, and speaking challenges for native and non-native English speakers. Practicing varied instructional methods to foster literacy learning across student populations. Developing strategies for critically analyzing research in the fields of literacy and second language studies. View Major Map

Students will complete the Core Curriculum (9 credit hours). Course Title/Description Credit LSLS7053 Foundations of First and Second Language Learning This course introduces students to foundational knowlege in first and second language learning. Specific topics include major theoretical paradigms and constructs that affect learning. 3 LSLS7054 Literacy as a Linguistic and Cultural Tool This course examines the social, cultural, and community aspects of literacies, the linguistic and cultural aspects of learning English as a additional language, and the ways in which schoolsmight recognize, maintain, develop, and build uponthe "ways with words" that contemporary students acquire and learn in out-of-school contexts. The course is based on a sociocultural view of literacy, encompassing multidisciplinary approaches and focuses on key sociocultural arguments, influential studies, and their classroom implications. 3 LSLS7057 Master's Culminating Experience: Literacy and Second Language Studies This course provides students with the opportunity to learn about portfolios and reflective practice as Literacy and Second Language professionals in the field, while applying key understandings to the creation of their own reflective portfolios. 3

Student will select a concentration and complete coursework associated with their selection. (21 credit hours) Required Courses Course Title/Description Credit LSLS7026 Foundations of Language and Literacy Acquisition for Diverse Readers This course examines the cognitive and neurological processes involved in oral language and literacy development. It explores theoretical models that inform reading acquisition and development. This course also helps educators to identify explicit and systematic instruction built on the interrelatedness between language and literacy. Recognition of characteristics, strengths, and needs of diverse reader profiles (i.e., students with dyslexia and other reading disabilities, English learners, and emergent bilinguals) and how to address their unique learning needs through effective instruction is considered and discussed. 3 LSLS7027 Theory to Practice: Models of Literacy This course examines the major theories, perspectives, and models of the reading process, and to link this knowledge to instructional practice. Theories, perspectives, and models examined include the following: cognitive processing, transactional, psycholinguistic, sociocognitive, sociocultural, and critical/multiliteracies. 3 LSLS7028 Advanced Literacy Assessments in Practicum This course is designed to improve student’s understanding and practical application of various reading and writing assessments (i.e., screening, diagnostic, progress monitoring, classroom assessments). The students will learn how to select, administer, interpret, and share the results of assessment tools, they will also explore how to use assessment results to differentiate core instruction and plan for intervention. This course requires students to work in the field with an individual student and/or small groups of students with reading and writing difficulties. 3 LSLS7029 Advanced Literacy and Writing Instruction in Practicum This course is designed to improve student’s understanding and practical application of evidence-based instruction in the domains of word recognition, language comprehension, and writing. Students will explore the relationships between oral language, phonology, advanced word study, fluency, and comprehension to word recognition and language comprehension instruction. Students will also explore the relationship between foundational writing skills instruction and composition skills instruction in writing. This course requires students to work in the field with an individual student and/or small groups of students with reading and writing difficulties. 3 LSLS7031 Advanced Literacy Research and MTSS This course equips students to critically analyze, synthesize, and apply scientific literacy research findings to comprehensive reading and writing instruction that meets the needs of diverse learners. Topics include the evidence-based practices for teaching foundational writing skills (handwriting and spelling), language concepts, reading comprehension strategies, and composition skills needed by learners across the grade bands to become proficient readers and writers. This course also focuses on the professional skills needed to design, implement, and assess instructional effectiveness in collaborative multi-disciplinary MTSS teams. 3 See Electives List Faculty Advisor Approved Electives 3 LSLS 8001 or LSLS 8100 Students will choose one of the following courses: LSLS8001 - Foundations of Postsecondary Literacy Instruction Examines postsecondary literacy instruction from historical, theoretical, and pedagogical perspectives. LSLS8100 - Foundations of Adolescent/Adult Literacy Instruction Examines literacy instruction for adolescent and adult learners from historical, theoretical, and pedagogical perspectives. 3 Required Courses Course Title/Description Credit CI7006 Global Education: Immigrant Children and Their Families Focus on sociocultural issues impacting immigrant student learning and on communication among teachers, students and families. 3 LSLS7060 Applied Linguistics Focused on theoretical perspectives, major issues,and current controversies, this course is designedto facilitate the student's knowledge and understanding of the linguistic structure as a holistic system. This course examines the English language as a second language on the basis of current theory, research, and practice. It covers a detailed analysis of the sound system of American English as well as morphology, syntax, and semantics through in-depth discussions of instructional issues. 3 LSLS7068 Sociolinguistics and Bilingual Education This course is an overview of sociolinguistic factors affecting second language acquisition, societal and individual influences on language choice, use, maintenance, and change. It examines some major topics such as variations of language, language attitudes and motivations, language policies and their implications for TESL, and someof the major research methods in sociolinguistics.It also covers philosophies, theories, pedagogicalmethods applicable to bilingual development and bilingual education. 3 LSLS7069 PreK-12 Methods of TESOL This course is designed to explore classroom strategies, instructional procedures, and pedagogical applications for ESL students in conjunction with research/evidence-based principles and second language teaching and learning. Each teaching strategy will be addressed from a theoretical perspective, and will exemplify the ideas to be used in practical classroom settings. 3 LSLS7070 Evaluation and Assessment for K-12 TESOL This course is designed to equip candidates with the knowledge and skills to effectively assess and evaluate limited English proficient students' performance in English. It addresses current trends in assessment, cultural and linguistic issues and biases in measurement, understanding of concepts in assessment as well as formative and summative assessments. It also discusses a way to evaluate curriculum and materials within a framework for determining the effectiveness and appropriate uses for evaluations and assessments, including norm-referenced, curriculum-based, performance-based, and alternative assessments. 3 LSLS7078L Practicum in Teaching English as a Second Language Students apply theories of instructional and evaluation methods in the teaching of English as asecond langauge (ESL). Participants engage in supervised real-life field-practice, "virtual" field-practice through multimedia activities, and forum discussions. Emphasis will be placed on deriving instructional and evaluation recommendations through critical discussion of readings, self-reflections on the ESL tutoring. 3 LSLS8060 Content-Based Second Language Education This course is designed for people interested in teaching English as a Second Language (TESL) and people who have English as a Second Language (ESL)students in their regular classes in K-12 and adult contexts. Students will learn theories, research, and strategies for teaching English language and subject-matter content simultaneously. 3 Required Courses Course Title/Description Credit CI8006 Global Education: Educational Systems Introduction to educational systems around the world and the philosophical bases of those systems. Designed to increase teacher awareness ofthe range of educational philosophies and practices in the cultures of their native and immigrant students and to prepare educators for work in a global society. 3 LSLS7060 Applied Linguistics Focused on theoretical perspectives, major issues,and current controversies, this course is designedto facilitate the student's knowledge and understanding of the linguistic structure as a holistic system. This course examines the English language as a second language on the basis of current theory, research, and practice. It covers a detailed analysis of the sound system of American English as well as morphology, syntax, and semantics through in-depth discussions of instructional issues. 3 LSLS7068 Sociolinguistics and Bilingual Education This course is an overview of sociolinguistic factors affecting second language acquisition, societal and individual influences on language choice, use, maintenance, and change. It examines some major topics such as variations of language, language attitudes and motivations, language policies and their implications for TESL, and someof the major research methods in sociolinguistics.It also covers philosophies, theories, pedagogicalmethods applicable to bilingual development and bilingual education. 3 LSLS7071 Adult/International Practicum Provides student teachers with the opportunity to put into practice concepts and theories related to effective language teaching and learning within the context of a domestic or international teaching site. 3

See required number of elective hours (if any) under each Concentration. Electives should be chosen in collaboration with the faculty advisor. Course Title/Description Credit LSLS7016 Adolescent Literature, Media & Popular Culture This course, required for candidates pursuing an Ohio Adolescent to Young Adult English Language Arts teaching license, explores and critiques response-based approaches to literary texts as well as expanded notions of textuality (e.g. literature, popular culture, media, information), and critical approaches to all of the above. 3 LSLS7032 Teaching Literature of Ethnic American Populations The focus of this course is the illumination of the salient cultural features embedded in the literature of African-, Asian-, Latino-, and Native-Americans. Participants will address the value and use of this literature in classroom settings. This course offers an exploration of historical and pedagogical perspectives, trends, issues, and controversies in multicultural literature for children and young adults. Studentswill be required to read and discuss children's and young adult literature to determine and assessthe literary merit of the literature, its culturalcontent (the lived cultural experience and its accompanying diverse definition of what it means to be an American within a specific culture). 3 LSLS7033 Seminar: Literature for Children and Adolescents This course covers selected or provisional topics,explores new research, or offers experimental educational experiences in the study of children'sand adolescent literature. 3 LSLS7051 Seminar in Literacy and Second Language Studies This course covers selected or provisional topics,pilots new courses, or offers experimental educational experiences in literacy and second language studies. 3 LSLS7068 Sociolinguistics and Bilingual Education This course is an overview of sociolinguistic factors affecting second language acquisition, societal and individual influences on language choice, use, maintenance, and change. It examines some major topics such as variations of language, language attitudes and motivations, language policies and their implications for TESL, and someof the major research methods in sociolinguistics.It also covers philosophies, theories, pedagogicalmethods applicable to bilingual development and bilingual education. 3 LSLS7069 PreK-12 Methods of TESOL This course is designed to explore classroom strategies, instructional procedures, and pedagogical applications for ESL students in conjunction with research/evidence-based principles and second language teaching and learning. Each teaching strategy will be addressed from a theoretical perspective, and will exemplify the ideas to be used in practical classroom settings. 3 LSLS7070 Evaluation and Assessment for K-12 TESOL This course is designed to equip candidates with the knowledge and skills to effectively assess and evaluate limited English proficient students' performance in English. It addresses current trends in assessment, cultural and linguistic issues and biases in measurement, understanding of concepts in assessment as well as formative and summative assessments. It also discusses a way to evaluate curriculum and materials within a framework for determining the effectiveness and appropriate uses for evaluations and assessments, including norm-referenced, curriculum-based, performance-based, and alternative assessments. 3 LSLS8032 Language and Emergent Literacy This course examines the development of language and emergent literacy in young children. The period from birth to school age has always been ofinterest to researchers and educators concerned with young children's language development. This course begins with a discussion of research on oral (face-to-face) language acquisition and its relationship to emergent literacy development, then moves to research reports written by prominent scholars who investigate the written language development of very young children. Theseresearchers address significant issues from a variety of disciplinary perspectives including anthropology, linguistics, psychology, and education. 3 LSLS8036 Adolescent Literacy This seminar explores multiple and often competingviews of "adolescent literacy" that influence middle grades and secondary classrooms, educational policies, and academic research. The course examines major position papers and policy documents in adolescent literacy, critiques simplistic notions of "adolescence" and "literacy," and draws upon multidisciplinary research to expand and shift how educators understand adolescents and cultivate more productive and culturally relevant contexts for language, literacy, and learning in school. 3 LSLS8040 Survey of Research in Reading and Writing Survey of Research in Reading and Writing will involve an examination of classic and current investigations that have been influential in the field of literacy. The course will involve students in analysis, synthesis, critical appraisal of historical and recent studies in the field. 3 LSLS8041 Current Issues in Literacy This course is an investigation and analysis of current issues, problems, and instructional materials used in the process of acquiring literate behavior. The seminar format will engage graduate students in critical discussion and appraisal of a wide-range of current issues in thefield of literacy. 3 LSLS8061 Teaching and Assessing Adult ESL: Reading and Writing This course will present and combine current theories and approaches to ESL reading and writing. Multiple perspectives address issues relevant to researchers, teacher educators, in-service ESL educators, curriculum designers, program administrators, and mainstream compositionand reading teachers. 3 LSLS8062 Teaching and Assessing ADULT ESL: Oral Communication The course covers major issues related to oral communication in English in academic, professional, and social contexts. Students will have opportunities to read and discuss recent works of representative scholars and current trends and issues, as well as theory and research,and explore best practices in teaching college ESL. 3 LSLS8100 Foundations of Adolescent/Adult Literacy Instruction Examines literacy instruction for adolescent and adult learners from historical, theoretical, and pedagogical perspectives. 3 LSLS8102 Literacy Instruction: Methods for Teaching Reading This course examines methods and techniques of adolescent/adult literacy instruction with a focus on teaching reading to strengthen college and career readiness skills. 3 LSLS8104 Literacy Instruction: Methods for Teaching Writing This course examines methods and techniques of adolescent/adult literacy instruction with a focus on teaching writing to strengthen college and career readiness skills. 3 LSLS8105 Teaching Literacy in a Diverse Society This course examines issues of diversity in adolescent/adult educational contexts with a focus on sociocultural theories of literacy and culturally responsive teaching practices. 3 CI7001 Educational Research for Masters Students Students will explore the full range of educational research in current practice and develop an understanding of the role and limitations of research for informing educational practice. Students will select a topic of interestto them and conduct a literature review of this topic culminating in a final paper that demonstrates their knowledge of the literature, ability to read and synthesize research, and writeaccording to standard protocols. 3 CI7003 Teaching and Learning in Diverse Classrooms This course is a required course for middle childhood and secondary licensure. This course exposes students to the problems, issues, and experiences of students from under-represented groups based on race, ethnicity, language, socio-economic status, and sexual identity. Students will use their experiences in field placements as starting points for reflection. 3 CI7006 Global Education: Immigrant Children and Their Families Focus on sociocultural issues impacting immigrant student learning and on communication among teachers, students and families. 3 CI7031 Research in Science Learning This course examines empirical research in scienceeducation, including instructional practices, curriculum materials, student thinking and achievement, technology integration, and teacher decision making. Focuses on a variety of methods used and how researcher purposes influence methodology. 3 CI7032 Science Learning in Laboratory and Inquiry Settings This course explores the historical development oflaboratory and active learning experiences in science curriculum and classrooms. Students will explore the research on science learning through the use of demonstrations, lab activities, studentinquiries, and problem-based learning. 3 CI7040 Mathematics as Problem Solving This course is appropriate for students who teach mathematics, science or interdisciplinary course work in a variety of school settings and grade levels, K-12. Specific strategies and general heuristics are discussed. 3 CI7050 Using Literature in Social Studies This course is designed to help potential and practicing educators explore the ways in which literature can be used to enrich the teaching of history and social studies in grades 4 through 12.This course builds upon the Ohio Content Standardsfor teaching Social Studies and the National Council for the Social Studies Curriculum Standards. 3 CI7070 Applications and Issues of Technology in the Classroom This course provides an overview of the increasingly complex array of digital media and technology-based resources available for use in face-to-face environments. Some of the topics covered are learning theories and integration models for technology-enhanced instruction, integrating digital technologies and software tools into the teaching, and national educational technology standards. Students will also explore the social, ethical, legal and human issues surrounding current technology use and predict theimpact of emerging trends. 3 CI8006 Global Education: Educational Systems Introduction to educational systems around the world and the philosophical bases of those systems. Designed to increase teacher awareness ofthe range of educational philosophies and practices in the cultures of their native and immigrant students and to prepare educators for work in a global society. 3 SPED6001 Individuals with Exceptionalities An introduction to concepts and issues related to the schooling, learning, and instruction of individuals who vary from their peers. 3 SPED6002 Engaging and Supporting Families with Members withDisabilities This course supports non-special education majors in utilizing a social systems ecological approach for understanding families with members with disabilities, assessment, selecting collaborative models and activities, implementing family engagement and education activities, and evaluating those activities. 3 SPED7042 Transition to Work Endorsement: Collaboration and Teaming This course explores the role of the transition towork specialist in collaboration and serving effectively as a member of a team on behalf of students with disabilities. 3 SPED7052 Universal Design for Learning This course provides an overview of how the principles of Universal Design for Learning can be used to design online and blended learning experiences that meet the needs of diverse learners including those who are accelerated and those who are struggling for a variety of reasons. Special attention will be given to integrating technologies, such as Generative AI, multimedia, and other digital tools, that support student engagement, authentic learning, and general accessibility supports. 3