Course Offerings

ELEMENTARY/BILINGUAL EDUCATION (EELB)

Upper Division

512. Spanish Children's Literature for the Bilingual Classroom
Examines children's literature and how it has the potential to be culturally authentic, interesting and effective in literacy instruction. (Also offered as EELB 611. Students may not receive credit for both.) (4 units)
519. Assessment Seminar I
Seminar focusing on knowledge, skills and dispositions required of first-year teachers. Emphasis on content specific and developmentally appropriate pedagogy, characteristics of English learners and learners with special needs, and demonstration of Teacher Performance Expectations 1, 3, 4, 6 and 7. Must be the last course taken in Phase I. Graded credit/no credit. Prerequisite: admission to the Multiple Subject Credential program. Prerequisite or corequisite: all courses in Phase I. (2 units)
529. Assessment Seminar II
Seminar focusing on knowledge, skills and dispositions required of first year teachers. Emphasis on connecting instructional planning to student characteristics for academic learning; designing instruction in physical education; and demonstration of Teacher Performance Expectations 1, 4, 6, 7, 8, 9, and 13. Graded credit/no credit. Corequisite: EELB 540A for student teachers or EELB 560B for intern teachers. Prerequisites or corequisites: EELB 422, 423, 425 for student teachers or EELB 532 for intern teachers. Prerequisites: admission to the Multiple Subject Credential program and all Phase I courses for student teachers or all courses in Phase I and II for intern teachers. (2 units)
532. Science/Health Curriculum and Pedagogy
Introductory course in curriculum and pedagogy in science and health. Emphasis on implementing state adopted science and health curriculum standards in an elementary classroom. Includes designing instruction to meet academic needs of all learners including English language learners and learners with special needs. Formerly EELB 443. Student teachers may take concurrently with EELB 533 or 534, EELB 539 and EELB 540B. Intern teachers may take concurrently with EELB 529 and 560B. If not taken concurrently with EELB 540B or 560B, then six hours of fieldwork will be required. Prerequisites: admission to the Multiple Subject Credential Program and completion of all Phase I and II courses. (4 units)
533. Social Studies and the Arts Curriculum and Pedagogy
Introductory course in curriculum and pedagogy in history/social studies and visual/performing arts. Emphasis on implementing state adopted curriculum standards and skills in an elementary classroom based on an in-depth understanding of concepts, skills, and strategies in history/social studies and the visual/performing arts. Includes designing a teaching unit to meet academic needs of all learners including English language learners and learners with special needs. Formerly EELB 447. Corequisite: EELB 540B or 560C. Student teachers may take concurrently with EELB 532, 539 and EELB 540B. Intern teachers may take concurrently with EELB 539 and 560C. If not taken concurrently with EELB 540B or 560C, then six hours of fieldwork will be required. Prerequisites: admission to the Multiple Subject Credential Program and completion of all Phase I, II and III courses for intern teachers. (4 units)
534. Social Studies and the Arts (Primary Language) Curriculum and Pedagogy
Introductory course in curriculum and pedagogy in history/social studies and the visual/performing arts. Emphasis on implementing state adopted curriculum standards and skills in an elementary school based on an in-depth understanding of concepts, skills, and strategies in history/social studies and the visual/performing arts. Includes designing a teaching unit to meet academic and language needs of all learners including Spanish-speaking learners and learners with special needs. Part of the course will be taught in Spanish. Formerly EELB 448. Student teachers may take concurrently with EELB 532, 539 and EELB 540B. Intern teachers may take concurrently with EELB 539 and 560C. If not taken concurrently with EELB 540B or 560C, then six hours of fieldwork will be required. Prerequisites: admission to the Multiple Subject Credential program and completion of all Phase I and II courses for student teachers or completion of all Phase I, II, and III courses for intern teachers. Corequisite: EELB 540B or 560C. (4 units)
539. Assessment Seminar III
Seminar focusing on knowledge, skills and dispositions required of first year teachers. Emphasis on assessment of learning goals; lesson design, implementation, and reflection after instruction; professional, legal and ethical obligations; and demonstration of Teacher Performance Expectations 1 through 13. Graded credit/no credit. Corequisite: EELB 540B for student teachers or EELB 560C for intern teachers. Prerequisites or corequisites: EELB 532 and 533 or 534 for student teachers or EELB 533 or 534 for intern teachers. Prerequisites: admission to the Multiple Subject Credential program and Phase I and II for student teachers or Phase I, II and III for intern teachers. (2 units)
540. Supervised Student Teaching in Multiple Subject
Teaching practicum in public schools in a multiple subject setting as defined by CCTC. Two quarters of student teaching are required. Graded credit/no credit. Formerly EELB 450.
  1. I. Must be taken concurrently with EELB 529. Should be taken concurrently with EELB 422, 423, and 425. Prerequisite: admission to supervision as a student teacher. (6 units)
  2. II. Must be taken concurrently with EELB 539. Should be taken concurrently with EELB 532 and 533 or 534. Prerequisites: EELB 422, 423, 425, 529 and 540A. (6 units)
  3. III. Prerequisite: consent of program director. (6 units)
542. Seminar in Elementary/Bilingual Education
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Prerequisite: graduate standing or consent of instructor. (1-4 units)
545. Teaching Science in Elementary School
Intensive study of teaching science in elementary school. Exploration, analysis, interpretation and implementation of science process teaching. Intended for experienced teachers. Prerequisite: consent of instructor. (4 units)
560. Supervised Intern Teaching in Multiple Subject
Full-time teaching in the public schools under the intern credential in a multiple subject setting as defined by CCTC. Three quarters of supervised intern teaching are required. Formerly EELB 455. Graded credit/no credit.
  1. Prerequisites: admission to the intern program, completion of EELB 312, 313, 315 or 316, and 317 and admission to supervision. Corequisites: EELB 422, 423, and 425. (8 units)
  2. Prerequisites: EELB 312, 313, 315 or 316, 317, 422 423, 425, and 560A. Corequisites: EELB 529 and 532. (8 units)
  3. Prerequisites: EELB 533 or 534 and 539. (8 units)

Graduate/Postbaccalaureate

May not be taken by undergraduate students.
605. Curriculum for Specially Designed Academic Instruction in English (SDAIE)
Study and practice of the design, implementation, and assessment of specially designed academic instruction in English (SDAIE). Includes selection and use of appropriate SDAIE strategies and materials. Also offered as ESEC 605, students may not receive credit for both. Prerequisites: EELB 312, EESL 536; EELB 313 or ESEC 333; and ESEC 511. (2 units)
606. Theory and Practice in Teaching Bilingual Students I
Bilingual/crosscultural teaching strategies and curriculum development; methods of integrating English and Spanish in the instructional program; evaluation of language skills, emphasis on social sciences and language arts. Prerequisite: consent of instructor. (4 units)
608. Research in Bilingual/Cross-Cultural Education
Survey of current measurements and research in bilingual/cross-cultural education and their applications in the classroom. (4 units)
611. Spanish Children's Literature for the Bilingual Classroom
Examines children's literature and how it has the potential to be culturally authentic, interesting and effective in literacy instruction. (Also offered as EELB 512. Students may not receive credit for both.) Graduate students in this course must complete additional assignments. (4 units)
612. Social and Cultural Contexts for School Learning
Examination of the relationship between the sociology of knowledge, social context, cultural norms and school practices with particular attention to language minority student populations. (4 units)
616. Advanced Reading/Language Arts (Primary Language) Curriculum and Pedagogy
Research-based materials, methods, and strategies for teaching reading/language arts, including explicit systematic, meaningful instruction in basic reading skills and comprehension strategies to meet the needs of English learners, proficient English learners, and learners with special needs, including learners with varied reading levels and language backgrounds. Emphasis on emergent reading and writing behaviors, balanced literacy components, and literature. Part of the course will be taught in Spanish. Requires a minimum six-hour field component including participation with beginning readers in an approved Multiple Subject (BCLAD) setting. In addition, students will be required to conduct a case study research project tracking a beginning reader and writer's literacy/biliteracy development across time. Fulfills credential requirement for EELB 316. Formerly EELB 646. (4 units)
618. Social and Cultural Contexts for Bilingual Teaching and Learning
The relationship between language and culture will be explored with an emphasis on some of the existent variations within the English language among different social and ethnic groups and how these differences have emerged. Examines the development of mind as social construction. For educators this requires an understanding of the connectedness of social, institutional and interactional factors which foster the cognitive development of bilingual students. (4 units)
619. Cognition, Language Acquisition and Biliteracy
An analysis of the language acquisition process as it emerges from the early grammars of the child and develops into the complex grammatical structures and patterns of the mature individual. Examines sociopsycholinguistic, sociocultural, psychogenetic and sociopolitical traditions and how they relate to the literacy development of students in bilingual and mainstream programs. (4 units)
625. Curriculum and Materials for Bilingual and ESL Classrooms
Provides participants with advanced knowledge of curricular and instructional approaches used in effective bilingual and English as a Second Language (ESL) programs. (4 units)
626. Literacy and Bilingual Development
Examines sociopsycholinguistic, sociocultural, psychogenetic and sociopolitical traditions and how they relate to the literacy development of students in bilingual and mainstream programs. (4 units)
627. Innovations in Bilingual Education
Examines the theoretical bases of innovations in curriculum, instruction and school reform to meet the needs of students in bilingual education. (4 units)
628. Bilingualism and the Social Construction of Mind
Examines the development of mind as social construction. For educators this requires an understanding of the connectedness of social, institutional and interactional factors which foster the cognitive development of bilingual students. (4 units)
629. Special Topics in Elementary Education
Relevant issues, techniques, and topics in elementary education.
  1. A. Primary Language Literacy (4 units)
639. Advanced Pedagogical Foundations for English Language Learners
Comprehensive study of various theories, principles, and instructional practices designed to develop the linguistic, social and academic proficiency of English language learners. Key issues and concepts to be implemented in dual language classrooms include: linguistic development, first and second language acquisition, and the relationship between first language literacy and second language development. Relevant state and federal laws pertaining to the education of English learners, the impact of these mandates on student placement and school site instructional programs, the importance of students' families, cultural backgrounds and experiences and how these relate to successful school experiences for English learners are examined. Fulfills the credential requirement for EELB 313. Formerly EELB 654. Prerequisites: admission into the BCLAD Credential and M.A. in Education: Language, Literacy and Culture (Primary Language) Option. (4 units)
640. The Education of K-12 English Language Learners
Overview of programs, curricula, and resources for the education of English language learners. Strategies for English language development and methods for sustaining access to the core academic curriculum. Assessment techniques for initial placement and progress evaluation of learners. Psychological and sociocultural factors which affect first and second language development. Required for California SB 2042 clear credential. (4 units)
643. Advanced Social Studies and the Arts (Primary Language) Curriculum and Pedagogy
Comprehensive course in curriculum and pedagogy in history/ social sciences and visual/performing arts. Emphasis on implementing state adopted curriculum standards and skills in an elementary school based on an in-depth understanding of concepts, skills, and strategies in history/social studies and the visual/performing arts. Includes designing instruction to meet academic and language needs of all learners including Spanish-speaking learners and learners with special needs. Use of bilingual/crosscultural teaching strategies and curriculum development, methods of integrating English and Spanish in the instructional program and evaluation of language skills are presented. Part of the course will be taught in Spanish. Requires a minimum six-hour field component including participation in teaching at an approved dual language setting if not concurrently enrolled in intern teaching. Fulfills credential requirement for EELB 534. Formerly EELB 648. (4 units)
649. Advanced Literacy and Second Language Acquisition for the Intermediate Reader and Beyond
Advanced study of literacy development for the intermediate reader and beyond for all learners including English learners, proficient English learners, and learners with special needs. Emphasis on developing higher level academic skills for complex reading, writing, speaking, and thinking; approaches to English language development (ELD); planning for both language and content instruction, literacy in the content areas; development of strategies to build comprehension and fluency; assessment techniques; and transfer of literacy skills from first to second language. In addition, a graduate research project will be required that focuses on acquiring English as a second language at the intermediate grade levels. Formerly EELB 655. Prerequisite: EELB 616. (4 units)
656. Internship Seminar IV: Ethics and Legal Aspects of Teaching - Capstone
Seminar for BCLAD Interns focusing on knowledge, skills and attitudes required for a first year teacher. Includes discussion of the issues in continuing development of the teaching work and experiences; and continuing development of the teaching portfolio. Also focuses on the legal and ethical aspects of teaching. Prerequisite: admission to the Multiple Subject BCLAD Credential program. (4 units)
680. Practicum in Teaching English as a Second Language
Simulation and classroom-based practice in teaching methods and materials to include planning, teaching performance, classroom organization, student management, and evaluation competencies. Prerequisites: (for CLAD certificate program only) EELB 312, or EESL 536; EELB 313 and 511 or ESEC 313 and 511. May be taken concurrently with ESEC 605. (4 units)
697. Implementing Educational Change
Seminar examining the relationships and techniques involved when teachers plan for educational change. The emphasis will be on change theory in the K-12 school setting. (Also offered as ESEC 697. Students may not receive credit for both.) Prerequisites: completion of all COE core courses; curriculum and instruction core courses, eight units of emphasis area and appropriate elective units. (4 units)

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