Description: Becoming a reader is a developmental process. Although literacy acquisition is continuous throughout a person's life, distinct stages of growth may be discerned as learners become accomplished readers. This course provides a theoretical framework for sound literacy instruction based on this perspective. Current issues in the teaching of reading and writing will be examined with an emphasis on applications for K-12, adult learners, English Language Learners, and special needs learners. Effective instructional methods and authentic assessment tools will be modeled and practiced. Readings represent contemporary research and practice, and assignments are intended for purposeful application. Through class sessions, classroom practice, and professional reading, students will be expected to synthesize information, generate implications for literacy instruction, and apply their learning by identifying a learner, and assessing, and creating an instructional plan. Cr 3.

Description: The practicum in Teaching English to Speakers of Other Languages is designed to accommodate students in the TESOL program who are ESL teachers, mainstream teachers working toward ESL endorsement by the state, international students, adult educators, and other students matriculated into the MSEd in TESOL program. Students acquire practical ESL/EFL teaching experience in the field while applying knowledge gained through coursework and research; 40 hours of observation and practice teaching in an appropriate setting determined by the student and instructor are required. Students in the initial K-12 ESL certification concentration must complete their field experience in a public K-12 school. The 24 hours of program coursework must be completed prior to or concurrent with practicum. Prerequisite: matriculated into MSEd in TESOL; completion of 24 hours of program coursework, including EDU 557, EDU 558 or EDU 560, EDU 559, EDU 561, EDU 562, and EDU 563. Cr 3.

Description: Independent study opportunities to apply course experiences in field-based situations are encouraged. Considerable latitude is possible in pursuing options of professional interest with approval of an advisor. Examples of activities include: writing project (meeting standards of professional journals), intensive clinical experiences, educational consultation and research. Independent options must be approved in writing by the program coordinator. Cr 1-6.

Description: This course involves inquiry into all facets of literacy education, including historical and contemporary issues and trends in research, theory, and leadership. This course addresses issues, problems, and topics in literacy, through analysis and reflection of readings applied to current classroom practices. Students will synthesize their learning in literacy development, language acquisition, classroom practice, cultural diversity, and assessment to real-life situations. This seminar is open to matriculated students only; the seminar is a second-tier course and should be one of the final courses in the Literacy Education Master's sequence. Prerequisite: Matriculated students only, 24 credits, and program permission. Cr 3.

Description: This course involves inquiry into all facets of literacy and second language education, including historical and contemporary issues and trends in research, theory, and leadership. Students will synthesize their learning in literacy and language development, classroom practice, cultural diversity, policy, and advocacy. This course is intended to be the last class in the TESOL master¿s sequence (except EDU 623 and EDU 640); advanced CAS students may request permission to enroll. Matriculated students only who have completed 24 credits, and program permission. Cr 3.

Description: This internship is a full-time supervised student teaching experience in which interns will apply knowledge and skills to the practice of teaching ESL and culturally and linguistically diverse students. An intern completes a public school classroom placement working cooperatively with a mentor teacher and a university supervisor in addressing Maine's Initial Teacher Certification Standards (InTASC and NETS-T) and TESOL Standards. The culminating event is a lead teaching experience during which the intern has primary responsibility for guiding the instructional program. An intern may pursue the internship part-time over two semesters if the hours are equivalent to a 15-week, full-time student teaching experience. The course is pass/fail, and students must pass 3 credits of internship to complete the program and be recommended for initial K-12 ESL certification. Prerequisites: Matriculation in the MSEd in TESOL, Initial K-12 ESL Certification program; 30 credits of program coursework, including EDU 623. Cr variable, up to 3; may be repeated one time.