TABLE OF CONTENTS. INTRODUCTION...2 The Language, Literacy, and Culture Community...2 The LLC Common Goals...4 Participating in the LLC Community...

Transcription

1 The Language, Literacy, and Culture Concentration Student Handbook S c h o o l o f E d u c a t io n U n iv e r s it y o f M a s s a c h u s e t t s A m h e r s t w w w.u m a s s.e d u /e d u c a t io n /llc R e v is e d J u n e

2 TABLE OF CONTENTS INTRODUCTION...2 The Language, Literacy, and Culture Community...2 The LLC Common Goals...4 Participating in the LLC Community...8 ADVANCED STUDIES...10 Master s Studies...10 Certificate of Advanced Graduate Study...10 LLC Practitioner Advising Chart...11 LLC Advanced Practitioner Assessment System...12 ESL & Reading Specialist Practica...15 The Leadership Project...16 Pathway Descriptions...16 DOCTORAL STUDIES...22 Guidelines for Coursework...22 Registration Requirements...25 LLC Advising for Doctoral Studies...26 LLC COMMUNICATION AND RESOURCES...38 LLC List serves...38 The Beacon...38 Funding Opportunities for Graduate Students...38 The Multicultural Resource Room...38 UMass Data Information Systems Utilized in LLC...39 Umail...39 SPIRE...39 SPARK...39 E-reserves...39 Udrive...39 TK APPENDICES...40 Appendix A: School of Education Organizational Chart...40 Appendix B: LLC Faculty Biographies...41 Appendix C: Affiliated Faculty and Departments...44 Appendix D: LLC Leadership Project...45 Appendix E: Links to School of Education Advising Guidelines for Master s, CAGS, and Doctoral Degrees 47 1

3 INTRODUCTION The Language, Literacy, and Culture Community The Language, Literacy, and Culture (LLC) community, a concentration of the Department of Teacher Education and Curriculum Studies of the School of Education at the University of Massachusetts Amherst, brings together faculty and graduate students with interests in the areas of first and second language acquisition; English as a second language, bilingual, and foreign language education; reading and writing; children s literature; multicultural education; multiliteracies; and critical literacies. (See Appendices A, B, and C.) We strive to create a dynamic synergy among these areas of study in order to better address the needs of all learners in culturally and linguistically diverse societies. The LLC concentration is designed to support teachers, researchers, and educational leaders to respond to and develop language, literacy, and cultural practices as realized in the 21 st century. Grappling with issues of globalization and equity, changing economies, hybrid identities, multimodal communication, and virtual communities, the implications of these developments for research, teaching, and social change provide new ways of thinking about a new equity agenda. Sociocultural and sociopolitical perspectives, that is, theories of language learning and social change that focus primarily on the social contexts in which people participate and contextualize social interactions within historical and sociopolitical understandings, are essential for teaching and conducting research within sociopolitically complex settings such as elementary and secondary schools, colleges, and universities. Historically language, literacy, and culture have been viewed as separate areas of scholarly study, and this has resulted in inadequate conceptualizations and disjointed approaches to learning and teaching. In fact, the field of education has suffered from an overly narrow focus on the individual in the absence of the cultural and sociopolitical contexts in which learning actually occurs. Consequently, individual or family characteristics are often cited as the primary factors when students fail to learn within school contexts, with little attention given to broader social and political realities. In the case of students who are perceived as having subordinate social status due to their culture, race, language, gender, or social class, these social identities are deemed the causes for the failure. 2

4 The Language, Literacy, and Culture concentration draws upon and contributes to theoretical perspectives which view culture as central to the understanding of language and literacy and which examine language, literacy, and culture as products of historical and sociopolitical structures and processes. We conceptualize language, literacy, and cultural practices as social and political action, drawing on perspectives from fields such as anthropology, sociology, linguistics, social psychology, multicultural education, and critical studies in a variety of disciplines. Consequently, we understand language and literacy as the negotiation of participation in communities, the construction and expression of social identities, and the reproduction or transformation of ideologies and power relations in schools, communities, and societies. The following central questions guide our work in the LLC concentration: How can we help learners to use educational institutions to cultivate a productive future for themselves, their families, communities, and societies in a changing world? How do educators support all students in learning to use literacies to accomplish meaningful academic, social, and political work in schools, communities, and societies, particularly for historically underserved communities? How do theories of language, literacy, and culture inform educational policies, research, and teaching practices? In what ways can educators conduct critical inquiry to support socially just teaching practices and educational policies? Understanding language and literacy through sociocultural and sociopolitical lenses provides common ground for connecting literacy education, multicultural education, and the education of additional languages. This understanding also provides a foundation that enables us to construct language, literacy, and cultural practices that value diversity, challenge discrimination, and support democratic and equitable participation in schools, communities, and societies. In the LLC Master s, CAGS, and Doctoral programs of study, we use a perspective of language, learning, and social change in adopting a stance to construct knowledge through various ways of knowing/inquiry; a critical and functional view of language and language learning; and an ever refined recursive focus on issues concerning social justice and sociopolitical context of public education.! 3

5 As such, LLC uses a praxis orientation to teaching and research. Praxis differs from traditional conceptions of teaching and research in that theory, practice, research, and action are integrated. Participants in the LLC community engage in each phase of praxis at different points in their career and their focus and intensity varies accordingly. Traditionally, theory building through research and theory building through teaching practice are conceptualized as separate activities, each informing the other in a linear direction: theory informs research, which informs action (policy), which informs practice (teaching), which research examines to inform theory. Following a praxis model, LLC participants engage in theory building from all phases of the research-practice continuum by systematically and critically examining their own practice in relation to their positions in educational institutions. Participants also examine how larger historical and sociopolitical influences impact institutional and cultural systems in which they are situated. Whether one is a teacher, administrator, researcher, paraprofessional, classroom teacher, or teacher educator, the LLC vision is that teaching and research practices can make great contributions to students lives and their schools and communities, if these practices are informed by a commitment to social justice and accessible in today s rapidly changing educational contexts. The LLC Common Goals concentration. The following common goals ground the master s and doctoral studies in the LLC 1) To become aware of the influence of language, literacy, and culture in education through the study of: the historical, philosophical, and theoretical foundations of multilingual/multicultural learning and teaching; a range of perspectives on cultural and linguistic diversity and its role in education; ways educators can support the development of equitable and democratic classrooms and communities; ways educators can support language growth in all students and the development of equitable and democratic language practices in classrooms and communities. 4

6 2) To gain an in-depth understanding of one or more theoretical perspectives on language and culture, including: understanding sociocultural and sociopolitical theoretical perspectives on language and how they are situated in relation to other perspectives sufficient familiarity with one or more sociocultural perspectives on language to support close analysis of oral and/or written texts understanding a range of perspectives (including sociopolitical perspectives) on culture and the relationship of language and culture 3) To gain familiarity with a range of approaches to research through the study of: approaches to qualitative research, with some attention to quantitative approaches the relationship among research questions, theoretical perspectives, and research methodologies historical shifts in paradigms comparison and critique of assumptions, questions, purposes, methods, findings, and power issues ability to understand, critique, and engage in dialogue with other scholars and/or studies based on various perspectives 4) To develop the skills to conduct creditable and publishable qualitative research studies, including: identifying important research questions based on the literature, one s own experiences, and the experiences of those affected by the problem negotiating access and relationships with participants conducting literature reviews (including use of library and digital technology) planning and implementing data collection and analysis understanding ethical issues involved in research and constructing one s ethical position writing research proposals and final reports 5) To develop facility in a range of genres of speaking and writing in the field and to communicate effectively to a broad range of audiences concerning how 5

7 conceptions of language, literacy, and culture inform the development, implementation, and evaluation of curricular and pedagogical practices, including: knowledge and critical examination of current academic debates across paradigms in a particular literature relevant to the problem(s) the student has chosen and knowledge of how to put forth and defend one s position in these debates ability to contribute to advancement of knowledge and the academic conversation in one s specialty understanding one s own professional language practices (writing, presenting, teaching) as social, cultural, and political practices with possibilities for transformative action ability to write and make presentations in (and reinvent) a variety of academic genres, including those appropriate for scholarly and professional publications and conferences ability to critique and challenge existing practices that exclude rather than support learners use of theory to ground and critique one s own teaching, advising, or mentoring 6) To develop competence as a classroom instructor, whether in PreK-12, higher education, teacher education or other educational contexts. These are the five dispositions that promote professional and lifelong learning: access, equity and fairness for all learners requires educators to attend to and act upon their learners social, cultural, developmental, and personal contexts. Educators must exhibit attitudes, dispositions and behaviors that promote equity and adopt practices that create equitable conditions in which all students can learn. evidence-based practice promotes equity by requiring educators to develop empirically-based practices; critically examining relevant research and scientific evidence in the field of education and examining data on their students learning through multiple sources of assessment. These assessments must be credible, reliable and valid measures of students engagement, achievement and performance. Educators must be skilled in synthesizing and drawing conclusions from research and their own classroom experiences, using them to transform professional practices that enhance student learning. collaboration is fundamental to all teaching contexts; educators cannot achieve their vision for student learning working in isolation. Educators must develop attitudes, dispositions and 6

8 behaviors consistent with a collaborative approach to professional practice. reflective practice is imperative for a teacher s professional development and educational success. Educators must be willing to consistently examine, inquire into and transform their own professional practices, beliefs, and assumptions. multiple ways of knowing lie at the heart of multicultural education. Educators must respect and strive to understand the perspectives of learners, educators and other stakeholders. In the spirit of inquiry, educators must draw on research and their own reflective processes to challenge their beliefs in service to their students and educational community. 7) To develop leadership in one's professional setting, whether in schools, higher education, or other educational contexts, including: participation and contribution to the LLC community and to one s professional organizations negotiation of sociopolitical contexts in which one provides service understanding the varied cultures of schools, colleges, and universities and expectations for faculty, as well as the cultures of other professional arenas of interest ability to position oneself in the sociopolitical life of one s profession 8) To identify and use one's unique strengths and abilities to contribute to equity in society and sustain professional growth, including: identification of career goals and development of strategic and ethical ways to meet goals creation of spaces for one s intellectual development within the context of other personal and professional responsibilities identification of resources for meeting one s goals in the university and local community, as well as the larger professional community These common goals and dispositions inform the courses offered by LLC faculty and provide the foundation for planning your coursework and other academic and professional activities as an LLC graduate student. Please review the appropriate degree section of the handbook and consult with your advisor for details specific to your particular interests and goals. 7

9 Participating in the LLC Community While planning your coursework is an important means of meeting your goals, there are many other experiences that contribute to your preparation for leadership in the field. Your peers can be a great resource to you as you move toward your goals. As LLC students make progress toward defining their areas of interest and their research questions, you will see and hear the use of terminology and ideas that may be new to you. Opportunities to interact with peers are provided not only in courses but also in regularly scheduled LLC community meetings, the annual LLC conference, and special events scheduled throughout the year, and in local, regional, national, and international conferences. These events will allow you to be in contact with emerging ideas and directions in teaching and research and provide opportunities to pose questions and contribute to the scholarly dialogue. Participating in these events will give you an idea of the processes that might be ahead of you, inspire you to tackle similar issues, and/or stimulate further ideas. We strongly encourage you to attend and participate in these activities, as they will undoubtedly increase your understanding of issues in the field and enhance your progress toward the completion of the degree program. In addition, you will need experiences that apprentice you to the field that you have entered and that allow you to share your expertise with others. These experiences might include serving on the Student Advisory Committee (SAC); teaching or coteaching courses; facilitating workshops; mentoring teacher candidates; presenting papers at conferences; assisting with and conducting research studies; writing proposals for grants, conferences, courses, etc.; mentoring new students; writing book reviews, research articles, and critical essays; participating in assessment and recruitment activities in the Department of Teacher Education and Curriculum Studies; and serving on School of Education governance committees. Also, we expect all LLC students to participate in the LLC listserv (your advisor will let you know how to join the listserv) as doing so will keep you abreast of scholarship and job opportunities, as well as local, regional, national, and international events related to your scholarly and pedagogical interests. In addition, a number of organizations regularly provide additional opportunities for professional learning (e.g., scholarships for attendance at conferences, curriculum development, opportunities to interact with and receive feedback from scholars and/or educators in your 8

10 field, etc.). You should take advantage of these opportunities, as they will enrich your graduate studies experience. Participating in these activities is a great way to meet colleagues, exchange ideas, and contribute while gaining professional experience. The Student Advisory Committee (SAC) is a graduate student organization dedicated to build, support, and strengthen networks among LLC community members as an intellectual community of educators. With the support of faculty, SAC members organize and lead community meetings each semester and initiates projects, in response to the needs of the LLC community. Community meetings promote dialogue about leading research, theory and practice in issues of central interest to the LLC community. LLC students and faculty engage in stimulating conversations and share ideas as much as issues of concern while being part of an intellectually supportive and collegial network. SAC members carry out projects that support the LLC faculty and students. For example, establishing a student lounge in the Multicultural Resource Room and participating in all aspects of the LLC conference. You will find contact information for the current SAC members on the LLC website at The following sections outline the trajectories of the master s, CAGS, and doctoral studies options offered in the LLC concentration. The goals, course requirements, and advising guidelines are delineated. There is a list of LLC forms of communication and resources. The appendices provide supplemental information about the School of Education, the LLC and affiliated faculty, and advising guidelines. 9

11 Master s Studies ADVANCED STUDIES: Master of Education and Certificate Advanced Graduate Studies The Bilingual/ESL/Multicultural and Reading and Writing Master s Studies in the Department of Teacher Education and Curriculum Studies (TECS) at the University of Massachusetts Amherst constitute the LLC Practitioner Concentration. This concentration awards a Master of Education Degree with options to earn a Massachusetts State License in teaching English as a Second Language (ESL) and/or in becoming a Reading Specialist as well as options to earn an advanced degree in Teaching English to Speakers of Other Languages (TESOL) and/or in Reading. The LLC Practitioner Program has been granted this authority by the National Council for Accreditation in Teacher Educators (NCATE), Teachers of Speakers of Other Languages (TESOL) and the International Association of Reading (IRA). These organizations have nationally recognized the LLC Practitioner Program as meeting the standards of their associations. The LLC Practitioner Concentration offers candidates four pathways (see LLC Practitioner Advising Chart and descriptions below). These pathways include: A Master of Education Degree leading to an Initial License to teach English as a Second Language in Massachusetts public schools A Master of Education Degree leading to a Professional License in becoming a Reading Specialist in Massachusetts public schools A Master of Education Degree leading to an NCATE approved advanced degree in ESL and/or Reading for educators planning for a career outside of public schools in the United States A Master of Education Degree leading to an NCATE approved advanced degree in ESL and/or Reading for educators planning for a career in international contexts Certificate of Advanced Graduate Study The Certificate of Advanced Graduate Study (CAGS) offers an additional opportunity for advanced studies in language, literacy, and culture. Candidates for the CAGS must complete a minimum of 30 credits beyond the master s degree. (See Appendix E for advising guidelines.) These courses form a coherent program of study that is closely planned with the student s LLC faculty advisor to serve the student s needs and goals. While the CAGS is an independent certification program, separate from licensure, CAGS students can register for required licensure courses as part of their program. If students decide to pursue a doctoral degree, a decision that can be made anytime during CAGS experience and in consultation with their LLC faculty advisor, they will have to formally apply to the LLC Doctoral Studies. 10

12 ESL Licensure TESOL Standards Prerequisites: Linguistics Psychology FL study Common Courses 594A 533 Practicum: 500L!!! Advanced Practitioners based in the United States NCATE & NBPT Standards, No Licensure Leadership Project Educ 677 Electives At least one common course or approved alternative course from each category (for suggested courses and related assessments, see advisor) 1. Language & Language Learning: Transcript Analysis (670, 684, 616) 2. Curriculum/Lesson Design: Curriculum Unit (697T, 681, 533) 3. Understanding Learning and Teaching: Case Study (677, 687, 594A, 611, 784) 4. Teaching culturally and linguistically diverse students: SIOP (533, 784, 783, 698) 5. Professionalism: 692L, 783, 696, 698 LLC Practitioner Advising Chart (Figure 1) COMMON COURSES TESOL, IRA, & NBPT, NCATE STANDARDS Educ 616 Educ 684 Educ 670 Educ 697T or 681 Educ 611 Educ 677 Leadership Project Practicum! Reading Licensure IRA Standards Prerequisites: 1 year experience under initial licensure Core Courses Practicum: 698R!!! Advanced! Practitioners based! in International Contexts NCATE & NBPT Standards, No Licensure Leadership Project Educ 677 Electives At least one core course or approved alternative course from each category (for suggested courses and related assessments, see advisor) 1) Language & Language Learning: Transcript Analysis (670, 684, 616) 2) Curriculum/Lesson Design: Curriculum Unit (697T, 681, 533) 3) Understanding Learning and Teaching: Case Study (677, 687, 594A, 611, 784) 4) Teaching culturally and linguistically diverse students: SIOP (533, 784, 698) 5) Professionalism: 692L, 783, 696, 698!!! 11

13 As illustrated in the Advising Chart (Figure 1), regardless of the pathway you elect, you must complete 33 graduate credits that include the following courses: EDUC 611 EDUC 616 EDUC 670 EDUC 677 Testing, Assessment and Evaluation in Bilingual and ESL Education Principles of Second Language Learning and Teaching Language and Language Learning Foundation of Bilingual, ESL, and Multicultural Education EDUC 681 OR 697T Teaching Reading and Writing at the Secondary Level OR Teaching Content for Language Development EDUC 684 Reading, Writing, Language, and Thinking A PRACTICUM Please note that candidates for state licensure must enroll in a specific practicum course. International students interested in a state licensure should follow the requirements specified here. Practicum arrangements for non-licensure students, including international students, are done in consultation with your advisor. A LEADERSHIP PROJECT (EDUC 692L) See Appendix D for guidelines. In addition, you are required to purchase a web-based assessment tool for posting specific course assignments at key transition points in your program of study. This tool is called TK20. By posting these assignments you are demonstrating that you are working toward meeting the standards at the beginning of your studies, before you enter your practicum, and at the end of your practicum. While it is ultimately your responsibility to complete all phases of your coursework, meet specific requirements, and file required forms, your faculty advisor will support you along the way. As such, it is important that you meet with your advisor at the beginning and end of each semester. In addition, if you are seeking a state license you must meet with Dr. Francis Bailey, the LLC Licensure Coordinator, to ensure your paperwork is in order. In addition, for K-12 public school educators, there is a University Licensing Office in 103 Furcolo Hall. This office is directed by Dr. Marge Magouirk Colbert, Assistant Dean for Educator Licensure, and Kim Drake, the State Licensing Coordinator. LLC Advanced Practitioner Assessment System All LLC students (e.g., Bilingual/ESL/Multicultural Education, Reading, and Writing) pursuing a Master of Education Degree or a Certificate of Advanced Graduate Study (CAGS), with or without licensure in ESL and/or Reading, and all students pursuing ESL through a non-degree program (Post-Baccalaureate) are required to 12

14 participate in the National Council for Accreditation in Teacher Education (NCATE) assessment system. The NCATE assessment system requires students to be assessed at four transition points during their program to determine their progress toward meeting standards. This assessment system consists of six assessments, which are administered at the end of selected courses, field experiences, or advising sessions to determine whether the student has met the required standards. Students must meet all standards to graduate. Transitions Points: Students are assessed at four points during their program. Prior to Entry: Faculty members review the application to evaluate whether the student has the background knowledge, skills and experience to successfully complete the program and meet the standards. These include: Competent writing, speaking, and reading skills in English; A strong record of academic achievement; An ability to work effectively with culturally and linguistically diverse students; Teaching experience; and Professional dispositions essential to working with diverse populations in complex, changing educational contexts. During the First Year: Academic advisors meet with students to develop a program of study (M1 or C1, see Appendix E for links to advising guidelines) aligned with the needs, interests and professional goals of the student and with the various professional standards in mind (NCATE, TESOL, IRA). In planning this program of study, students will select courses and field experience designed to support the development of a deep understanding of: Language, language teaching and learning, culture, and multiliteracies; Pedagogical knowledge, skills, and dispositions suited to working with culturally and linguistically diverse students; and Professional skills, dispositions, and leadership abilities to contribute to the field of education broadly defined. Mid-Program: Academic advisors meet with students to review their progress toward meeting standards. This formative review examines the assessments students have submitted. The faculty works with students to identify strengths as well as areas that need development. Students also propose a leadership project that will enable them to use the knowledge, skills, and dispositions they are acquiring to contribute to their profession and community. 13

15 End-of-Program: Academic advisors meet with students during their last semester to ensure they have satisfactorily met all standards, completed their program of study, fulfilled all formal requirements, presented their leadership project, and filed all necessary forms. Assessments: Six assessments are used to evaluate whether a student has satisfactorily met all program standards: Assessment One: Candidates develop a program of study aligned with the standards. These standards address the subject matter of language, literacy and culture; the pedagogical knowledge, skills and dispositions for working with linguistically and culturally diverse students; and professional skills and dispositions for working with colleagues and community members to improve education. Assessment Two: Candidates conduct a text analysis of oral or written discourse in which an English language learner (ELL) or a struggling reader/writer participates. This analysis should demonstrate the candidate s understandings of language, language use, and language learning in a specific cultural and situational context. Assessment Three: Candidates design a standards-based content instructional unit with assessments. The design should demonstrate the ability to: Identify essential understandings; Make content and language objectives explicit; Design activities that enable learners to develop these understandings and skills by building on learners prior knowledge and linguistic and cultural resources through scaffolding activities and direct instruction; Design assessments that measure if learners have developed these essential understandings and skills; and Reflect on student learning based on data and draw implications for future instructional activities. Assessment Four: Candidates develop a critical case study of a learning environment (e.g., classroom, home, or program) that supports the language and literacy learning of diverse students. This case study should demonstrate the candidate understands the nature of academic and social environments that support the language and literacy development of diverse students. Assessment Five: Candidates plan and teach a lesson and assess their students learning of essential understandings or skills. The candidate s lesson is evaluated using the SIOP (Sheltered Instruction Observational Protocol), which assesses the features of teaching that are necessary for meeting the needs of English language learners. This protocol is composed of 30 items grouped into three sections: Preparation, Instruction, and Review/Evaluation. Items are further clustered under aspects of teaching. These aspects 14

16 include: building background knowledge, comprehensible input, strategies, interaction, practice/application, and lesson delivery. Items are scored using a Likert scale of 0 to 4. Assessment Six: Candidates develop a leadership project. This project integrates theory and practice in meeting real life needs of learners and/or members of their school and community. The project encourages activism through education and should inform an audience beyond the University of Massachusetts Amherst about an important and timely educational issue in the United States and/or in international contexts. Electronic Storage of Assessments: TK20 TK20 CampusTools CampusWide is a data management system that LLC is required to use to document that teacher candidates are meeting NCATE, TESOL, IRA, and Massachusetts State Standards. As such, all students admitted after Fall 2008 are required to purchase TK20 and post the above six assessments to this website. Students are also invited to use this system to create a professional portfolio as they enter the job market. See Candidates who entered the program prior to September 2008, unless seeking licensure, are not required to purchase TK20. However, they are required to participate in the above assessment system by submitting the six assessments to their advisor in hard copy form. These assessments will be evaluated with NCATE, TESOL, and/or IRA aligned rubrics. While not required for students who entered prior to Fall 2008, we strongly encourage everyone to purchase TK20 because students often decide later to complete Massachusetts State Licensure in ESL and/or Reading or obtain licensure in another state or country. In these cases, TK20 provides an archive of your work and evidence that you have meet TESOL and/or IRA Standards through your University of Massachusetts Amherst coursework. ESL & Reading Specialist Practica Educators pursuing ESL or Reading Specialist licenses are required to complete an approved practicum in a U.S. public school. A licensure candidate works with a supervising practitioner, who is a public school teacher licensed in the subject area the candidate is seeking. The University of Massachusetts Amherst provides a supervisor who is responsible for supporting practicum teachers, documenting their work, and evaluating their progress toward meeting required standards. The practicum is central to the educational experiences of the LLC licensing programs as it provides an opportunity to blend theory and practice into situated praxis. The practicum may be the only time in a teacher s career that she or he has an opportunity to collaborate closely with a skilled classroom teacher and be supervised by a fellow educator with the goal of developing professional competence. The practicum is not an experience to be rushed through, but rather one that, when it works well, should be one of the highlights of the LLC program. The practicum must be designed carefully to maximize the candidates opportunities for professional growth. Candidates are encouraged to locate their own practicum site and should begin researching suitable school sites the semester before their 15

17 practicum begins. In-service teachers are allowed to complete the practicum in their school districts, provided a qualified supervising practitioner is available. In all cases, candidates should work closely with the LLC Licensing Office in planning for the practicum. Practicum placement is finalized the semester prior to the beginning of the practicum, which allows time for the close coordination of the candidate, LLC program, and host school. Non-licensure candidates are also required to demonstrate an ability to design and apply teaching practices and reflect on student learning. Non-licensure students complete this requirement in the context of coursework. The Leadership Project The Bilingual/ESL/Multicultural Practitioner Area (BEM) requires students to complete a Leadership Project to fulfill requirements for the master s degree. This project is primarily intended to help students integrate theory and practice in meeting real-life educational need and encourage educators activism in developing equity through education in national or international settings. Students work closely with their academic advisors in the development of their Leadership Projects. (See Appendix D for guidelines.) Pathway Descriptions The LLC Practitioner Concentration offers candidates four pathways (see LLC Practitioner Advising Chart (Figure 1) and descriptions above). These pathways include: 1. Program of Study for Initial Licensure in English as a Second Language The program of study for Initial Licensure in ESL is designed for students who do not hold initial licensure in any area and wish to work with second language learners in Massachusetts public schools. The option of pursuing ESL licensure is available through the LLC Post-BA, MEd, CAGS, and doctoral programs. Admission Requirements Bachelor of Arts, Sciences, or interdisciplinary major* 2.75 Undergraduate GPA or equivalent to an undergraduate degree from an international university Passing score on the Communication and Literacy MTEL An application form to an LLC Post-BA or graduate degree program** Passing score on the Test of English as a Foreign Language (TOEFL) for international student speakers of languages other than English (550 score for applicants taking the paper-based test; 213 for those taking the computer-based test; 80 or above for those taking the Internet-base test). A TOEFL score is valid for two years from the expected entrance date. Prior Coursework (can be taken during program as needed) 16

18 Linguistics 501 or similar course in English language linguistics (3 credits) College level study of a language other than English (6 credits) Child or Adolescent Development or Educational Psychology (3 credits) Required Courses The following required courses have been designed to provide a coherent course of study addressing the standards required for ESL teachers by the Massachusetts DOE (Department of Education) and TESOL (Teachers of English to Speakers of Other Languages). EDUC 500L Student Teaching in ESL (Fall or Spring) EDUC 533 Theories and Methods for Sheltered Instruction in ELL (Fall) EDUC 594A Managing Culturally Responsive Classrooms (Spring) EDUC 611 EDUC 616 EDUC 670 EDUC 677 EDUC 684 Testing, Assessment and Evaluation in Bilingual and ESL Education (Spring) Principles of Second Language Learning and Teaching (Spring) Language and Language Learning (Fall) Foundations of Bilingual, ESL, and Multicultural Education (Fall or Spring) Reading, Writing, Language, and Thinking (Fall) EDUC 697T Teaching Content for Language Development (Fall) Additional Requirements Pass ESL Subject Matter MTEL before practicum Purchase Tk20 access ( Present evidence that you have met the state and national accreditation standards for teachers using TK20 Assessment and Management System Notes * Undergraduates may take courses toward initial licensure but they cannot graduate from the licensure program until they complete their B.A. All courses, except the practicum, are open to undergraduates with permission of instructor. ** Additional courses and requirements are needed to complete a graduate degree (see LLC Practitioner Program for details). 17

19 2. Program of Study for Reading Specialist Licensure The Reading Specialist Licensure Program is designed for teachers who have at least one year of teaching experience and who already hold initial teaching licensure. The option of pursuing licensure as a Reading Specialist is available through the Language, Literacy and Culture M.Ed., C.A.G.S., and doctoral programs. Admission Requirements Bachelor s degree, preferably with a major in a language-related field, e.g., English, Linguistics, Anthropology, Sociology, or Education (under earlier licensure regulations) 2.75 Undergraduate GPA or equivalent to an undergraduate degree from an international university Initial Massachusetts teaching license at the early childhood, elementary, middle or high school level Passing score on the Communication and Literacy MTEL One year, but preferably three years, of full-time teaching experience which demonstrates high quality teaching and professional learning (evidenced by, but not limited to, a personal statement, letters of recommendation, and previous academic record) An application form to an LLC graduate degree program* Passing score on the Test of English as a Foreign Language (TOEFL) for international students speakers of languages other than English (550 score for applicants taking the paper-based test; 213 for those taking the computer-based test; 80 or above for those taking the Internet-base test). A TOEFL score is valid for two years from the expected entrance date. Required Courses The following required courses have been designed to provide a coherent course of study addressing the standards required for Reading Specialists by the Massachusetts Department of Education (DOE) and the International Reading Association (IRA). EDUC 611 EDUC 670 FDUC 684 EDUC 687 Testing, Assessment, and Evaluation in Bilingual and ESL Education (Spring) Language and Language Learning (Fall) Reading, Writing, Language, and Thinking (Fall) Language Development and Literacy (Spring) EDUC 698R Practicum - Teacher of Reading** (Fall or Spring) EDUC 783 EDUC 784 Diagnosing Reading Difficulties (Fall or Spring) Issues in Children's Literature (Spring) 18

20 In addition, at least one of the following courses must be taken: EDUC 681 Teaching Reading and Writing at the Secondary Level (Spring) EDUC 697T Teaching Content for Language Development (Fall) Additional Requirements Pass Reading Specialist Subject Matter MTEL before practicum. Purchase Tk20 access ( Present evidence that you have met the state and national accreditation standards for teachers, using Tk20 HigherEd Assessment and Management System.! Notes! * Additional courses and requirements are needed to complete a graduate degree (see LLC Practitioner Program for details). ** EDUC 698R: Practicum - Teacher of Reading must be taken for six credits. 3. Overview of NCATE approved advanced degree in ESL and/or Reading for Educational Leaders in the United States The LLC Practitioner Program prepares educators to explore more equitable and effective ways of working with learners from diverse backgrounds in the context of the United States. Students develop their specific programs of study in collaboration with their advisors to reflect their personal goals, the goals of the Practitioner Program, and requirements of the School of Education and the University of Massachusetts. When developing a program of study, students may choose course offerings in many departments at the University, including offerings in the programs of African- American Studies, Native American Indian Studies, Latin American Studies, Asian/Pacific/American Studies, Asian and Asian American Studies, and Women Studies among others. The courses listed below are especially relevant for those who plan to work with linguistically and culturally diverse learners. Required LLC Course and project work EDUC 677 Foundations of Multicultural Education Leadership and/or Research Project (See Appendix D for guidelines.) An approved program of study consisting of a minimum of 33 credits Additional Courses** EDUC 533 EDUC 559 Theories and Methods for Sheltered Instruction in ELL (Fall) Curriculum Development for Multicultural Education (Spring) 19

21 EDUC 594A Managing Culturally Responsive Classrooms (Spring) EDUC 611 Testing, Assessment and Evaluation in Bilingual & ESL Education (Spring) EDUC 615L Seminar in Intercultural Communication in Education (offered alternating years) EDUC 615S Language & Literacy, Planning & Policy (offered alternating years) EDUC 615 EDUC 616 EDUC 670 EDUC 681 EDUC 684 EDUC 687 Workshop in Critical World Language Curriculum Development (offered alternating years) Principles of Second Language Learning (Spring) Language & Language Learning (Fall) Teaching Reading & Writing at the Secondary Level (Spring) Reading, Writing, Language & Thinking (Fall) Language Development and Literacy (Spring) EDUC 692L Workshop in LLC Project Development (Spring) EDUC 697TT Teaching Content for Language Development (Fall) EDUC 776 EDUC 783 EDUC 784 Language, Literacy and Culture Across Communities and Schools (offered alternating years) Diagnosing Reading Difficulties (Spring) Issues in Children's Literature (Spring) EDUC 791Z Seminar on Second Language Learning and Teaching (offered alternating years) EDUC 792A Seminar on Bilingualism and Society (offered alternating years) Practicum Courses*** EDUC 500L Student Teaching ESL (Fall or Spring) EDUC698R EDUC 698 Notes Practicum Teacher of Reading (Fall or Spring) Non-licensure Practicum (Fall or Spring) * See handouts for ESL and Reading Specialist Licensures. **All courses are 3 credits, unless otherwise stipulated by faculty. An approved M.Ed. program of study consists of a minimum of 33 credits. ***EDUC 500L is the practicum for Initial Licensure in ESL. EDUC 698R is the practicum for Reading Specialist Licensure. EDUC 698 is a non-licensure practicum. 20

22 4. NCATE approved advanced degree in ESL and/or Reading for educators planning for a teaching career in international context The LLC Practitioner Program prepares educators to explore more equitable and effective ways of working with learners from diverse backgrounds in international contexts. Students develop their specific programs of study in collaboration with their advisors to reflect their professional goals, the goals of the Practitioner Program, and the requirements of the School of Education and the University of Massachusetts. When developing a program of study, students may choose from course offerings in many departments at the University. The courses listed below are especially relevant for those who wish to work with linguistically and culturally diverse students. Required LLC Course and Project Work EDUC 677 Foundations of Multicultural Education Leadership and/or Research Project (See Appendix D for guidelines.) An approved program of study consisting of a minimum of 33 credits Additional Courses** EDUC 533 EDUC 559 Theories and Methods for Sheltered Instruction in ELL (Fall) Curriculum Development for Multicultural Education (Spring) EDUC 594A Managing Culturally Responsive Classrooms (Spring) EDUC 611 Testing, Assessment and Evaluation in Bilingual & ESL Education (Spring) EDUC 615L Seminar in Intercultural Communication in Education (offered alternating years) EDUC 615S Language & Literacy, Planning & Policy (offered alternating years) EDUC 615 EDUC 616 EDUC 670 EDUC 681 EDUC 684 EDUC 687 Workshop in Critical World Language Curriculum Development (offered alternating years) Principles of Second Language Learning (Spring) Language & Language Learning (Fall) Teaching Reading & Writing at the Secondary Level (Spring) Reading, Writing, Language & Thinking (Fall) Language Development and Literacy (Spring) EDUC 692L Workshop in LLC Project Development (Spring) EDUC 697TT Teaching Content for Language Development (Fall) EDUC 776 EDUC 783 Language, Literacy and Culture Across Communities and Schools (offered alternating years) Diagnosing Reading Difficulties (Spring) 21

23 EDUC 784 Issues in Children's Literature (Spring) EDUC 791Z Seminar on Second Language Learning and Teaching (offered alternating years) EDUC 792A Seminar on Bilingualism and Society (offered alternating years) Courses throughout the program address international and global issues as important components for the preparation of the 21 st century educator. Additionally, course resources, assignments and materials delve into themes and cases pertinent to students with experience in international settings while preparing them to envision education and their teaching practice in a global perspective. Practicum Courses*** EDUC 500L Student Teaching ESL (Fall or Spring) EDUC698R EDUC 698 Notes Practicum Teacher of Reading (Fall or Spring) Non-licensure Practicum (Fall or Spring) * See handouts for ESL and Reading Specialist Licensures. ** All courses are 3 credits, unless otherwise stipulated by faculty. An approved M.Ed. program of study consists of a minimum of 33 credits. *** EDUC 500L is the practicum for Initial Licensure in ESL. EDUC 698R is the practicum for Reading Specialist Licensure. EDUC 698 is a non-licensure practicum! DOCTORAL STUDIES Guidelines for Coursework The LLC faculty has designed, and will regularly offer, courses in the following areas to meet the common goals. They reflect what the faculty have agreed upon as fundamental to the preparation of scholars and researchers in our field. You need to meet the credit guidelines for each of the broad areas, but the specific courses are not required for all students. Other courses in LLC, the School of Education, and the University may also meet the goals these courses address. Consult with your advisor about how to address the common goals in your particular program of study. Sociocultural Theories of Language (minimum of 3 credits): EDUC 792M: Seminar on Language (3 credits) -- Spring, usually taken in first year This course introduces a range of sociocultural and sociopolitical theories on language and how these help us to understand education. Students will 22

24 explore the relationship between theoretical perspectives and research questions and methodology. They will also work toward gaining sufficient familiarity with one or more sociocultural perspectives on language to support close analysis of oral and/or written texts. Reading Research in Language, Literacy, and Culture (minimum of 9 credits): EDUC 734: Understanding Research in Language, Literacy, and Culture (3 credits) -- Fall, usually taken in first year This course focuses on understanding research reports on language, literacy, and culture across paradigms and across a range of approaches to research. Students will learn to compare and critique studies, including their assumptions, questions, goals, methods, and findings. The course prepares students to locate literature relevant to their own emerging scholarly interests. Specifically, students will learn to use the Internet, become familiar with relevant journals, and develop methods for keeping track of their reading. EDUC 796: Independent Reading in Language, Literacy, and Culture (from 3 9 credits) These courses focus on independent readings in your special areas within Language, Literacy, and Culture. Together with your advisor, you may select a faculty member who will guide you in pursuing these readings. These independent readings, even though they are less formal than typical courses, are acknowledged as important to your program. They are typically designated as Independent Studies and provide space, time, and structure for independent reading to focus students' scholarly interests. Students begin to identify and critically examine current academic debates in a particular literature relevant to the area they have chosen. The focus is on annotating and commenting on the readings rather than producing a coherent synthesis of the literature. These courses may be taken at any point in your doctoral studies. EDUC 795A: Literature Reviews in Language, Literacy, and Culture (3 credits) -- usually taken in second year This course focuses on conceptualizing and conducting literature reviews for different purposes, including reviews for comprehensive examinations, dissertation and grant proposals, dissertations, framing research articles, state of the art articles for different audiences. The major product will be a sample literature review that may form a substantial portion of your comprehensive examination. 23