Language, Literacy and Sociocultural Studies
183.
Introduction to Education in New Mexico.
(3)
An exploration of contemporary issues around diversity, culture and education in New Mexico. The course is of special interest to students considering a teaching career. Projects in schools and/or community sites are part of requirements.
300.
Bilingual Teaching Methods, Materials and Techniques.
(3)
Required for bilingual endorsement. Course addresses theory and practice of content area instruction through languages other than English in bilingual programs, with integration of Spanish L1/L2 development and integrated cultural awarenesses.
Prerequisite: 453.
Restriction: Permission of instructor to determine academic proficiency in the target language.
315.
Educating Linguistically and Culturally Diverse Students.
(3)
Course familiarizes prospective teacher candidates with history, theory, practice, culture and politics of second language pedagogy and culturally relevant teaching. Students will be introduced to effective teaching methods for linguistically and culturally diverse learners.
321.
School and Society.
(3)
This course focuses on the sociocultural and political foundation of education in the United States. Designed to provide students with a means of reflecting on the nature of contemporary schooling.
391 / 591.
Problems.
(1-3 to a maximum of 9 Δ)
393 / 493 / 593.
Topics.
(1-6, no limit Δ)
430.
Teaching of Writing.
(3)
Theory and practice of teaching writing in elementary and secondary schools.
432.
Teaching of Social Studies.
(3)
Corequisite: EDUC 362.
Restriction: permission of instructor.
*435.
Teaching Students with Reading Problems.
(3)
Designed to meet needs of classroom teachers in understanding and teaching children with reading problems; includes a supervised tutoring experience of 3 hours weekly. Includes 3 hours supervised laboratory each week.
436.
Teaching of English.
(3)
443 / 544.
Children’s Literature (Literatura Infantil) .
(3)
A survey course of the field of children’s literature. Focuses on knowledge and practice of literature, literary response and classroom programs. K–8.
*449.
Teaching the Native Language to the Native Speaker.
(3)
A comprehensive examination of characteristics, behavior and language of the native-speaking student, with specific implications for teaching the native language in schools.
Restriction: permission of instructor
*453.
Theoretical and Cultural Foundations of Bilingual Education.
(3)
Required for ESL and Bilingual endorsements. History and theory of bilingual education in the U.S. and survey of multilingual education internationally, focusing on the sociocultural foundations of effective programs and instructional practices.
Restriction: permission of instructor
*455.
Teaching Spanish for Bilingual Classroom.
(3)
This course assists bilingual teachers in developing strategies and techniques for using Spanish as a language of instruction in the classroom. Participants are also assisted in reviewing for la Prueba for bilingual endorsement.
Restriction: permission of instructor to ensure academic proficiency in Spanish.
456 / 556.
First and Second Language Development within Cultural Contexts.
(3)
First and second language development addressed as life-long processes within cultural contexts, with greater emphasis on second language development in children than adults. Language development in the classroom is given special attention.
Restriction: permission of instructor.
{Summer, Fall, Spring}
457 / 557.
Language, Culture, and Mathematics.
(3)
This course focuses on linguistic and cultural influences on the teaching and learning of mathematics. Additionally provides information on how students construct mathematical skills and knowledge by examining best models of research and practice.
{Fall}
458 / 558.
Literacy Across Cultures.
(3)
Theory and practice of literacy instruction in countries whose languages are represented in students in the Southwest. Compare/contrast with current methods of teaching reading and writing to native speakers of English.
459 / 559.
Second Language Literacy.
(3)
Current theory and practice in teaching reading and writing in English to second language learners, elementary through adult levels.
460 / 560.
Language and Education in Southwest Native American Communities.
(3)
(Also offered as LING 436 and NATV 460)
This course explores the historical context of education and its impact on Native American communities of the Southwest. Topics include native language acquisition, bilingualism, language shift, and language revitalization efforts in native communities and schools.
469 / 569.
ESL Across the Content Areas.
(3)
The course addresses ESL/content-area instruction, which integrates language and content instruction and focuses on the issues of processing content in a second language and the implied redesigning of instruction in grades K-12.
479 / 579.
The Teaching of Reading in the Bilingual Classroom (La Ensenanza de la Lectura) .
(3)
Analysis of various reading methods and assessment of children’s reading skills, with a focus on balanced approach to reading. Taught in Spanish.
Prerequisite: 456.
Restriction: permission of instructor.
*480.
Second Language Pedagogy.
(3)
*482.
Teaching English as a Second Language.
(3)
Required for ESL and Bilingual endorsements. Implementation of second language teaching principles through effective program models and instructional practices. Field component required.
Prerequisite: 456
493 /393 / 593.
Topics.
(1-3, no limit Δ)
495.
Field Experience.
(3-6 to a maximum of 12 Δ)
Planned and supervised professional laboratory or field experiences in agency or institutional setting.
Restriction: permission of instructor.
500.
Issues in Language/Literacy/Sociocultural Studies.
(3)
Required core course for new LLSS Master’s students. Addresses how social, political, economic, and cultural forces shape beliefs about race, class, language, gender, and literacy. Implications for teaching, learning and educational change will be examined.
501.
Practitioner Research.
(3)
This course focuses on the theory and practice of school-based research. Will read research by other teachers/practitioners and design and implement a research project.
502.
Introduction to Qualitative Research.
(3)
Designed to give students an introduction to qualitative research methodologies and methods relevant to education. Students engage in the practice of qualitative methods from various activities and exercises.
503.
Research in Bilingual Classrooms and Communities.
(3)
An examination of current research conducted in bilingual schools and communities. This course is designed for advanced MA and PhD students with an interest in research.
Prerequisite: 556 and 580.
510.
Paulo Freire.
(3)
Explores the writings of one of the most important educators and thinkers of the 20th century: Paulo Freire. Also considers scholars who influenced his ideas as well as those who were influenced by his ideas.
511.
History of U.S. Education.
(3)
This course explores the significance and function of educational endeavors and institutions in U.S. society from the sixteenth century to the present. Emphasizes the relationship between schooling and race, class, and gender.
513.
Globalization and Education.
(3)
Examines the arguments of various globalization discourses, focusing on how each represents the relationship between globalization processes and educational phenomena. Problematizes the impact of globalization(s) on the worldwide struggle for equitable education for all.
514.
Young Children Moving Into Literacy.
(3)
(Also offered as ECME 514)
This course explores the processes of young children’s emergent literacy. It focuses on selection of materials and design of activities appropriate for use in the home, school and other settings.
Prerequisite: EDUC 331L, EDUC 333L
515.
Philosophy of Education.
(3)
Introduces students to the foundations of educational philosophy. It focuses on thought from the 20th century while recognizing the historical influences from Western and non-Western nations. Special attention on race, class, and gender.
521.
Proseminar: Sociology of Education.
(3)
Introduces students to the structures and functions of schools in the U.S. and other societies through an examination of empirical research that looks at race, class, and gender oppression.
522.
Seminar in English Curriculum and Instruction.
(3)
Advanced seminar focusing on current research and theory in English language arts education as well as historical perspectives on the English curriculum.
523.
Education and Anthropology.
(3)
An examination of the cultural context of learning and thinking. Topics include learning in the classroom, formal and informal education, sociocultural perspectives on cultural transmission, cultural theories of education and the acquisition of culture.
524.
Critical Race Theory.
(3)
Engages the premises of Critical Race Theory (CRT). Focuses on theorists and philosophers of color who write about racial struggle in White hegemonic societies. Explores the implications of CRT for educational research, policy, and practice.
525.
Reading Recovery Training Part I.
(4)
This course entails in-depth study of components and procedures of the Reading Recovery early intervention program. Classroom instruction will be coordinated with field experience of teaching four students.
Restriction: permission of instructor.
526.
Reading Recovery Training Part II.
(3)
This course provides an advanced study of the early detection of reading difficulties. Reading Recovery is utilized as an early intervention. Classroom instruction will be coordinated with field experience of teaching four students daily.
Prerequisite: 525.
Restriction: permission of instructor.
527.
Studies in Rhetoric for Teachers.
(3, no limit Δ)
An advanced course in the teaching of writing focusing on recent research and theory in composition studies.
528.
Studies in Reading and Literature for Teachers.
(3)
(Also offered as ENGL 528)
An advanced course in the teaching of reading and literature with an emphasis on recent research and theory in literature education.
529.
Race, Ethnicity, and Education.
(3)
Concentrates on empirical studies that reveal how schools work to create racial and ethnic inequality. Explores current debates about the concepts “race” and “ethnicity” and evaluates the consequences of these debates for educational studies.
530.
Whiteness Studies.
(3)
Looks at how white power and privilege shapes schools and society. Studies the impact for both people of color and whites. Possibilities and limitations of white antiracism, multiracial alliances, and antiracist education are explored.
532.
The Reading Process.
(3)
Explores the reading process through current theories, research and implications for acquisition and instruction. Theories and research are examined from a variety of perspectives.
535.
Critical Literacy.
(3)
This course is an exploration of the ways in which texts are used to celebrate, control, transform, conceal, move to action, manipulate, disclose, convince, and in other ways act upon individuals and groups.
537L.
Assessment of Reading and Language Arts.
(3)
Provides students theoretical and applied working knowledge of assessment issues and procedures. Students develop lesson plans and teach lessons grounded in evidence-based results of assessments of children.
538.
Teaching Reading through the Content Field.
(3)
Course explores issues of literacy development (i.e., reading, writing, listening and speaking) across core content areas of the school curriculum. Required in secondary teacher education for all content specialization areas.
540.
Instructional Trends in the Social Studies.
(3)
Examines social studies content, teaching practices and student learning in K–12 classrooms. Emphasis is placed on broadening and enhancing knowledge gained from personal experiences as a teacher and learner of social studies in the schools.
541.
Seminar in Children’s Literature.
(3-12 to a maximum of 12 Δ)
Theoretical stances and issues in the study of children’s literature are explored in relationship to implications for classroom practice.
544 / 443.
Children’s Literature.
(3)
A survey course of the field of children’s literature. Focuses on knowledge and practice of literature, literary response and classroom programs.
551.
History of American Indian Education.
(3)
The course examines the history of Indian Education from 1890 to the present for Indians of the Southwest. The course examines national studies, recorded government documents, scholarly writings, and oral history.
552 / 452.
Curriculum Development in Mexican History and Culture.
(3)
This course introduces students to the formative aspects of Mexican history and culture, and applies them to the development of curricula for bilingual programs. (Taught in Spanish.)
Restriction: permission of instructor to ensure academic proficiency in Spanish.
553.
Education and African American Children.
(3)
Explores historical and contemporary issues in African American education and k-12 schooling, probing various aspects of education in the context of African American culture, language, community, and institutions.
554.
Teaching the Native American Child.
(3)
The course explores methodologies for creating culturally appropriate curricula for Native students. Emphasis is placed on applying principles of integrated thematic instruction and research of Native learning styles and effective teaching methods.
556 / 456.
First and Second Language Development within Cultural Contexts.
(3)
First and second language development addressed as life-long processes within cultural contexts, with greater emphasis on second language development in children than adults. Language development in the classroom is given special attention.
{Summer, Fall, Spring}
Prerequisite: an introductory linguistics course.
557 / 457.
Language, Culture, and Mathematics.
(3)
This course focuses on linguistic and cultural influences on the teaching and learning of mathematics. Additionally provides information on how students construct mathematical skills and knowledge by examining best models of research and practice.
{Fall}
558 / 458.
Literacy Across Cultures.
(3)
Theory and practice of literacy instruction in countries whose languages are represented in students in the Southwest. Compare/contrast with current methods of teaching reading and writing to native speakers of English.
559 / 459.
Second Language Literacy.
(3)
Current theory and practice in teaching reading and writing in English to second language learners, elementary through adult levels.
560 / 460.
Language and Education in Southwest Native American Communities.
(3)
(Also offered as LING 536 and NATV 460)
This course explores the historical context of education and its impact on Native American communities of the Southwest. Topics include native language acquisition, bilingualism, language shift, and language revitalization efforts in native communities and schools.
561.
Reading, Writing, and Diversities.
(3)
A consideration of the sociopsycholinguistic model of reading and writing with particular attention paid to long-accepted as well as lesser addressed diversities (socioeconomics, culture, sexual orientation, physicality, etc.).
564.
Issues in American Indian Education.
(3)
The course examines contemporary issues of American Indian children in southwestern classrooms faced by teachers, counselors, and administrators at the elementary and secondary levels, but may include post-secondary concerns.
565.
Latino/a Identities and Schooling.
(3)
From a cross-disciplinary approach this seminar focuses on the identity construction of Latinos in the U.S. so as to examine the manner they are perceived and understood in school systems.
566.
Issues in Hispanic Education.
(3)
This course is designed to assist educators to more fully understand historical and contemporary issues related to the education of Hispanic students in New Mexico, the Southwest and across the country.
567.
Home Literacy and Schooling Research [Home Literacy and Schooling].
(3)
Through ethnographic studies and field research, course participants learn to critically analyze, value, and build upon the diverse and rich literacy experiences that children from different ethnic groups bring to school.
569 / 469.
ESL Across the Content Areas.
(3)
The course addresses ESL/content-area instruction, which integrates language and content instruction and focuses on the issues of processing content in a second language and the implied redesigning of instruction in grades K-12.
570.
Science and Native American Education.
(3)
The course explores best practices and methods for presenting science to Native American learners. Students apply recent brain research and teaching methods to develop culturally responsive curricula applicable to Native learning styles and ontology.
579 / 479.
The Teaching of Reading in the Bilingual Classroom (La Ensenanza de la Lectura) .
(3)
Analysis of various reading methods and assessment of children’s reading skills, with a focus on balanced approach to reading. Taught in Spanish.
Prerequisite: 556.
Restriction: permission of instructor.
580.
Seminar in the Education of the Bilingual Student.
(3)
An advanced course which provides an overview of issues including the research, theory, and practice in bilingual education in New Mexico and other settings.
Restriction: enrolled in LLSS M.A. or Ph.D. degree program.
582.
Curriculum Development in Multicultural Education.
(3)
Graduate course focusing on the foundations of curriculum development for diverse populations, including the theory and practice of curriculum development in multicultural settings in the U.S. and abroad.
{Summer, Fall, Spring}
583.
Education Across Cultures in the Southwest.
(3)
Focuses on issues, policies and school practices related to diversity and the education of native cultures of the Southwest as well as more recently arrived linguistic and cultural groups.
587.
Education and Gender Equity.
(3)
Explores gender-related issues in the field of education by examining explanations of gender in socio-cultural contexts and its intersection with race, class, ethnicity and sexuality. Students address these issues in teacher practice, policy and curriculum.
588.
Feminist Epistemologies and Pedagogies.
(3)
By engaging various understandings of epistemology, this course examines the basis of knowledge from a feminist standpoint. Feminist approaches to epistemology are then employed to understand their relation to research and pedagogy.
590.
Seminar.
(3)
Synthesize course work which has made up master’s degree program. Enhance student’s ability to defend professional ideas. Develop competence in professional communication oral and written.
591 / 391.
Problems.
(1-3 to a maximum of 9 Δ)
593 / 393 / 493.
Topics.
(1-3, no limit Δ)
595.
Advanced Field Experiences.
(3-6 to a maximum of 12 Δ)
Restriction: acceptance into a graduate program and permission of instructor.
596.
Internship.
(3-6 to a maximum of 12 Δ)
598.
Directed Readings.
(3-6 to a maximum of 6 Δ)
599.
Master’s Thesis.
(1-6, no limit Δ)
Offered on a CR/NC basis only.
605.
Advanced Qualitative Research Methods.
(3)
(Also offered as LEAD 605)
A doctoral seminar focusing on helping students understand qualitative research methods, including: problem definition, data collection and analysis and how to increase the trustworthiness of one’s findings. A research study is required.
Prerequisite: 502
606.
Case Study Research Methods.
(3)
Students conceptualize, develop, conduct, and report a pilot case study research project. Course includes an emphasis on qualitative data analysis techniques and the writing of case narratives.
Prerequisite: 502.
614.
Vygotsky Seminar.
(3)
A doctoral-level seminar in which the seminal writings of the Russian psychologist, Lev Vygotsky, will be examined in depth. This seminar will be of interest to Linguistics, Early Childhood, Psychology, Special Education, and LLSS students.
623.
Ethnographic Research.
(3)
Seminar designed to engage students in the philosophy and methods of ethnographic research. Includes finding an appropriate cultural scene, conducting the actual fieldwork, analyzing the data and writing up the study.
Prerequisite: 605.
640.
Seminar in Language/Literacy.
(3)
A required core doctoral seminar designed to explore theoretical issues in language and literacy from an educational perspective. Will read the important research literature in these areas.
645.
Seminar in Educational Studies.
(3)
Required core course of first-year LLSS doctoral students. Introduces key concepts and debates in critical educational studies. The social context of schooling is examined through historical, sociological, anthropological, psychological, and interdisciplinary modes of inquiry.
Restriction: LLSS doctoral students only.
650.
Dissertation Seminar.
(1-3)
Designed to assist doctoral students in planning their dissertation proposal. Students conceptualize and write a proposal using qualitative methods. Participants bring drafts of various components of their proposal to class where their work is critiqued.
Offered on a CR/NC basis only.
681.
Seminar in Multicultural Teacher Education.
(3)
Study issues related to multicultural education and student’s learning and development. Focus will be on societal multilingualism, facilitation of multicultural growth and development in students and politics of the concept of multicultural education in general.
Prerequisite: admission to Doctoral Study.
696.
Internship.
(3-6 to a maximum of 12 Δ)
Offered on a CR/NC basis only.
698.
Directed Readings.
(3-6 to a maximum of 12 Δ)
699.
Dissertation.
(3-12, no limit Δ)
Offered on a CR/NC basis only.
