Graduate Programs

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.

Corequisite: EDUC 362.

Restriction: permission of instructor.

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.

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.

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.

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}

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}

(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.

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.

Required for ESL and Bilingual endorsements. Implementation of second language teaching principles through effective program models and instructional practices. Field component required.

Prerequisite: 456.

Planned and supervised professional laboratory or field experiences in agency or institutional setting.

Restriction: permission of instructor.

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.

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.

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.

An advanced course in the teaching of reading and literature with an emphasis on recent research and theory in literature education.

An exploration of how new technologies (e.g. video games, blogs, podcasts, social networking, text messaging, simulations, etc.) create new ways of interpreting, composing, knowing, and learning.

Seminar surveys international literature for children and young adults, and explores its use in classrooms to build intercultural understanding and global awareness. Texts are critically examined in light of sociopolitical, cultural, and translation issues.

Prerequisite: 443 or 544 or EMLS 451 or EMLS 551.

Seminar focuses on children's and young adult literature to foster positive identity development and understanding of divergent cultural views. Literature from varied ethnic and non-normative gender groups is critiqued and analyzed for instructional opportunity.

Prerequisite: 443 or 544 or EMLS 451 or EMLS 551.

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.

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.

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}

(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.

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.

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.

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}

(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.

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.

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.

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.

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.