Undergraduate Program

This course is an exploration of American Indian education from the past to the present. Topics include: boarding schools, Indigenous language issues, policies, practices, experiences, educational models, language and cultural maintenance, urban/rural schools. In particular, this course will look at curriculum, pedagogy, and the processes of education that empower students to draw on their personal strengths and lived experiences and to develop their confidence in their abilities to learn. We will explore ways to understand and appreciate students’ background, and to foster learning that values the rich cultural and linguistic resources that children bring to the classroom, so that we can help learners successfully integrate the learning community of the school with their broader communities.

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.

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.

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.

This course is part of the professional education sequence for undergraduate students seeking certification to teach secondary social studies. The purpose of this course is to provide pre-service teachers with resources and methods for effectively teaching social studies curricula. We will investigate processes of constructing knowledge in the disciplines of history and the social sciences as they are embedded in the secondary social studies curriculum.

Corequisite: EDUC 362.

Restriction: permission of instructor.

A survey course of the field of children’s literature. Focuses on knowledge and practice of literature, literary response and classroom programs. K–8.

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.

A survey of books and related materials for middle and high school age students. Emphasis on adolescent reading and the use of literature in the school curriculum.

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}

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.

Current theory and practice in teaching reading and writing in English to second language learners, elementary through adult levels.

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.

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.

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.

Second Language Pedagogy prepares students to teach Modern, Classical, and Native languages in accordance with state and national foreign language teaching standards. Through assignments and readings, students will develop an understanding of second language acquisition.

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

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

Restriction: permission of instructor.

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.

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.

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.

An examination of current research conducted in bilingual schools and communities. This course is designed for advanced M.A. and Ph.D. students with an interest in research.

Prerequisite: 556 and 580.

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.

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.

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.

This course attends to the myriad of ways in which scholars are decolonizing social thought, education, and pedagogical practices in an array of spaces.

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.

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.

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.

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.

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

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.

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.

Explores the reading process through current theories, research and implications for acquisition and instruction. Theories and research are examined from a variety of perspectives.

This course reviews the history of comics, structure, and literary components. It will also consider how comics take up issues of identity, race, culture, gender, sexuality, and history and their literacy education potential.

Advanced study focused on the research, debates, practices and themes in the teaching of reading with attention to implications for multicultural/multilinguistic settings.

{Offered upon demand}

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.

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 450 or 544 or 550.

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.

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.

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 450 or 544 or 550.

Theoretical stances and issues in the study of children’s literature are explored in relationship to implications for classroom practice.

This course focuses on literacy teaching and learning through active and dramatic pedagogies. We will be grounding our active and dramatic work in current research and scholarship in the literacy field.

This course is grounded in culturally relevant, sustaining, and revitalizing pedagogies framing English Language Arts (ELA) teaching methods in authentic, contextual ways. Students will engage in current, theoretically grounded practices in secondary ELA teaching and learning.

Addresses the needs of New Mexico literacy leaders in K-12 schools so that they understand: literacy processes, teaching, and learning; adult learners; politics and policies in literacy; and complexities of literacy in the 21st century.

A survey of books and related materials for middle and high school age students. Emphasis on adolescent reading and the use of literature in the school curriculum.

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.

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.

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.

This course provides an in-depth understanding of language issues in education in a diverse society: language variation, language policies, registers and genres, teacher talk, the role of literacies in language development, and student identities.

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.

Prerequisite: an introductory linguistics course.

{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}

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.

Current theory and practice in teaching reading and writing in English to second language learners, elementary through adult levels.

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.

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.).

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.

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.

The purpose of this course is to consider the dilemmas of using traditional assessment instruments, such as standardized tests, with English language learners and to expose course participants to a variety of alternative assessment methods.

Prerequisite: 556.

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.

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.

This course introduces graduate students to spatial theory, specifically thirdspace, and its applications in education. Critical perspectives on culture, language, identity-development, and teaching and learning guide the seminar discussions and applications.

This course is designed to prepare students to become familiar with resources relating to teaching adult learners of English. We will take a look at different approaches to critically teaching English.

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.

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

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}

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.

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.

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.

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.

Practical experience in a public, private or non-profit organization, supervised by a professional with an academic component overseen by a UNM instructor.

Restriction: acceptance into a graduate program and permission of instructor.

Faculty-supervised investigative study that results in the development and writing of a master’s thesis.

Offered on a CR/NC basis only.

(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.

In this seminar students examine academic genres, structures, styles, techniques and resources through readings, discussion and their own writing processes.

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.

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.

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.

Practical experience in a public, private or non-profit organization, supervised by a professional with an academic component overseen by a UNM instructor.

Offered on a CR/NC basis only.

 Faculty-supervised investigative study that results in the development and writing of a doctoral dissertation.

Offered on a CR/NC basis only.