Courses

BLBC-301. Curriculum Of The Elementary School. 3 Hours.

The relationship of theory to practice is studied in a variety of elementary and middle school curricula. Analyses and interpretations of teaching-learning processes are conducted. Special attention is directed to: (1) instructional objectives in planning, (2) application of theories of child development, learning, classroom management, and instructional methodology to multicultural curriculum development, (3) unit and lesson planning, and (4) evaluation techniques. Strategies for meeting the needs of students with special needs are explored.
Prerequisites: EDFN-306 minimum grade of C and College of Education Admission YES.
Corequisite: BLBC-302.

BLBC-302. Writing Int Prog: Foundations Of Teaching Language Arts To Culturally & Linguistically Diverse Stdnt. 3 Hours.

This course is designed to provide BLBC candidates with an overview of the theory, best practices, curriculum design and materials used in teaching language arts in K-8 classrooms. Language arts instruction includes the mastery of six language arts competencies: reading, writing, listening, talking, viewing and visual representation, and also emphasizes integration of the arts including drama, movement and vocal expression. This course addresses differentiating instruction to meet the needs of culturally and linguistically divers (CLD) diverse learners with attention to special needs students and English learners (ELs). BLBC-302 WIP is a writing intensive course affording students the opportunity to demonstrate competency in writing in various genres throughout the course.
Prerequisite: College of Education Admission YES.
Corequisite: BLBC-301.

BLBC-306A. Literacy Development For Culturally & Linguistically Diverse Students. 3 Hours.

This course enables teacher candidates to learn and apply proven techniques derived from classrooms with culturally and linguistically diverse (CLD) students. This course offers candidates strategies for engaging in acts of advocacy and systemic approaches that effectively support high-quality, equitable literacy learning environments for CLD students based on research, practice, and meaningful strategies. This course addresses gaps in research surrounding literacy instruction for CLD students so that candidates can bridge theory to practice as they develop culturally responsive pedagogical methods and materials for developing literacy across content areas. All approaches presented in this course encourage the integration of all language skills as integral building blocks for literacy and bi-literacy development.
Prerequisites: BLBC-301 minimum grade of B and BLBC-302 minimum grade of B and College of Education Admission YES.
Corequisite: BLBC-328.

BLBC-306B. Methods Of Teaching Reading - Elementary School Without Clinical Experience. 3 Hours.


Prerequisite: College of Education Admission YES.

BLBC-328. Clinical Experience In Elementary Education. 1 Hour.

Seminar sessions and intensive clinical experiences in elementary schools are undertaken by teacher education candidates concurrent with BLBC-306A / ELED-306A. The field experience involves supervised, graduated, interactive teaching situations with students in culturally and linguistically diverse school settings. The seminar's focus revolves around topics for reflection on issues and practices in the school community. This course fulfills the State of Illinois' certification requirement of a minimum of 100 clock hours in a K-8 classroom before student teaching.
Prerequisite: College of Education Admission YES.
Corequisite: BLBC-306A.

BLBC-328A. Clinical Experience I. 2 Hours.

This course provides teacher candidates who are enrolled in ELED-338 / BLBC-338 Foundations in Teaching English Learners with intensive clinical experience in elementary classrooms with culturally and linguistically diverse (CLD) students. This course provides candidates with opportunities for supervised interactions with children in selected content areas. Candidates meet with a university supervisor in weekly seminars. This course fulfills 50 clock hours of the 100 clinical experience hours required by the State for certification/licensure. Requisite: ELED BLBC Program consent. Passing score on ILTS Content Area Test: Elementary/Middle Grades.
Prerequisites: ELED-300 minimum grade of C and (ELED-302 minimum grade of C or BLBC-302 minimum grade of C).
Corequisite: BLBC-338.

BLBC-329. Student Teaching In Elementary Education, K-9. 9 Hours.

This course provides the teacher candidate with sixteen weeks of full day supervised classroom teaching experience combined with weekly class discussions. Teacher Candidates must submit a completed edTPA portfolio.
Prerequisites: Illinois Content Area Test PASS and College of Education Admission YES and BLBC-328 minimum grade of B.
Corequisite: EDFN-308.

BLBC-338. Bilingualism And Education. 3 Hours.

Bilingualism and education in different parts of the world, its sudden importance in the United States as a method of teaching the Spanish-speaking child in the metropolitan areas to become self-directing in a culture different from his own. Emphasis will be placed upon the educational problems of large ethnic groups in urban centers, such as Puerto Ricans, Mexicans and Cubans.

BLBC-339. Culturally Responsive Teaching in Diverse Classrooms. 3 Hours.

This course will explore the social and educational issues faced by teachers in diverse classrooms. Students will examine the different cultural groups to which students and their families belong, paying special attention to issues of race, ethnicity, gender, class, language, sexual orientation, religion, ability, geography and age. This course will explore instructional strategies and culturally responsive practices for diverse learners.
Prerequisite: College of Education Admission YES.

BLBC-340. Teaching English Learners In Diverse Classrooms. 3 Hours.

This course presents candidates with the necessary academic and pedagogical preparation for teaching culturally and linguistically diverse (CLD) students in elementary classrooms who are limited English proficient (English learners). The aim of this course is to provide candidates with the research-based knowledge and skills necessary to differentiate instruction and assessment practices in the content areas for English learners. The focus is also on enabling candidates to create an effective learning environment in which English learners develop English language proficiency and literacy skills. Requisite: Admission to the College of Education.
Prerequisite: College of Education Admission YES.

BLBC-341. Methods of Teaching in Bilingual Classrooms. 3 Hours.

This course provides the necessary academic, pedagogical, sociocultural, and clinical preparation for teaching in diverse classrooms that serve culturally and linguistically diverse (CLD) students who are learning through the medium of the first (L1) and second languages (L2). A primary focus is on analyzing,evaluating, and developing the most appropriate materials, approaches, methods, and strategies that foster an effective learning environment in which CLD students acquire literacy, content knowledge and essential academic skills as well as respect for diverse languages and cultures.
Prerequisite: College of Education Admission YES.

BLBC-342. Assessment In The Bilingual Classroom. 3 Hours.

Study of recent developments and trends in the assessment of language in the context of bilingual education. Analysis and evaluation of bilingual tests in current use. Review of relevant assessment procedures.

BLBC-438. Foundations Of Bilingual Education. 3 Hours.

Introduces the fundamentals of bilingual education through the understanding of language and culture diversity and the emergence of different bilingual and bicultural teaching and learning situations in our schools and communities. It is necessary to understand the politics and policies that govern those situations and the probolems associated with them and the manner in which the emerging problems are handled and solved. All instructional problems and solutions are managed in line with the latest philosophies, theories, and principles of bilingual education and their application to culture and language diverse classroom situations.

BLBC-439. Ethnic Diversity In Our Schools: A Cross Cultural/Linguistic Survey. 3 Hours.

Surveys the ethnic, cultural and linguistic history and evolution of the U.S. as a pluralistic nation. This survey covers precolonial America, colonization, forced displacement and exploitation of Africans and the following immigration waves since the 18th century. The cultural and linguistic characteristics of each group are discussed with highlights on language and culture maintenance, erosion or disappearance across generations. Erosion and disappearance of language and culture are approached in terms of the processes of acculturation and assimilation, whereas their maintenance is portrayed through recent practices in pluralism of which the implementation of bilingual education and multicultural education are typical examples.
Prerequisite: (BLBC-438 minimum grade of C or CIBB-438 minimum grade of C).

BLBC-440. Methods For Teaching English Learners In Diverse Classrooms. 3 Hours.

This course presents candidates with the necessary academic and pedagogical preparation for teaching linguistically and culturally diverse students in elementary classrooms who are limited English proficient (English learners). The aim of this course is to provide candidates with the research-based knowledge and skills necessary to differentiate instruction and assessment practices in the content areas for English learners. The focus is also on enabling candidates to create an effective learning environment in which English learners develop English language proficiency and content knowledge.
Prerequisites: ELED-506 minimum grade of B and INMD-410 minimum grade of B.
Corequisite: ELED-428B.

BLBC-441. Materials, Methods And Techniques For Teaching Limited English Proficient Students. 3 Hours.

With the steady increase in the number of language minority students especially those with limited English proficiency, a better understanding of their affective, physical and cognitive needs and readiness for learning in the second language and culture environments is becoming indispensable. This course provides the necessary academic, pedagogical, and clinical preparation for teaching in situations involving limited English proficient students learning through the medium of the first or second language or a combination of both. A primary focus is on developing the most appropriate materials, approaches and methods and the necessary sets of strategies and techniques for implementation.
Prerequisite: BLBC-438 minimum grade of C.

BLBC-442. Assessment Tools For Bilingual Students. 3 Hours.

Assessment is indispensable in any language/ culture learning situation and for a wide variety of purposes, e.g. proficiency, placement, achievement, diagnosis, aptitude. All teachers in monolingual and bilingual classrooms need to understand the purposes, principles, procedures of assessment and how to construct assessment tools and interpret their data. In bilingual situations where more than one language and culture are involved, teachers should be aware of language and culture interfacing and guard against biases, misconceptions and misinterpretations. Participants in this course should be able to critique, evaluate and construct different assessment tools ranging from testing to portfolio and performance-based.
Prerequisites: BLBC-438 minimum grade of C and BLBC-441 minimum grade of C.