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 Y.
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 Y.
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 Y.

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


Prerequisite: College of Education Admission Y.

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 Y.
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 P and College of Education Admission Y 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 Y.

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 Y.

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 Y.

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-429. Student Teaching In Bilingual And ESL Classrooms - Elementary. 6 Hours.

This course requires full-day student teaching under the tutelage of a certified bilingual or English as a second language (ESL) cooperating teacher. Teacher candidates are required to take full responsibility for a class of culturally and linguistically diverse elementary students. Candidates attend weekly seminars and prepare for regular observations and conferences with university supervisors. Candidates are provided the opportunity to plan and implement longitudinal instructional units. Candidates apply knowledge and performance indicators as specified by the IL Professional Teaching Standards (IPTS) during an entire semester by assuming the full range of professional teaching duties in a classroom setting.
Requirement: Permission from Office of Student Teaching.

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. Cultural Diversity In Our Schools. 3 Hours.

This course explores various aspects of social and cultural diversity. It focuses on the development of richer and more systematic interpretations of the foundations of multicultural educational history, philosophy, policy and practice. The course aims to develop the ability to understand and describe how educational problems are often rooted in and are symptomatic of social issues. These challenges extend well beyond the classroom into families, communities, and local, national, and global economics and politics.

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. Methods For Teaching Content In Bilingual Classrooms. 3 Hours.

This course provides bilingual teacher candidates with the knowledge and skills to effectively plan and evaluate program models, materials, instruction, and assessments for culturally and linguistically diverse (CLD) students who are learning English as a new language. Candidates will apply curricular models and pedagogical skills for meeting the needs of English learners (ELs) in the native language and in English. Candidates will teach students literacy skills through the content areas in both languages to foster biliteracy. Candidates will evaluate content area instructional materials for bilingual students.

BLBC-442. Assessment In Multilingual Classrooms. 3 Hours.

This course provides bilingual teacher candidates with the knowledge and skills to effectively plan appropriate instructional objectives and performance based, classroom assessments for students who are English learners (ELs). Candidates will fully understand the difference between formative and summative assessments as well as large-scale verses classroom assessments. Candidates will also understand the process for developing and administering appropriate assessments, both formal and informal, for bilingual students in both the native language and in English. Candidates will properly assess students in all areas of the curriculum.

BLBC-443. Methods For Teaching Reading And Writing In Bilingual Classrooms. 3 Hours.

This course is designed to enable teacher candidates to plan and implement a content based, balanced, comprehensive biliteracy program for elementary students who are learning to read and write in two languages. Components of the course include understanding research on biliteracy instruction as it relates to first and second language acquisition in a diverse society. This course also addresses advanced methods for teaching reading and writing and the use of materials, including traditional print and digital media. Attention is given to reading and writing across content areas.
Requirement: Admission to the Graduate College.