EDUC 428 - Language and Culture

5 Credits

The focus of this course is on how language and culture are interconnected. The course explores language development as a socio-cultural activity and its implications for the English language learner. Students will be encouraged to critically analyze language in the context of education. The students will be expected to explore current debates in language and culture and examine the issues which arise for the ELL teacher and for teachers working with students from diverse linguistic backgrounds.

Pre-requisite(s) ENGL& 101 min. 2.0
Program Admission Required Yes Admitted Program BAS - EDUC
Fees

Quarters Typically Offered
Fall Evening, Online, Weekend
Designed to Serve BAS in Teaching students.
Active Date 20200401T13:21:28

Grading System Decimal Grade
Class Limit 30
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
Course Outline

Students are prepared to study language and literacy development as complex constructs influenced by schools, relationships with communities these schools serve, and systems which disconnect colonialism, race, and racism from language and literacy practices.
Students receive mentoring on faculty research projects related to:
- the language development of young children reading
- reading disabilities with diverse and multilingual learners
- the preparation of teachers to serve linguistically diverse students,
- language repertoires and literacies
- and the teaching and learning of writing in higher education contexts

Student Learning Outcomes
Gain knowledge about the interrelationship between language and culture and its effects on teaching and learning.

Identify and apply strategies which incorporate cultural and linguistic diversity to ensure equity in teaching and learning.

Distinguish the diversity within English language learner population (e.g. immigrant, migrant, refuge, and those born in the United States and the impact of immigration status, socioeconomic status, race, religion, class, national origin, disability, and gender on student learning.

Identify and articulate the contributions of diverse cultural groups to our local, national, and global societies.

Describe potential linguistic and cultural biases of pedagogies, curricula, and assessment instruments when determining classroom practices for the English language learner.

Explain the complexities involved in cultural identity included in the influences of assimilation, cultural pluralism, acculturation, enculturation, deculturation, and the potential impact on student learning and identity development.

Articulate the benefits of and need for an additive perspective of language and culture that supports bi/multicultural identity development.

Explain how one’s own ethnicity, culture, and socioeconomic status influence teaching practice.

Demonstrate ability to integrate knowledge and skills developed through field experiences with the content of the program’s coursework by reflecting on practicum experience (PESB 6.B)