Bachelor of Science in Teaching English as a Second Language Courses

An introduction to early childhood, elementary, and secondary education specifically for students interested in teaching. Students will explore their potential for teaching in light of the admission criteria and licensure requirements. This course includes the study of historical and social foundations of education, and topics such as inquiry in the teaching and learning process; schools in a multicultural and diverse society; the profession of teaching; principles of cooperative group learning; and cultural differences, communication, and stereotyping. Course requires a 20-hour field experience.

The focus of this course is educational uses of technology. Students will explore computer applications as tools for their own learning, as well as the ethics of electronic communications and the exploration of emergent technologies.

This course provides information on the various exceptionalities and facilitates understanding of the basic special needs education services provided to children with disabilities, and includes gifted and talented. Topics include federal and state mandates, planning with parents, team approaches, teaching methodologies, and curriculum modifications and adaptations. A portfolio, reflective journal, and field experience will assist students in valuing diversity and inclusion.

This is an introductory study of child growth and development from conception through adolescence with a concentration on the physical, cognitive, and social-emotional domains of development. Emphasis areas of the course include: historical foundations and theories associated with the study of child development, the research process, the implications of teaching and learning, student diversity and pertinent topics associated with the possible effect of environment and behavior on prenatal development through adolescence.

This course covers concepts and ideas that enable students to recognize and identify oppression, discrimination, and racism, along with learning techniques for building a community of teachers and learners in a pluralistic society with its great variety of cultures, value systems, and lifestyles. This course includes the study of diverse groups, language, history, government, and culture. Through inquiry-based learning, students will critically examine bias, discrimination, and prejudice, focusing on their impact within educational settings. The course emphasizes culturally responsive teaching practices, equity in education, and fostering inclusive classroom environments that support diverse learners. Students will explore effective communication strategies for engaging with families from various cultural backgrounds, including school-to-home connections and community involvement. Course assignments include a DEI Textual Analysis Presentation, a Multicultural Research and Presentation Project, and a Culturally Responsive Lesson Plan, all of which assess students ability to apply human relations principles to teaching. Additionally, students will complete a Teacher Interview Assignment, engage in lesson planning that integrates diverse perspectives, and participate in reflective writing assignments that analyze best practices in human relations for educators. Assessments align with the Minnesota Standards of Effective Practice (MN-SEPT) and require students to demonstrate competency in areas such as cultural and community diversity, contributions and lifestyles, bias awareness, and American Indian education. The course also emphasizes professional responsibility, ethical teaching practices, and self-reflection.

Causes and consequences of prejudice, discrimination, and segregation; relationships of ethnic, racial, and religious minorities to dominant categories in the United States and globally; remedial programs to reduce racial, ethnic, and religious tensions.

This required course for all secondary (5-12/K-12) licensure students addresses instructional strategies and assessment, diversity and exceptionality, classroom management, and home-school-community relationships. Students plan for and teach in clinical settings at nearby secondary schools.

This course explores the foundations of literacy with focus on the role of language and culture in language development. With emphasis on the pillars of effective reading instruction, candidates will consider structured, evidenced-based instructional strategies and modifications to support literacy and language development for diverse learners. Course includes an in-depth study of genres, authors, story elements, teaching strategies, and assessments of the literature of children and young adolescents with an emphasis on diversity and a focus on learners in early childhood, elementary, special education, early childhood special education, and multilingual learners.

Provide education teacher candidates an understanding of the principles of effective classroom management and an opportunity to use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom; grow in their knowledge on how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations, establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole. Participants will professionally grow in their development of skills necessary to lead with confidence, compassion, creativeness and commitment and team planning and teaching with multi-age grouping for P-6 diverse learners. Teacher candidates integrate strategies within an existing lab setting to collaboratively plan and deliver content and skill objectives.

This course will help the teacher candidate begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Candidates taking this course will complete their Pre-Student Teaching Experience for 10 full days.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussion and activities related to preparing for the teaching profession. Students taking this course complete a practice EdTPA and complete their Pre-Student teaching for 10 full days. This course aligns with the Minnesota Standards of Effective Practice.

This course consists of the final SMSU School of Education Teacher Education Program requirements for teacher licensure in Minnesota. Teacher candidates successfully completing all the requirements for MN licensure will be moved forward for licensure recommendation.

This course is an introduction to early literacy and linguistics, which is the scientific study of language. The theory of linguistics and teaching methods will be investigated. Topics taught in this course are language development, including the sounds of language and how they are produced (phonology); the structure of words (morphology); sentence structure (syntax); and how meaning is expressed (semantics). Early literacy topics addressed in this course include concepts about print, alphabetic principle, phonemic awareness, phonics, spelling, fluency, and written language. Emphasis will be placed on teaching techniques, strategies, and assessment tools used to instruct beginning readers, with special focus on the need to differentiate instruction to accommodate the needs of all learners, particularly the struggling reader and students for whom English is a second language. There is a 15-hour field experience attached to this course.

This course addresses the total spectrum of an inclusive P-6 developmental literacy program, including a study of phonemic, graphemic, and semantic systems, as well as strategies for teaching fluency, vocabulary, writing, and comprehension skills to learners. This course includes a field experience with structured assignments for teaching reading skills to diverse learners in grades K-6.

This course focuses on the central concepts and tools of inquiry for effective standards-based teaching and learning of mathematics from pre-kindergarten through grade 8. The course will address concept development, skill attainment, problem solving, lesson planning, assessment procedures, and techniques for accommodating different learning styles. Fifteen hours of classroom visits for guided practice and teaching a unit using appropriate methods for diverse learners are included.

This course is designed to introduce TESL teacher candidates to fundamental theories in the field of teaching ESL. The course builds a foundation of understanding of English learners and topics impacting the academic experiences of language minority students in the United States. TESL teacher candidates will participate in a 15 hour lab field experience with focus on culturally and linguistically diverse learners. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide an overview of multilingual language acquisition, focusing on communication, pattern, and variability. Through research and practical applications, TESL teacher candidates will develop an understanding of native language acquisition and multilingual language acquisition as well as the impact on the academic setting for ELs, including linguistic, cognitive, social, and affective factors.

This course is designed to focus on assessment of English learners across all content areas. TESL teacher candidates will research, develop, and implement effective assessments for ELs to determine language proficiency as well as academic competency.

The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to focus on literacy skills: listening, speaking, reading, writing, viewing, and visually representing with an emphasis on linguistics. TESL teacher candidates will consider first and subsequent language acquisition as well as linguistics in efforts to improve the literacy process for ELs.

This course is designed to provide TESL teacher candidates the opportunities to create, implement, and reflect on the teaching and learning process regarding the integration of content and language instruction. Teacher candidates will consider best practices in the field of ESL including strategies and methods based on evidence.

The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide TESL teacher candidates with opportunities to focus on standards and principles of ESL while considering community partnerships and involvement of ESL stakeholders. This course has a community component, which requires experiences outside the class; teacher candidates develop and implement a plan of action to demonstrate planning, commitment, and involvement with ESL stakeholders.

The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is intended for candidates seeking more than one initial licensure. Candidates need to complete a minimum of two full-time student teaching weeks in the scope and content of the licensure area sought.

A supervised year-long clinical experience, in the scope and content of licensure area sought, evaluated by a cooperating teacher and a university supervisor. Teacher candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment.

A supervised year-long clinical experience, in the scope and content of licensure area sought, evaluated by a cooperating teacher and a university supervisor. Teacher candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment.

This course consists of the final SMSU School of Education Teacher Education Program requirements for teacher licensure in Minnesota. Teacher candidates successfully completing all the requirements for MN licensure will be moved forward for licensure recommendation.