LLED 7630E - ESOL Grades P-12 - GRADE A This course provides an introduction to curricula, methods, and materials for teaching English to speakers of other languages (TESOL) in P-12 classrooms. Students will gain first-hand experience tutoring and observing English language learners in Georgia schools.
LLED 7501 - Educational Linguistics - GRADE A- This course focuses on key developments in education language research in three distinct ways. We first explore the linguistic resourcefulness of literary discourse, with illustrations from poetry, prose and drama, as a valuable nexus to explore graphology, phonology, morphology and semantics. Second, based on a systemic functional linguistics perspective (SFL), we explore how language provides us with a pliable set of resources for use in different social and academic contexts. Based on this perspective, for example, we see how the patterned variations in vernacular English (e.g., AAVE and code switching) need to be validated in classroom discourse. Third, we explore how educational linguistics can assist in designing, implementing and reflecting on the literacy development of students in a variety of academic registers and contexts.
LLED 7506 - Teaching Literature in Spanish for the K-12 Foreign Language Classroom - GRADE A Este curso está dirigido a educadores de español como idioma extranjero en los grados de K-12, y está diseñado para proporcionar una revisión de la literatura en español existente para las edades de Pre-K al adulto joven. Las obras elegidas cubren desde canciones infantiles y libros ilustrados para los niños más pequeños hasta pequeñas obras teatrales e historias - textos auténticamente representativos de una variedad de países de habla española que pueden ser utilizados con estudiantes de distintos niveles del español como idioma extranjero en el contexto de las aulas estadounidenses. Los participantes integrarán discusiones de la literatura para niños con cuestiones de enseñanza y aprendizaje de estrategias para la adquisición de un segundo idioma o idioma extranjero. Este curso es el primero en UGA impartido en español que ofrece el estudio de la literatura en español en los grados K-12, y cubre los requisitos que exige la Maestría en Educación de Lengua Extrajera con Programa de Certificación, lo cual requiere el tomar clases de nivel de graduado en español.
LLED 6420 - Literacy Development and Instruction in Early Childhood - GRADE A Emergent literacy development of preschool through grade three children; theory and research relevant to instructional approaches and practice. This is a reading endorsement course for elementary teachers.
LLED 7045 - International Perspectives of Education - GRADE A This course will be run as a seminar. A seminar is a form of academic instruction bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate. Our seminar consists of a small group of learners with Professor Commeyras being the instructional leader. The basic activities in this course will be reading, presenting information and discussing ideas and issues. Everyone is required to specialize in some aspect of international perspectives of literacy. The results of that specialization can be documented in a variety of forms including: writing a paper, creating a multi-genre or multi-media piece, creating a website, making a film, writing a play, or anything else that is approved in advance by Professor Commeyras.
LLED 7060 - Qualitative Research Literacy - GRADE A This is Part I of a two-part course that provides students with an introduction to research methods, particularly as applied to educational settings. The course is aimed at the analysis and execution of various research strategies, including an understanding of their underlying assumptions and appropriateness for particular research questions. Much of the course is practical in nature in that students engage in original research studies. Qualitative research techniques provide the major focus of the course. We will, as part of the course, reflect upon the politics and methods of this increasingly popular form of research.We will begin with an overview of some of the major theoretical frameworks within which scholars and researchers think and work. Students will then be introduced to the qualitative research process and to its two chief methods of data collection: interviewing and observation. Students will produce a qualitative research proposal at the end of the course.
LLED 7070 - Research Practicum - GRADE A This is Part II of a two-part course that provides students with an introduction to research methods, particularly as applied to educational settings. The course is aimed at the execution of various research strategies, including an understanding of their underlying assumptions and appropriateness for particular research questions. The course is practical in nature in that students engage in original research studies. This semester will focus on data collection, data coding and sorting, and writing up the results.
LLED 6021 - Phonetics and Phonology - GRADE A- This course does not assume any prior study in phonetics or phonology, but is also appropriate for students with some/minimal undergraduate study in either area. On the phonetic side we will look at sounds and sound systems of the world's languages and investigate the acoustic side of speech sounds. This understanding of phonetics will inform our investigation of phonology. We will pay special attention to phonetically-driven "natural" phonology and critically evaluate the rule-based formalism in capturing these processes.
LLED 7732 - Classroom discourse - GRADE A This course will provide you with a working knowledge of discourse analysis (DA) and its application in classroom ethnographic and qualitative research. You will learn to “do” discourse analysis by engaging in collaborative and recursive analyses of videotaped and/or audio taped social interactions. The specific objectives of this course are to:
Develop the ability to analyze classroom interactions or “discourse” (e.g., “turns-at-talk” ; “contextualization cues”) in terms of their power to support or impede students‟ language and literacy development.
Develop an understanding of how sociopolitical and institutional policies and practices can shape, and be shaped by, interactions that take place in classrooms.
Critique different theories of discourse analysis and the implications of these theories for classroom practice.
Develop the ability to collaborate with colleagues in analyzing classroom interactions and making responsive pedagogical decisions.
LLED 6631 - Bilingualism and Bilingual Education - GRADE A This course is offered during a unique historic moment when an ACC local elementary school, Judea Jackson Harris Charter Elementary school, becomes the 4th school in the state to offer some form of public bilingual education. The goal of this course is to introduce concepts of bilingualism and bilingual education in local, national, and international contexts with regards to our diverse linguistic landscape and make sense of tensions between those who advocate a "bilingual edge" and those who see only a "bilingual handicap" for youth who have exposure to languages in addition to English at home and/or at school.
LLED 7045 - Computer-Assisted Language Learning - GRADE A This course is designed to provide educators with an awareness of the current range of issues and possibilities within technology. Over the course the student will gain knowledge and acquire the language of technology as well as a critical perspective on how technology is changing and affecting how children and adults are being educated. This is a hands on course aimed at showing teachers the different techniques they can utilize in their classrooms.
LLED 7503 - Content-Based Instruction in ESOL - GRADE A Rapid demographic shifts in combination with high-stakes school reform in recent years have put increasing pressure on allteachers to meet the academic, social and language interests of bilingual/multilingual students. How can mainstream and ESL teachers support emergent bilingual learners/ English Learners (ELs) to use content-based language in ways that value and build on what they already know and can do with language? Based on a critical sociocultural perspective (e.g. Gibbons, 2004; Gutierrez, 2008; Halliday & Matthiesen, 2004; Vygotsky, 1978), this course investigates the language and content demands of subject areas such as Science, Literature and History. It also explores ways in which content area curricula can be designed and assessed to meet the socio-cultural and linguistic interests of emergent bilingual students.
