There are two conditions under which undergraduate students may enroll in graduate courses:
- Student in their junior or senior year may take graduate courses which will count toward their undergraduate degree if the graduate courses are relevant to their program of study and there is no similar undergraduate course available.
- Students in their last undergraduate semester may take graduate courses which may later be applied to a graduate degree. Graduate courses taken prior to the last semester may, ordinarily, not be applied to a graduate program, and NO COURSE MAY BE APPLIED TO BOTH UNDERGRADUATE AND A GRADUATE PROGRAM.
Students who meet either of these conditions must, in addition,have an undergraduate GPA of 3.00 or higher (exceptions are made in majors where grading is especially stringent), and must obtain WRITTEN PERMISSION from the COURSE INSTRUCTOR and the APPROVAL of the ASSOCIATE DEAN for graduate studies.
L500 Instructional Issues in Language Learning (3 cr.)
This course reviews the principles and the current instructional issues related to learning a first or a second language. Besides the general issues of effects of the environment, developmental stages, and basic instructional methodologies, relationships among reading education, English education, and second language education will be explored. This course taught once per year, usually in the fall and on the internet.
L501 Critical Reading, K-12 (3 cr.)
Analyzes and applies to reading various theories and models of thinking; presents teaching/learning strategies for developing critical reading; evaluates instructional materials and methodologies designed to foster critical reading.This course taught once per year and on the internet.
L502 Socio-Psycholinguistic Applications to Reading Instruction (3 cr.)
Explores the linguistic and cognitive dimensions of language as they relate to the teaching of reading. Discusses relationships among the systems of language and among the various expressions of language. Always includes topics on pragmatic semantics, grammar, and dialect. This course taught once per year, usually in the fall some summers.
L504 Identifying and Working with Learner Literacy Difficulties (3 cr.)
Examines methods and tools for identifying and working with literacy difficulties. Emphasizes on-going assessment as a part of the teaching process as well as techniques effective with at-risk literacy learners. This course is taught on the internet.
L506 Reading and Academic Support for Post-secondary Learners (1-3 cr.)
Theory and practice in the field of academic support services, special emphasis on roles and uses of reading, writing, and language. Topics include review of current literature on learning at postsecondary levels, exemplary programs and models; curriculum and instructional applications. Opportunities available for related internships at I.U. Student Academic Center.This course taught once per year, usually the fall.
L507 Issues in Language Learning for Graduate-Level Teachers The study of growth in language as a developmental process and how social, cultural, and economic environments are intrinsic parts of language learning. This course explores the close relationship between home language, dialect, and a second language and addresses how speaking, listening, writing, reading, and observing are interrelated.
L509 Critical Issues for the Reading Professional (3 cr.)
Critical Issues for the Reading Professional will focus on practitioner inquiry, reflective practice, culturally responsive literacy curriculum, and creating professional learning communities.
L511 Advanced Study in the Teaching of Writing in Elementary Schools (3 cr.)
The study of trends, issues, theories, research, and practice in the teaching and evaluation of written composition in elementary schools. The emphasis is on alternative methods for the teaching of writing and for the evaluation of progress (growth) in writing. This course is taught periodically on the internet.
L512 Advanced Study in the Teaching of Writing in Secondary Schools (3 cr.)
Study of current trends, issues, theories, and research in literacy, emphasizing the teaching and learning of writing in secondary schools. Addresses linguistic and cultural diversity issues in composition as it explores the complex and varied nature of "good" writing and "effective" communication, tracing the implications for composition pedagogy.
L513 Literary Aspects of Designing Documents for Training (2-3 cr.)
Teachers and business trainers must develop materials for readers at a variety of ability levels. This course will provide the research foundation and practical experiences needed to design print materials for readers of varying literary abilities in high schools, the workplace, and English as a Second Language classrooms.
L516 Advanced Study in the Teaching of English/Language Arts (3 cr.)
Study of current trends, issues, theory and research in teaching and learning English/language arts. Explores language, composition, literature and media education, focuses on integrating language arts, developing multicultural curricula, and engaging students in meaningful inquiry facilitating student responsibility for themselves and their world.
L517 Advanced Study of Content Reading and Literacy. 1-3 credit hours.
Examines approaches for improving adolescent/adult literacy when reading the specialized materials of various content areas. Special focus upon the literacy process, dealing with a wide range of student literay abilities, identifying and modifying materials to support literacy development, and using reading, writing, and thinking activities in instruction. Taught each semester, both on campus and on the internet.
L520 Advanced Study in Foreign Language Teaching (3 cr.)
P: Completion of an undergraduate methods course and teaching experience, or permission of instructor.
Principles, practices, problems, and current research pertaining to the teaching of a particular modern language in the secondary school. Emphasis on teaching the advanced levels.
L524 Language Education Issues in Bilingual and Multicultural Education (3 cr.)
A survey of language education issues related to the linguistic abilities and educational needs of students requiring bilingual or bidialectal instruction. Topics discussed include language acquisition, language pedagogy, program models, cultural influences, teacher training, and research directions.
L525 Practicum in Language Education (1-4 cr.)
Supervised application of language and literacy teaching methods. Special emphasis on setting up effective learning environments, selecting materials, designing instruction, monitoring student growth, adjusting instruction based upon student performance, and communicating with other professionals. This course is taught on the internet each semester.
L530 Topical Workshop in Language Education (1-6 cr.)
P: Consent of instructor.
Individual and group study of special topics in the field of language education. Updating and improving the teaching of English, English as a second or foreign language, foreign languages, and reading. This course is taught several times each semester both on campus and on the internet with variable titles/topics.
L535 Teaching Adolescent/Young Adult Literature (3 cr.)
The course highlights and analyzes recent young adult literature acknowledging significant, earlier texts and their distinguishing features. It also considers curricular and pedagogical issues salient to the adoption of multicultural curricula.This course is taught each semester on the internet.
L536 Methods and Materials for TESOL Teacher Trainers (3 cr.)
Study and analysis of current methods and materials in TESOL. Development and evaluation of practical exercises, visual aids, and demonstration materials for use by teacher-trainers in preservice and in-service English teacher training programs overseas.
L539 Language Foundations for ESL/EFL Teachers (1-3 cr.)
The aims of the class are to provide teachers with an understanding of areas in the English language that could be problematic to English language learners (ELLs), and to assist teachers in modifying instruction to address the problems.
L540 ESL/EFL Instruction and Assessment Approaches (3 cr.)
This course provides an overview of various approaches to instruction and assessment that incorporates current thinking in the field. Sheltered instruction and content-based models are examples of the instruction models that will be discussed.
L541 Writing Instruction for TESL Teacher (1-3 cr.)
This class will study the current trends and issues in the teaching of writing to ESL/EFL learners. We will focus on the development and evaluation of techniques and materials for classroom instruction, emphasizing the analysis of student writing and troubleshooting common problems second-language learners encounter.
L543 Teaching English in Global Contexts (3 cr.)
The course will undertake different forms of practitioner inquiry involving systematic, intentional and self-critical inquiry about language teaching in different Asian settings. Specific issues such as teaching English through English (TETE) will be the object of focus.
L544 Computer Assisted Language Learning (CALL) (3 cr.)
The course is intended to give participants a broad view of computer-enhanced language teaching and learning. It will engage participants in exploring a working theory of language learning environments, using and discussing existing and pedagogical applications of computer technology in the language classroom, and creating projects to use and test knowledge gained through reading, discussion, and hands-on experience.
L545 Advanced Study in the Teaching of Reading in Elementary Schools (3 cr.)
Review of the developmental reading program in the elementary school, use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for individualized instruction. This course is taught once per year and on the internet.
L546 Mentoring and Literacy Coaching of ESL/EFL Teachers (3 cr.)
This course focuses on mentoring language teachers through scaffolded learning and reflection, action research and sheltered instruction (SIOP).
L547 Introduction to Language and Literacy Policy and Planning (3 cr.)
Participants are introduced to concepts, theories, and methods in the field of language and literacy policy and planning from multiple perspectives, which bring worth recent developments in the field that are pivotal in language learning and teaching. This course reflects the breath of disciplinary knowledge from multiple angles across diverse sociocultural and sociopolitical contexts. It seeks to enable students in literacy and language education to get a sense of the issues being pursued in language and literacy planning. The course is composed of several thematic units such as: Definitions and frameworks of language policy and planning, descriptive frameworks and status planning, social change and politics of language, theoretical and methodological perspectives in language policy and planning, topical areas in language policy, and language and literacy policy and planning in education from local and global perspectives.
L549 Advanced Study in the Teaching of Language Arts in the Elementary Schools (3 cr.)
Helps experienced teachers gain further insight into the development of the English language and how best to teach language arts. Emphasizes the basic communication skills and significant trends and materials.
L567 Media in the Teaching of English (3 cr.)
Explores curricular and pedagogical issues related to media and popular culture in the English. Highlights the uses of a full range of media to promote student engagements in literacy and language learning.
L559 Trade Books in the Elementary Classroom (3 cr.)
Emphasizes the use of trade books in language and reading in elementary classrooms.
L590 Independent Study in Language Education (1-3 cr.)
Individual research or study with a Language Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, L590 should not be used for the study of material taught in a regularly scheduled course. This course is offered each semester and summer session.
L599 Master's Thesis/Early Inquiry Experience in Language Education (3 cr.)
To be used as the master's thesis in Language Education for Masters studens, and to be used for the Early Inquiry Experience as part of the doctoral program required courses. The thesis or inquiry experience may be an organized study or a systematic and comprehensive analysis of theory and practice in a specific area. This course is offered each semester and summer session.
L600 Issues in Language Education (3 cr.)
Explores research and arguments related to current issues in first and second language education with focus upon issues in learning, instruction, assessment and policy. Studies and interrelates research done in the areas of reading, English education, and second language education. This course is offered in the fall only.
L601 Theoretical Issues in the Study of Language & Literacies (3 cr.)
A seminar exploring the trajectory of literacy theory from traditional to current theories of multiple literacies. Reading studies that explore literacy from anthropological, sociocultural, and political perspectives will challenge participants’assumptions about the uses, consequences, and the acquisitions of litercies.. Using the concepts constructed from these readings, participants will explore common issues in researching and teaching literacy among New Literacy Studies, English as a Second Language and English as a Foreign Language.
L605 Capstone in Literacy, Culture and Language Education (Capstone in LCLE) (3 cr.)
In this course, students analyze their academic preparation, knowledge, skills, and experiences in terms of professional goals in their area of language expertise, design independent projects to address self-identified areas for further growth, and implement instructional applications to their settings to develop their experiences with educational programs and communities.
L630 Topics in Language Education (variable title) (1-3 cr.)
P: Instructor's permission.
Study of special topics in the field of language education. Emphasis on research applications to the improvement of practice.
L645 Organization and Administration of a School Reading Program (1-3 cr.)
Reviews principles and practices in organizing reading programs within elementary and secondary schools. Describes techniques for supervising and administering a reading program via case studies, simulation, and discussion.
L650 Internship in Language Education (1-4 cr.)
Provides directed and supervised experience for advanced graduate students in the field of language education. This course is offered each semester and summer session.
L690 Readings in Language Education (1-3 cr.)
Individually selected advanced readings. Offered each semester and summer session.
L700 Seminar on Language Education Research (3 cr.)
An in-depth treatment of various issues and trends in the design and status of language education research. Students will evaluate and critique extant research, outline a detailed program of language education research for themselves, and conduct initial studies related to this research program. This course is offered in spring semester only.
L750 Topical Seminar in Language Education (3-6 cr.)
P: Basic courses in foundations and admission to candidacy for an advanced degree.
Intensive study of research and theory in selected topics. Recent topics include: Reader Response Theory and Practice; International perspectives on Language Teacher Education; Inquiries into Theories and Research in Second Language Writing; Theoretic Models and Process of Reading; Critical Perspectives on Identity & Literacy in Educational Contexts; Race, Class, and Literacy; Non-native speakers (NNS) as Language Teachers.
L795 Dissertation Proposal Preparation (1-3 cr.)
This course is for the development of a dissertation proposal in language education. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.
L799 Doctoral Thesis in Language Education (1-15 cr.)
Authorization required. Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.