In the undergraduate teacher preparation program, I teach the following courses:

  • TE 301 Literacy Learners and Learning in Context  This course is designed to help juniors begin to meet the professional expectations for being a teacher candidate in MSU’s Teacher Preparation Program. This is a pivotal course in the transition from being a student to becoming a teacher. TE 301 serves as an introduction to theories and practices related to literacy learning and assessment; this includes developing a framework for thinking about literacy, cultivating habits of mind and action that encourage the formation of a professional identity, and learning to critically appraise ideas, models, materials, and curricula. Broadly speaking, the focus of this course is on learning: (1) how to learn about a child, and (2) ten components of literacy, including what they are, how they are expected to develop, how they are related to other concepts, and how they can be assessed.
  • TE 405 Senior Practicum: Teaching of Language and Literacy to Diverse Learners As a one-semester course, TE 405 focuses on methods of language and literacy teaching for teacher candidates (seniors) in the elementary certification program. The primary goal of the course is for teacher candidates to learn and be able to employ (1) reading and writing instruction that will advance the literacy development of a broad range of children; (2) different ways to structure literacy learning for students through individual, small-group, and whole-group instruction; and (3) ways to use a variety of texts as readers and writers to learn about genre, to expose students to high quality literature, and to incorporate study of disciplinary/informational texts; and, (4) instructional practices that reflect an asset-based disposition toward linguistic and cultural diversity.
  • TE 802 Internship Reflection & Inquiry in Teaching Practice: Literacy  TE 802 is a semester-long Master’s level course that meets in the fall of the internship year. It is designed to support the interns’ school-based experiences and help them learn about the teaching of academic content through literacy instruction. Throughout the course, the interns investigate the language events that students experience in schools to consider when and how they have opportunities to learn language, learn about language, and learn through language. The interns learn to ground their instructional choices in evidence generated by formative assessment and use this evidence to guide their planning and instruction in a standards-based literacy program. This course also poses challenging questions that require interns to wrestle with their own positioning as future teachers of linguistically and culturally diverse students.

I also teach master’s and doctoral courses such as:

  • TE 892 ESL Classroom Practices: K-12 Literacy Instruction – This online MATC course, with a focus on teaching language and content to ELLs in K-12 classrooms, is designed to give students the skills that they need to effectively differentiate instruction for learners with various levels of English proficiency in a mainstream content-area class or as an independent ESL class. Students will learn important concepts about teaching ELLs with different levels of prior schooling experiences, and effective methods to language teaching and content-integration, and will take a learning-by-doing approach in applying the methods in their own teaching context. Specifically, students will be able to focus on ELLs’ academic language development, grade level content integration, technology integration, and adaptation and use of ESL materials, integration and interpretation of state and national policies and standards, classroom-based assessments, and lesson plan development.
  • TE 808 Inquiry into Classroom Teaching and Learning – In this online MATC course, practicing teachers earning their master’s degrees have the opportunity to design and enact an action research project to investigate an area of interest and inquiry related to their own teaching. While each individual’s project is guided by their professional interests and goals, we work together in the course as a community of practitioners to learn from one another throughout the semester.
  • TE 909 English Language Learners in Content Areas: Constructing Research Communities & Resources  The purpose of this graduate seminar is to engage in collective and individual inquiry regarding content-area teaching and learning of emergent bilinguals in US schools. In this cross-disciplinary focused course, we pursue both theoretical and empirical work to address the following questions:
    • What do P-12 classroom teachers need to know about language learning and development?
    • How can teachers provide learning opportunities for emergent bilinguals that facilitate the development of language as well as content-area knowledge?
    • How can resources in and outside of schools be utilized to support and sustain students’ linguistic pluralism and literacy development?

TE 909 participants are encouraged to connect the work in this course to their areas of interest, and as a result they will learn how the intersection of language, content, teaching, and learning applies to  their work. This course provides opportunities for participants to advance their research and writing  skills via a mini-research project culminating in a presentation.