Childhood 1-6/TESOL K-12 (BS)
Department Chair: Marya Grande, Ph.D.
Introduction
This major prepares candidates in Childhood Education which covers Grades 1-6 and Teaching English to Speakers of Other Languages (TESOL) for Grades K-12. Coursework includes the pedagogical knowledge and skills to ensure that candidates are qualified to teach at these levels and in high needs classroom settings serving students who are New Americans or who speak a language other than English at home. Many courses are infused with field experiences so candidates build skills as they progress through the program. In addition, each candidate must take coursework as set forth in the Canisius University Core Curriculum and must choose a 30-credit liberal arts concentration to ensure that they have the content knowledge necessary to teach children in Grades 1-6.
Licensure Disclosure
Canisius University cannot determine whether completion of this program would be sufficient to meet licensure requirements outside of New York State for the intended occupation. We advise you to contact your state licensing board or appropriate licensing entity to determine whether the program meets requirements for Professional Licensure in the state where you are located or the state in which you intend to pursue licensure. Please contact the associate dean of your school if you have further questions.
Qualifications
Students must meet the requirements at all transition points in order to graduate with an education degree and be recommended for teacher certification. Please see School of Education and Leadership Studies website for transition point requirements.
Advisement
All students should have an advisor in the major and should contact the department directly to have an advisor assigned if they do not already have one. Meetings with academic advisors are required prior to students receiving their PIN for course registration each semester. All majors should work closely with their advisor in discussing career expectations, choosing their major electives, developing their entire academic program and planning their co-curricular or supplemental academic experiences.
Double Majors
Students who wish to expand their educational opportunities may decide to declare a double major. This decision may be based on career goals, planned graduate studies, and/or other student interests. Before a student declares a double major, it is important to meet with the appropriate academic departments for advisement. In order to declare a double major, the student must complete the Major/Minor Declaration form. This form will be submitted electronically and reviewed and approved by each department chairperson as well as the appropriate associate dean.
Per university policy, each additional major requires a minimum of 15 credits that do not apply to the student's first or subsequent major. Some double major combinations can be completed within the minimum 120 credit hour degree requirement, but in other cases, additional coursework may be required. Please note that students will only receive one degree unless completing the dual degree requirement, including at least 150 undergraduate credit hours, regardless of the number of majors they complete. Both (all) majors appear on a student’s transcript.
Curriculum
An Ignatian Foundation
All undergraduate students must complete either the Canisius Core Curriculum or the All-College Honors Curriculum. Many schools refer to their college-wide undergraduate requirements as "general education" requirements. We believe that the core curriculum and the honors curriculum are more than a series of required classes; they provide the basis for a Jesuit education both with content and with required knowledge and skills attributes that are central to our mission.
Free Electives
Students may graduate with a bachelor's degree with more but not less than 120 credit hours. Free electives are courses in addition to the Canisius Core Curriculum or All-College Honors Curriculum and major requirements sufficient to reach the minimum number of credits required for graduation. The number of credits required to complete a bachelor's degree may vary depending on the student's major(s) and minor(s).
Major Requirements
| Code | Title | Credits |
|---|---|---|
| ECCH 221 | Emergent Literacy | 3 |
| ECCH 222 | Literacy and the Arts in the Elementary Classroom (20 hour field experience required) | 3 |
| ECCH 412 | Managing the Elementary & Secondary Ed Classroom | 3 |
| EDE 100 | Human Growth and Development - Birth through Childhood | 3 |
| EDE 390 | Cognition and Learning - Birth through Adolescence | 3 |
| EDU 100 | Exploring the Teaching Profession | 3 |
| EDU 250 | Foundations of Education | 3 |
| EDU 122 | Technology in Education | 3 |
| EDU 272 | Teaching Social Studies Integrating English Language Arts | 3 |
| EDU 356 | Assessment for Diverse Learners | 3 |
| EDU 428 | Teaching Math and Science: Supporting STEM Education | 3 |
| EDU 494 | Capstone Seminar for Teacher Candidates | 3 |
| EDU 495 | Child Abuse Workshop | 0 |
| EDU 496 | Prevention of School Violence Workshop | 0 |
| EDU 497 | Dignity for All Students Act (DASA) Workshop | 0 |
| EDU 498 | Student Teaching Seminar | 3 |
| SPE 341 | Inclusive Strategies | 3 |
| TESL 283 | Linguistics, Literacy, & Second Language Acquisition | 3 |
| TESL 284 | Methods of Teaching Language | 3 |
| TESL 385 | Curriculum Methods for TESOL & Bilingual | 3 |
| TESL 386 | Methods of Teaching Subject Areas Using Language as a Scaffold | 3 |
| TESL 432 | Seminar in Teaching and Assessment (50 hour field experience required) | 3 |
| TESL 493 | Student Teaching | 12 |
| Language Other than English (LOTE) Requirements | 12 | |
Optional Extensions to Teach at Additional Grade Levels
Middle Childhood Extension
Candidates wishing to obtain an extension to teach grades 5-6 for Adolescence majors or 7-9 for Childhood majors in their area of concentration (English, Mathematics, Social Studies, or Spanish) must take EMC 352 and EMC 391 in addition to the courses listed. Please note that in order to obtain the extension, you must have at least 18 hours in the content area as well as 6 credits each of Math, Science, and Social Studies. Discuss these course requirements with your advisor before applying for certification.
Initial Early Childhood Certification
Candidates wishing to obtain a certification to teach grades B-2 are advised to take two early childhood courses that focus on learning and development and methods of instruction in addition to the courses listed, and apply for an individual evaluation of credentials through NYSED. Courses that students have taken in the past include EDY 208 and EDY 209. Please note that NYS also requires candidates to submit a transcript showing they have 6 credits each of Math, Science, and Social Studies. Discuss these course requirements with your advisor before applying for certification.
Additional Curriculum Requirements
Childhood majors need to choose one of the following academic concentrations: English, Mathematics, Science, Social Studies, Social Justice, French, or Spanish.
12 credits of Languages Other Than English (LOTE) are required
English Concentration
| Code | Title | Credits |
|---|---|---|
| ENG 111 | Academic Writing | 3 |
| ENG 112 | Writing about Literature | 3 |
| ENG 299 | Introduction to English Studies 1 | 3 |
| Two 200-level literature courses | 6 | |
| One pre-1900 American Literature course 2 | 3 | |
| One pre-1800 British Literature course 3 | 3 | |
| One Shakespeare course 4 | 3 | |
| Two writing courses 5 | 6 | |
| Total Credits | 30 | |
- 1
Must take at least one 200-level literature course before taking ENG 299.
- 2
Choose from ENG 315, ENG 316, ENG 319, or ENG 396 (if the topic is American Literature)
- 3
- 4
- 5
Choose from EDU 410, ENG 205, ENG 294, ENG 383, ENG 388, ENG 389, ENG 391, ENG 392, ENG 393, or ENG 490.
Mathematics Concentration
| Code | Title | Credits |
|---|---|---|
| MAT 111 | Calculus I | 4 |
| MAT 112 | Calculus II | 4 |
| MAT 219 | Linear Algebra | 4 |
| MAT 230 | Logic, Set Theory, and Proofs | 4 |
| MAT 311 | Abstract Algebra | 4 |
| MAT 331 | Geometry | 3 |
| MAT 351 | Probability & Statistics I | 3 |
| Choose one of the following: | 3-4 | |
| Calculus III | ||
Computer Science elective | ||
| Choose one of the following: | 3-4 | |
| Differential Equations | ||
Math elective | ||
| Total Credits | 32-34 | |
Social Studies Concentration
| Code | Title | Credits |
|---|---|---|
| ECO 101 | Principles of Macroeconomics | 3 |
| GEO 325 | Introduction to Physical Geography | 3 |
| PSC 104 | American Political Process | 3 |
| HIS 107 | History of Modern Europe to 1815 | 3 |
| HIS 108 | History of Modern Europe since 1815 | 3 |
| HIS 209 | History of Asia to 1800 | 3 |
| HIS 123 | History of the United States: The Colonial Period to Reconstruction | 3 |
| HIS 124 | History of the United States: 1877 to the Present | 3 |
| HIS 255 | African American History | 3 |
| One European or Asian/African/Latin American History elective | 3 | |
European History Options | ||
| Europe and the World in a Century of Conflict | ||
| The History of Food | ||
Asian/African/Latin American History Options | ||
| History of Asia Since 1800 | ||
| The History of Food | ||
| Wars of Latin America | ||
| Latin American History to 1830 | ||
| Latin American History Since 1830 | ||
| The Making of Modern Africa | ||
| Total Credits | 30 | |
Note: HIS 382 is highly recommended for students intending to teach in New York State.
Social Justice Concentration
| Code | Title | Credits |
|---|---|---|
| Foundations Course | 3 | |
| Social Movements and Social Change | ||
| Research Courses (select one of the following) | 3 | |
| Research Methods in the Social Sciences | ||
| Research Methods in Psychology | ||
| Skills Classes (select one of the following) | 3 | |
| Dynamic Presentations | ||
| Writing for Contemporary Media | ||
| Relational Communication | ||
| Strategic Communication in Teams | ||
| Training and Development | ||
| Leadership and Motivation | ||
| Elective Courses (choose three from the courses listed below) | 9 | |
| Representation in Media | ||
| Media & Children | ||
| The Life Course, Family, and Violence | ||
| Gangs in American Society | ||
| Principles of Macroeconomics | ||
| Principles of Microeconomics | ||
| History of the United States: The Colonial Period to Reconstruction | ||
| History of the United States: 1877 to the Present | ||
| From Jamestown to Yorktown: Making the United States | ||
| From Washington to Lincoln: The Making of American Democracy | ||
| African American History | ||
| Latin American History to 1830 | ||
| Historian's Craft | ||
| New York State History | ||
| Immersion East Side Seminar | ||
| The American Constitution | ||
| American Political Process | ||
| Western Political Tradition | ||
| International Relations | ||
| Comparative Government and Politics | ||
| Race, Law, and Politics | ||
| Congress and the Legislative Process | ||
| U.S. Presidency | ||
| Interest Groups and Public Opinion in America | ||
| State and Local Politics | ||
| Child, Family and Community Psychology | ||
| Stereotyping and Prejudice | ||
| Contemporary Social Problems | ||
| Gender and Society | ||
| Sociology of the City | ||
| Deviant Behavior | ||
| Language Courses (TESOL students may choose four language electives to meet certification requirements) | 12 | |
| American Sign Language I | ||
| American Sign Language II | ||
| Introductory French I | ||
| Introductory French II | ||
| Intermediate French | ||
| Introduction to French Composition | ||
| Introductory Italian I | ||
| Introductory Italian II | ||
| Introductory Spanish I | ||
| Introductory Spanish II | ||
| Communicating in Spanish | ||
| Intro Comp Panorama SocioCultural Latinoamericano | ||
| Topics in Conversation I Peninsular Culture and Civilization | ||
| Topics in Conversation II Latin American Culture and Civilization | ||
| Advanced Spanish Composition | ||
| Total Credits | 30 | |
- 1
The list of courses provided here only includes active courses at the time this catalog was prepared. Additional classes that are added by other departments might also be used to satisfy this requirement. If you think a class should count, please contact the chair of the Teacher Education Department.
Spanish Concentration
| Code | Title | Credits |
|---|---|---|
| SPA 215 | Communicating in Spanish 1 | 3 |
| SPA 217 | Intro Comp Panorama SocioCultural Latinoamericano 1 | 3 |
| SPA 323 | Topics in Conversation I Peninsular Culture and Civilization | 3 |
| SPA 324 | Topics in Conversation II Latin American Culture and Civilization | 3 |
| SPA 332 | Advanced Spanish Composition | 3 |
| Five Advanced-Level Spanish Classes (any SPA class at 300 or 400 level) | 15 | |
| Total Credits | 30 | |
- 1
Students who begin language study at the 300-level may substitute additional electives in lieu of the intermediate (200) level courses. Thus, students still will take 10 courses for the concentration.
Please note that this curriculum changed for students who matriculated in fall 2017 or later. Earlier students should consult their original catalog year.
Roadmap
| Freshman | |
|---|---|
| Fall | Spring |
| EDE 100 | ECCH 221 |
| EDU 100 | SPE 341 |
| EDU 122 | EDY 208 (Optional - may be used to apply to NYSED or BOCES for early childhood certification) |
| Sophomore | |
| Fall | Spring |
| EDU 250 | TESL 283 |
| EDU 495 | EDU 272 |
| EDU 496 | EMC 391 (Optional - needed for middle childhood extension) |
| ECCH 222 | |
| EDY 209 (Optional - may be used to apply to NYSED or BOCES for early childhood certification) | |
| TESL 284 | |
| Junior | |
| Fall | Spring |
| TESL 385 (Requires 25 hours of field experience) | TESL 386 (Requires 25 hours of field experience) |
| EDE 390 | ECCH 412 |
| SPE 356 | EMC 352 (Optional - needed for middle childhood extension) |
| Senior | |
| Fall | Spring |
| TESL 432 (Requires 50 hours of field experience) | TESL 493 |
| EDU 428 | EDU 497 |
| EDU 494 | EDU 498 |
Courses
Please note that Students in TESOL also take courses in Teacher Education and Childhood Education. A full list of courses in all Education subjects is available on the Educator Preparation page.
TESL 281 Cultural Perspectives in Multilingual Education 3 Credits
This course will examine the role and definition of culture in the study of TESOL. Students will come to understand the effects of stereotyping the cultural characteristics of multilingual and multicultural students as well as the very real impact culture has on students’ learning styles and classroom experiences. Candidates will examine the potential impact their teaching strategies will have in the ENL classroom, through understanding their own cultural and lived experiences. A balanced view of intercultural communication is the goal.
Offered: every fall.
TESL 283 Linguistics, Literacy, & Second Language Acquisition 3 Credits
This course introduces the study of linguistics, the discipline that investigates and describes the language acquisition, production, and comprehension of language. The course will examine English language structures and will aim to enhance language awareness. Course content will include an introduction to the core disciplines of linguistics, the scientific study of language, as they apply to literacy learning, including phonetics, phonology, morphology, syntax, and semantics. Candidates will consider how grammar is shaped by human cognition, culture, and speakers’ communicative goals, as well as how languages around the world construct words, figurative language, and sentences. Students will also be introduced to the Science of Reading framework and its applicability to teaching multilingual learners to read. Primary course goals are to provide candidates with the necessary information on language as a dynamic system in all four domains, creating an intellectual background for language. Candidates will gain an understanding of the process of additional language acquisition and the role of formal language instruction and its connection to literacy.
Offered: every spring.
TESL 284 Methods of Teaching Language 3 Credits
This course is an introduction to methods of teaching in TESOL and Bilingual Education. It is intended to provide models of instruction for stand alone language instruction and integrated language arts or target language instruction in bilingual classrooms, depending on the candidate's certification track. Candidates will explore instruction aligned with the New York State Next Generation learning standards. Through reading, discussion, observation, and demonstration, candidates will come to understand the importance of native language literacy in the development of literacy in the second language. TESOL candidates will discuss techniques to promote a bridge between a student’s native language and English and models of both stand alone and integrated instruction that are aligned with the New York State learning standards. Bilingual Education candidates will discuss native language arts methods within models of dual language instruction. Together, TESOL and Bilingual Education candidates will discuss the importance of translanguaging and celebrating the assets of students.
Offered: every fall.
TESL 385 Curriculum Methods for TESOL & Bilingual 3 Credits
This course is an introduction to methods and materials for the teaching of English to speakers of other languages (TESOL). Through a program of lectures, readings, discussions, and practical teaching exercises in the field, candidates will explore the educational contexts in which English is taught and learned, methods and materials that teachers use to teach it, and the links between what teachers and learners do in the classroom and what applied linguistic research tells us about how second languages are learned. Satisfactory completion of the course indicates that candidates have acquired a basic knowledge of the methodology and materials of TESOL and basic skills in putting that knowledge into practice. There is a focus on core curricular areas, pedagogy, and materials for responsive instruction that utilizes research-tested approaches and instructional strategies that actively engage students in learning. More advanced study and supervised teaching practice will be acquired as candidates apply these skills in an ESL classroom during their supervised practicum. Fieldwork required (25 hours).
Offered: every fall.
TESL 386 Methods of Teaching Subject Areas Using Language as a Scaffold 3 Credits
This course is for elementary and secondary teachers who will be or are currently working with culturally and linguistically diverse students. The course explores language development in the context of academic language socialization, specifically through the instruction of literacy skills, along with the curricula of the content areas. TESOL candidates will explore the methods of using a students native language as a scaffold to learning English. Bilingual candidates will explore methods of teaching literacy skills in the native language. Emphasis will be placed on understanding and utilizing a diverse learners background and language experience to create learning opportunities that students are engaged in. There is a focus on core curricular areas, pedagogy, and materials for responsive instruction that utilizes research-tested approaches and instructional strategies that actively engage students in learning. Both TESOL & Bilingual Students will explore translation and how when it is and is not appropriate to use with multilingual learners. This course includes culturally responsive instruction which is differentiated and meets the needs of ALL learners. Includes 25 hours of fieldwork.
Corequisite: ECCH 412.
Offered: every spring.
TESL 387 Evaluation & Assessment of Multilingual Learners 3 Credits
In this course, candidates examine formal and informal assessment measures and the evaluation of multilingual students. Candidates will encounter current research and materials available for assessment of native language and English. Assessment and evaluation will be analyzed for validity, reliability, and utility. Candidates will analyze the internal construction of testing instruments and options for appropriately adapting tests that are part of the classroom curriculum in ways that make them effective and equitable for multilingual learners. Candidates will explore both formal and informal assessment techniques from a global standpoint and also hone in on the assessments that are specific to New York State. Those seeking NYS certification will have the opportunity to become certified in administering assessments such as the New York State Identification Test of English Language Learners (NYSITELL) and the New York State English as a Second Language Achievement Test (NYSESLAT). Candidates will also explore the assessment of students who may potentially be dually identified as English language learners and students with disabilities and how they can advocate for their students in this realm. Candidates will also practice using data from assessment to inform their practice and make instructional decisions.
Offered: every fall.
TESL 432 Seminar in Teaching and Assessment 3 Credits
Preparation for student teaching. Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment from the PreK-12 level. Addresses objectives, curriculum, strategies, materials and evaluation necessary for the science of teaching. Emphasizes content, inquiry skills, problem solving and scientific attitude highlighting the NY State Standards. Requires the teaching of lessons across all content areas during 50 hours of field experience.
Fulfills College Core: Oral Communication
Offered: every fall.
TESL 493 Student Teaching 12 Credits
Highlights knowledge, skills and dispositions of professional educators. One full-time 7-week placement in each childhood and special education-childhood classroom requires candidates to become the instructional reader under the supervision of cooperating teachers and college faculty.
Prerequisite: Signature, minimum GPA of 2.70, minimum grade of C in each required education course, some schools may require certain health tests. Corequisites: EDU 497 & EDU 498. Restriction: CH/TESOL majors only.
Offered: every spring.
