TESOL Childhood (BS)

Chair: Michele Marable, PhD

Introduction

This major prepares candidates in Childhood Education which covers Grades 1-6 and Teaching English to Speakers of Other Languages (TESOL) for Grades 1-6.  It contains 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 skill as they progress through the program.  In addition, each candidate must take coursework as set forth in the Canisius College Core Curriculum and must also choose a 30 credit liberal arts concentration to ensure that they have the content knowledge necessary to teach children in Grades 1-6. 

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 Human Services 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. The decision may be based on career goals or planned graduate studies. Before a student declares a double major, it is important to meet with the appropriate academic departments for advisement. Some double major combinations can be completed within the minimum 120 credit hour degree requirement, but in some cases additional course work may be required. In order to declare a double major, the student must complete the appropriate double major request form and get the signature of each department chairperson and the appropriate associate dean.  Please note that students will receive only one degree, regardless of the number of majors they complete.

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 more but not less than 120 credit hours. Free electives are courses in addition to the Core Curriculum or Honors Curriculum and major requirements sufficient to reach the minimum of 120 credit hours required for graduation.

Major Requirements

ECCH 221Emergent Literacy3
ECCH 222Literacy and the Arts in the Elementary Classroom3
ECCH 412Managing the Early Childhood and Elementary Classroom3
EDE 100Human Growth and Development - Birth through Childhood3
EDE 390Cognition, Learning and Assessment - Birth through Childhood3
EDE 494Capstone Seminar for Teacher Candidates3
EDU 100Exploring the Teaching Profession3
EDU 123Technology in Education 11
EDU 223Technology in Education 21
EDU 323Technology in Education 31
EDU 250Foundations of Education3
EDU 272Teaching Social Studies Integrating English Language Arts3
EDU 428Teaching Math & Science: Supporting STEM Education3
EDU 495Child Abuse Workshop0
EDU 496Prevention of School Violence Workshop0
EDU 497Dignity for All Students Act (DASA) Workshop0
EDU 498Student Teaching Seminar3
SPE 341Inclusive Strategies3
TESL 283Linguistics, Literacy, & Second Language Acquisition3
TESL 284Curriculum, Assessment, & Methods of Teaching Native Language Arts3
TESL 386Methods of Teaching the Subject Areas in the Native Language3
TESL 387Evaluation Assessment in Bilingual/TESOL Education3
TESL 432Seminar in Teaching and Assessment3
TESL 493Student Teaching12
Total Credits66

Optional Extensions to Teach at Additional Grade Levels

Middle Childhood Extension

Candidates wishing to obtain an extension to teach grades 7-9 in their area of concentration (English, Mathematics, Social Studies, or Spanish) must take EMC 352 and EMC 391 in addition to the courses listed.

Early Childhood Extension

Candidates wishing to obtain a certification to teach grades B-2 must take EDY 208 and EDY 209 in addition to the courses listed.

Additional Curriculum Requirements

Childhood majors need to choose one of the following academic concentrations: English, Mathematics, Music, Science, Social Studies, French, German, Spanish, or Social Justice.

English Concentration

ENG 101Writing about Literature3
FYS 101Explorations of Academic Writing and Special Topics3
ENG 299Introduction to English Studies3
Two 200-level literature courses6
One pre-1900 American Literature course3
One pre-1800 British Literature course3
One Shakespeare course3
Two writing courses6
Total Credits30

Mathematics Concentration

MAT 111Calculus I4
MAT 112Calculus II4
MAT 219Linear Algebra4
MAT 230Logic, Set Theory, and Proofs4
MAT 311Abstract Algebra4
MAT 331Geometry3
MAT 351Probability & Statistics I3
Choose one of the following:3-4
Calculus III
Computer Science elective
Choose one of the following:3-4
Differential Equations
Math elective
Total Credits32-34

Music Concentration

FAM 115Fundamentals of Music3
FAM 119Masterpieces of Music3
FAM 210Keyboard Musicianship3
FAM 230
230L
Music Theory I
and Music Theory I Lab
4
FAM 240
240L
Music Theory II
and Music Theory II Lab
4
FAM 330
330L
Music Theory III
and Music Theory III Lab
4
One Music Literature I course3
One Music Literature II course3
One Music elective3
Total Credits30

Science Concentration

GEO 325Introduction to Physical Geography3
BIO 111
111L
Introductory Biology I
and Introductory Biology Laboratory I
4
BIO 112
112L
Introductory Biology II
and Introductory Biology Laboratory II
4
BIO 211
211L
Biochemistry and Cell Biology I
and Biochemistry and Cell Biology Lab I
4
CHM 111
111L
General Chemistry I
and General Chemistry I Laboratory
4
CHM 112
112L
General Chemistry II
and General Chemistry II Laboratory
4
One physics course3
Two science electives6
Total Credits32

Social Studies Concentration

ECO 101Principles of Macroeconomics3
GEO 325Introduction to Physical Geography3
PSC 104American Political Process3
HIS 107History of Modern Europe to 18153
HIS 108History of Modern Europe since 18153
HIS 109History of Asia to 18003
HIS 123History of the United States: The Colonial Period to Reconstruction3
HIS 124History of the United States: 1877 to the Present3
HIS 254First Peoples3
One European or Asian/African/Latin American History elective3
Total Credits30

Social Justice Concentration

Foundations Course3
Social Movements and Social Change
Research Courses6
Social Research Methods
Qualitative Research Methods
Skills Classes (choose 2)6
Oral Communication
Interpersonal Communication
Small Group Communication
Metropolitan Economic Development and GIS
Leadership and Motivation
State and Local Politics
Four electives in your Focus - either Local (Urban) or Global12
Local (urban) Focus electives 2
New York State History
Social and Cultural Diversity
Social Policies 1
Children, Schools, and the Community
State and Local Politics
Contemporary Social Problems 1
Sociology of the City
Global Focus 2
Sociocultural Anthropology
Women In The Western World
Traditional Japan
Modern Middle East
Human Rights and Globalization
Social and Cultural Diversity
Children, Schools, and the Community
Elective3
One course from the other focus (either Local or Global)
Total Credits30
1

 Students may take either HSV 301 or SOC 111 but not both.

2

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.

French Concentration

Students will not be accepted into this concentration after January 29, 2018

FRC 215Intermediate French 3
FRC 217Intermediate French II3
FRC 323Topics in Conversation I3
FRC 324French Composition through Literature3
FRC 332Substance and Style: Effective Writing in French3
Five French electives15
Total Credits30

  1.  

German Concentration

Students will not be accepted into this concentration after January 29, 2018

GER 215Intermediate German I3
GER 216Intermediate German II3
GER 323Topics in Conversation I3
GER 324Topics in Conversation II3
GER 331Substance and Style: Effective Writing in German I3
GER 332Substance and Style: Effective Writing in German II3
Four German electives12
Total Credits30

Spanish Concentration

SPA 215Intermediate Spanish 13
SPA 217Introduction to Spanish Composition 13
SPA 323Topics in Conversation I: Peninsular Culture and Conversation3
SPA 324Topics in Conversation II: Latin American Culture and Civilization3
SPA 332Advanced Spanish Composition3
Five Advanced-Level Spanish Classes15
Total Credits30
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
FallSpring
EDE 100ECCH 221
EDU 100SPE 341
EDU 123EDY 208 (Optional - needed for early childhood extension)
Sophomore
FallSpring
EDU 250TESL 283
ECCH 222TESL 284
EDU 223EDU 272
EDY 209 (Optional - needed for early childhood extension) 
EMC 391 (Optional - needed for middle childhood extension) 
Junior
FallSpring
TESL 385TESL 386
TESL 387ECCH 412
EDU 323EMC 352 (Optional - needed for middle childhood extension)
EDE 390 
Senior
FallSpring
TESL 432TESL 493
EDU 428EDU 497
EDE 494EDU 498

Learning Goals & Objectives

Learning Goal 1 (KNOWLEDGE – Observed in Writing)
Candidates in the Teacher Education programs will demonstrate content knowledge, pedagogical, and professional knowledge necessary for successful performance in their field.

Teacher candidates will:

  • Acquire knowledge of each student, and demonstrate knowledge of student development and learning to promote achievement for all students.
  • Know the content they are responsible for teaching, and the pedagogical content knowledge to plan instruction that ensures growth and achievement for all students.

Learning Goal 2 (KNOWLEDGE – Observed Skills and Dispositions)
Candidates in the Teacher Education programs will demonstrate professional skills and dispositions necessary for successful performance in their field.

Teacher candidates will:

  • Demonstrate professional dispositions and implement instruction that engages and challenges all students to meet or exceed the learning standards.

Learning Goal 3 (SERVICE)
Candidates in the Teacher Education programs will demonstrate willingness to use their skills to benefit and serve society. Within the contexts of their work, candidates promote authentic learning, social and emotional development, and a commitment to social justice in environments that foster respect for diversity and the dignity of all.

Teacher candidates will:

  • Work with all students to create a dynamic learning environment that supports achievement and growth.
  • Use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction for diverse learners.

Learning Goal 4 (PROFESSIONALISM)
Candidates will demonstrate self-reflection as a habit of mind, continuously assessing and refining their professional practice as they construct a rich repertoire of research-based knowledge, skills, and attitudes for effective performance ensuring that all students and/or clients have optimal opportunities to learn and grow.

Teacher candidates will:

  • Set informed goals and strive for continuous professional growth.

Learning Goal 5 (LEADERSHIP)
Candidates will become adept at applying their acquired knowledge in the process of evaluating their own professional performance and decision-making with respect to its impact on students and/or clients, organizations, and the wider community.

Teacher candidates will:

  • Demonstrate professional responsibility and engage relevant stakeholders to maximize impact on student growth, development, and learning.

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 283 Linguistics, Literacy, & Second Language Acquisition 3 Credits

This course will introduce the core disciplines of linguistics; this includes the scientific study of language components as they apply to all aspects of literacy learning (e.g., 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. In this course, language phenomenon, scientific bases, terminology on linguistics, multi-relational aspects and other related areas are discussed. Language phenomenon is discussed by reference to domains that nurture it. Language origins, language-brain relationship, sound, word, syntactic, meaning and social systems, communication with all its contexts, discourse analysis and its approaches, language learning and teaching aspects are all discussed throughout the course. Linguistics knowledge and language teaching methods are treated as integrated topics. Primary course goals are to provide candidates with the necessary information on language as a dynamic system, domains related to language, and creating an intellectual background for language and language teaching. An expected outgrowth of the study of linguistics is that students will realize the relationship between understanding specific structures in a language and effective language teaching. In addition, this course provides an up-to-date introduction to the study of linguistics, the discipline that investigates and describes language acquisition, production, and comprehension. The course will also examine English language structures--the language of the dominant society--and enhance language awareness. A field experience will be required. Offered online only.

Prerequisites: ECCH 221 and ECCH 222. Corequisite: TESL 284. Restrictions: CH/TESOL majors only.

Offered: spring.

TESL 284 Curriculum, Assessment, & Methods of Teaching Native Language Arts 3 Credits

This course is an introduction to Native Language Arts (NLA) instruction for speakers of other languages. It is intended to provide models of instruction in the native language arts which are aligned with the New York State 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. It has been found that there is a strong and positive correlation between literacy skills in the native language and literacy skills in the second language. Students with the highest levels of native language literacy are those who eventually become the strongest readers in the second language. Candidates will become familiar with approaches to teaching NLA in the 'Post-Method' Era. Candidates will be provided with experiences in teaching grammar, pronunciation, speaking, listening, vocabulary, reading and writing as well as experience a variety of methods to assess these components of Native Language Arts. As research has demonstrated, those skills and concepts learned in one language serve as a reference point for development of a second language. Therefore, a strong native language arts instructional program integrating learning experiences and standards will facilitate the transfer of literacy skills into English and will develop the ability to complete increasingly complex academic tasks. Course is delivered online.

Corequisite: TESL 283. Restrictions: CH/TESOL majors.

Offered: spring.

TESL 385 Methods and Materials: Teaching English to Speakers of Other Languages 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. Note that hours of field work are required. Course delivered online.

Corequisites: TESL 387. Restrictions: CH/TESOL majors only.

Offered: fall.

TESL 386 Methods of Teaching the Subject Areas in the Native Language 3 Credits

This course is for elementary and secondary teachers who will be or are currently working with culturally and linguistically diverse students. It is intended to provide models of content area instruction in the native language, aligned with the New York State learning standards. Through reading, discussion, observation and demonstration, candidates will learn about teaching content across curricular subject areas as well as understand the importance of native language literacy in the development of literacy in the second language. The course explores English language development in the context of academic language socialization, specifically through the instruction of English along with the curricula of the content areas. 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. It includes responsive instruction which is differentiated; it meets the needs of ALL learners including those who struggle, those in the middle, and those who are high achievers and need challenges.

Corequisites: ECCH 412. Restrictions: CH/TESOL majors only.

Offered: spring.

TESL 387 Evaluation Assessment in Bilingual/TESOL Education 3 Credits

In this course, candidates will examine assessment measures and evaluation protocols as well as methodologies for dynamic instruction (instruction that includes ongoing assessment in the process of teaching) with ESL/CLD learners. Current research and materials for TESOL instruction, assessment, and evaluation will be analyzed for validity, reliability, and utility. Various instructional models for dynamic instruction will also be explored for effectiveness. Dynamic teaching refers to teaching with ongoing assessment and immediate adjustment in instruction based on in-the-moment assessment that informs the teacher to remediate, go on, or challenge learners. Candidates will analyze the internal construction of testing instruments, procedures for alternative assessment of ESL/CLD students, and options for appropriately adapting tests that are part of classroom curriculum in ways that make them effective and equitable for ESL/CLD learners. Students will complete a field case study as part of this course.

Corequisite: TESL 385.

Offered: fall.

TESL 432 Seminar in Teaching and Assessment 3 Credits

Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the special education-childhood level. Requires 50 hours of field placement.

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. Corequisite:EDU 497 & EDU 498.