Childhood 1-6/TESOL K-12 (BS)

Department Co-Chairs:  Barbara A. Burns, PhD and Margaret Cain McCarthy, 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. 

Licensure Disclosure

Canisius College 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 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. 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 appropriate double major request form and get the signature of each department chairperson and the appropriate associate dean. 

Per college 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 course work may be required. Please note that students will receive only one degree, 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

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 and Learning - Birth through Childhood3
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 and Science: Supporting STEM Education3
EDU 494Capstone Seminar for Teacher Candidates3
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 385Methods and Materials: Teaching English to Speakers of Other Languages3
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 Credits69

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.

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 or the BOCES Regional Certification Office. Courses that students have taken in the past include EDY 208 and EDY 209 .

Additional Curriculum Requirements

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

12 credits of Languages Other Than English (LOTE) are required

English Concentration

ENG 111Academic Writing3
ENG 112Writing about Literature3
ENG 299Introduction to English Studies 13
Two 200-level literature courses6
One pre-1900 American Literature course 23
One pre-1800 British Literature course 33
One Shakespeare course 43
Two writing courses 56
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

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 255African American History3
One European or Asian/African/Latin American History elective3
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
Latin American History to 1830
Latin American History since 1830
The History of Food
Wars of Latin America
The Making of Modern Africa
Total Credits30

Note: HIS 382 is highly recommended for students intending to teach in New York State.

Social Justice Concentration

Foundations Course3
Social Movements and Social Change
Research Courses (select one of the following)3
Qualitative Research Methods
Basic Statistics for Behavioral Sciences
Research Courses (select one of the following)3
Introduction to Research Methods
Research Methods in the Social Sciences
Research Methods in Psychology
Skills Classes (select two of the following)6
Dynamic Presentations
Writing for Contemporary Media
Relational Communication
Strategic Communication in Teams
Training and Development
Metropolitan Economic Development and GIS
Leadership and Motivation
People Helping Skills
Four Electives (from your focus: Local/Urban or Global)12
Local/Urban Focus Electives12
Impact of Culture, Race, and Gender on Message Design
Media & Children
Violence and the Family
Gangs in American Society
African American History
Social and Cultural Diversity
Immersion East Side Seminar
American Political Process
State and Local Politics
Child, Family and Community Psychology
Stereotyping and Prejudice
Contemporary Social Problems
Gender and Society
Sociology of the City
Deviant Behavior
Global Focus Electives 1
HIS 211Women In The Western World3
HIS 356Modern China3
HIS 394Modern Middle East3
HSV 302Children, Schools, and the Community3
PSC 140International Relations3
PSC 150Comparative Government and Politics3
PSC 241Human Rights and Globalization3
PSC 242International Organizations3
PSC 245American Foreign Policy3
Elective3
One course from the other focus (either Local or Global)
Total Credits69

Spanish Concentration

SPA 215Communicating in Spanish 13
SPA 217Intro Comp Panorama SocioCultural Latinoamericano 13
SPA 323Topics in Conversation I: Peninsular Culture and Civilization3
SPA 324Topics in Conversation II Latin American Culture and Civilization3
SPA 332Advanced Spanish Composition3
Five Advanced-Level Spanish Classes (any SPA class at 300 or 400 level)15
Total Credits30

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 - may be used to apply to NYSED or BOCES for early childhood certification)
Sophomore
FallSpring
EDU 250TESL 283
EDU 495EDU 272
EDU 496EMC 391 (Optional - needed for middle childhood extension)
ECCH 222 
EDU 223 
EDY 209 (Optional - may be used to apply to NYSED or BOCES for early childhood certification) 
TESL 284 
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
EDU 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 281 Cultural Perspectives in Multilingual Education 3 Credits

In this course, candidates examine the current debate regarding the role and definition of culture in the study of TESOL and the ESL classroom. Students will come to understand the effects of stereotyping the cultural characteristics of ESL students as well as the very real impact culture has on students' learning styles and classroom experiences. ESL 581 candidates will examine the potential impact their teaching strategies will have in the ESL classroom, with regard to understanding their own cultural characteristics and presuppositions. A balanced view of intercultural communication is the goal.

Offered: every fall.

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. Fieldwork required.

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

Offered: every 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. Field Experience: 20-hours of fieldwork required for TESL 283/284.

Restrictions: CH/TESOL majors only.

Offered: every fall.

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. Fieldwork required.

Corequisite: TESL 387.

Offered: every 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. Fieldwork required.

Corequisite: ECCH 412.

Offered: every 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. Fieldwork required.

Corequisite: TESL 385.

Offered: every 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. Field Experience: 50 hours of fieldwork required.

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.