||American Sign Language I
|This is an introductory course that focuses on establishing expressive
and receptive skills in ASL. It will place emphasis on the fundamentals
of grammar, syntax, vocabulary, and culture. This course will develop
basic ability using social and cultural aspects of the language. This
course requires a great amount of preparation outside scheduled class
||Service Learning Experiences in American Sign Language
|This course stresses application of the student's knowledge
of ASL and the culture of deaf
Americans. Students will reinforce their skills while teaching
others in a service-learning environment. The course
provides students with opportunities to serve the community
using their skills and knowledge of ASL.
||Academic Study Skills for Non-Native Speakers
|This course is designed for English as a second language (ESL)
college students to address the same needs as the Oiler
Experience. The following skills are emphasized: reading skills
(e.g., skimming, scanning, reading for meaning), note-taking,
outlining, summary writing, essay exam writing, library research,
objective test practice, participating in class discussion, and
giving oral presentations.
||Hist,Phil & Prog Models for Bilingual Educ and ESL Programs
|This course offers an overview of the historical treatment of
bilingualism socially and educationally in the United States and
other countries. It provides an examination of the legal history of
federal and state legislation and regulations affecting bilingual
and ESL education in the United States. This course is a survey
of philosophical approaches to bilingualism including assimilation,
cultural diversity, and program models. Various approaches to
parental and community involvement across the United States will be
examined. It is an examination of social and pedagogical conflicts
evident in educational systems involving students whose language,
values, and culture differ from those of the dominant society.
||Language Acquisition in Human Development
|This course is an overview of language acquisition theory as it
pertains to both first language development and foreign/second
language development. Language acquisition will be examined from
a linguistic, a psychological (developmentally and cognitively),
and a social framework. Commonly held approaches to language
teaching and their validity to successful acquisition will be
||Introduction to Culture: Bridging Differences
|This course, taught in English, will address cultural issues and will help students develop the necessary understanding and skills related to dealing
with diverse populations. Cultural similarities as well as differences
will be examined as they apply to specific minority and majority cultures on
the University campus.
||Introduction to International Studies
|This course is an introduction to the field of international studies designed to provide a foundation
of knowledge upon which the student can pursue more detailed studies related to international topics.
Students will be encouraged to think on a global, as opposed to parochial, basis. The course content
will be structured around four general areas: social and cultural issues, politics, economics, and religion.
The course will derive its cohesiveness from either a central theme or a common core of ideas that
runs through each of the four content areas. GE credit may be taken to fulfill either a social science or
foreign language/culture requirement.
||Experiences in TESOL
|In this experience-oriented course, students will apply basic
skills and knowledge of TESOL to an outside-of-classroom
context to deepen their understanding of the subject. Based
on an agreement with the instructor, a student engages in
various activities (e.g., tutoring English to non-speakers
of English, participating in a TESOL conference) outside
of the classroom. Subject to approval, up to four credit
hours will be granted according to the nature and the length
of the experience. This course may count toward a major as an elective
for up to three hours.
||Second Semester American Sign Language
|Prerequisite: BLMC 156 or permission of the
This second semester course will expand grammatical/syntactical
knowledge acquired in the first semester course. Students will
develop further abilities to use this visual language in a
culturally and socially appropriate manner. Using a functional/
notation approach, students will gain insight to the application
of the grammatical and non-manual features of the language. Most
instruction will be conducted through interactive performance
between students and the instructor or among fellow students.
|Prerequisite: permission of instructor
This course is designed to introduce students to diverse cultures
through direct interaction. This course is repeatable up to three
||Linguistics & English Grammar
|Teachers must understand the nature of language to teach it effectively. This course will introduce students to the study of linguistics and
terminology, including phonology, morphology, syntax, and semantics, and
give a descriptive view of the grammatical structure of English. It will also discuss error analysis, comparative liguistics, language variation,
and communicative competence with special
attention to bilingual/ESL settings.
||Lang Acquisition & Assessment of First and Second Language
|This course provides an overview of first and second language acquisition theories. Students will have the
opportunity to learn formal and informal methods of assessing language proficiency, how to prepare
classroom tests, analyze language proficiency and placement tests, interpret test results, inform students,
parents and community, make instructional decisions, use assessment terminology, multifaceted assessment,
self-assessment, and instructional strategies for testing oral language, reading, and writing in a second language.
Entry/exit criteria for bilingual/ESL programs will be presented. Learning disabilities, handicapped and gifted
bilingual students assessment and instructional strategies are covered.
||TESOL Methods for Early & Middle Childhood
|Analyses of ESL instructional materials, learning theories, learning
styles, and strategies applicable are discussed. This course includes a
discussion of impact of technology on early and middle childhood education for
younger learners and of computer software available. The development of contextualized and Sheltered English
lesson plans, thematic units, discussions on emergent literacy and using literature and patterned books to teach
reading and phonics in an ESL classroom will be covered in this course.
Ohio and TESOL standards will be discussed and included in
||TESOL Methods for Adolescents & Adults
|This course offers an analysis of ESL instructional materials, learning
theories, learning styles, and strategies, and discussion of impact
of technology (including available computer software) on early- and
middle-childhood education for younger learners. Basic listening,
communication, reading, and writing approaches; corrective
pronunciation, personality factors and innovative teaching techniques
as applicable to the adolescent and adult second language learner
will be presented. Ohio and TESOL standards will be discussed and
included in lesson planning.
|This course involves residence, study, or work experience
in a non-native country for
a designated period of time. Semester hour(s) will be determined
according to the length of the experience and the nature of the
||Current Issues in Internat. Stud
|Prerequisite: BLMC 240
Building on material learned in BLMC 240, this team-taught course will employ a case-study approach
combining political, economic, historical, and socio-cultural modes of analysis to problems of global
significance. The course is intended to provide students with a solid understanding of important
contemporary international issues and events, and to hone the analytic tools by means of which
students may understand future developments in international relations. Cases might include problems
in the Mid-East, Northern Ireland, Cuba, Canada, or Bosnia; famine in North Korea; financial difficulties in
Asia; global environmental concerns; terrorism; the role of the United Nations; U.S.-China relations and
Most Favored Nation (MFN) status; genocide in Africa (or elsewhere); and so forth.
||Hispanic/Latino Influences in US
|This course presents an overview of the history, immigration movements, and
cultural traditions of the major Hispanic/Latino groups residing in the U.S. today. It examines important
contributions that Spanish speakers have made to the multicultural fabric of American life (art, literature,
music, politics, sports, business, and the professions). It also explores current political and social
issues of concern to Hispanics. The course materials focus on contemporary media including film,
periodicals and newspapers, popular music, and the Internet.
||African-American Influences in the United States
|This course presents an interdisciplinary overview of Afrocentrism and its proper
place in a multicultural democracy such as ours. The course examines the life and composites of
African-Americans from several perspectives (e.g., historical, psychological, social, and cultural) and
recognizes the many contributions African-Americans have made to all segments of American
life (e.g., government, business, the arts, sciences, and space research to name a few).
||Teaching Content Areas in a Bilingual/ESL Setting
|This course will highlight methods of teaching social studies, math, science, and
language arts in a bilingual/ESL classroom setting, including Ohio's grade level learning outcomes.
Analysis of current mainstream and ESL teaching materials; strategies and techniques for adapting
materials; discussion of impact of technology on second language education for early and middle
childhood learners, and of computer software available; learning strategies; Sheltered English, and
the Cognitive Academic Language Learning Approach (CALLA) will
be focused upon.
||Sociolinguistics in a Classroom Setting
|This course provides an overview of social realities such as
class, ethnicity, age, gender, and style on language use in society.
It involves relating language variation, register, style, dialects, code-
switching, bilingualism, and communicative competence to the bilingual/ESL
classroom to determine their effect on learning.
||Practicum/Field Work in TESOL
|Prerequisite: BLMC 310 or 320 or permission of the instructor
This is an advanced course that focuses upon supervised field
work and/or experiences
in the teaching of English as a second language. Students' activities
will include classroom observation, classroom teaching and/or tutoring
in Intensive English Language Program (IELP), local schools, or
schools in foreign countries.
||Seminar in International Studies
|Prerequisites: BLMC 240, 340; COMM 340; GEOG 101
This course work will 1) present students
with the opportunity to apply much of the information from the program curriculum; 2) require students
to develop a major research paper or project on a problem, event,
or issue of significance in international
studies; and 3) provide a vehicle for the International Studies Program faculty to further assess the
success/failure of the program.
||Seminar in Bilingual/ESL Educ.
|This is a capstone course that can be considered final preparation for the actual work of teaching.
The course will be approached primarily from a discussion format based
on a carefully selected
set of readings that highlight current critical issues in bilingual/ESL
instruction, demographic and
immigration patterns, cultural aspects/values of various groups in the
United States and Ohio, portfolio
preparation, reflective teaching, self-assessment, and community/family