For students pursuing non-teaching majors, completing the two following courses with a grade of C or higher is required for permission to take 400-level EDU courses required for this program. There are no pre-requisites for students already admitted to the Urban Teacher Program who are earning a teaching major.
This course provides an introduction to urban learners, urban teaching, and urban school systems using case studies and first-person accounts of teaching and learning in an urban environment. Current issues facing urban P-12 students, teachers, schools, districts, and communities will be discussed. Society's responsibility to urban schools will be examined along with the roles that teachers and schools play in increasing student achievement and leading school improvement. Key concepts of the Urban Teacher Program will be introduced including the importance of high expectations, student and teacher resiliency, educational equity, using the community as a resource, and reflection. Various perspectives and dimensions of the achievement gap will be examined, including causes due to discrimination and perspectives on what constitutes high educational achievement for culturally and linguistically diverse youth. Students in this course are expected to explore and express their own…
Full course description for Introduction to Urban Education and Reflective Teaching
This course introduces prospective urban teacher candidates to core concepts and approaches of multicultural education including issues related to student, family and community diversity based on race, culture, language, class, gender, sexual orientation and disability. Issues of oppression, privilege and equity in relation to schools and society are also addressed as students use their life experiences as a multicultural reference point to begin to understand the life experiences of the diverse students who attend urban public schools. Emphasis is placed on demonstrating the multicultural competence required of all successful teachers working with diverse urban youth. Clinical field experience hours are part of the course requirements.
Full course description for Multicultural Education
Completing the following courses is required for the minor, but these courses alone will not result in an additional K-12 ESL license. Additional courses required for the additional licensure are listed in the next section.
The course introduces students to the study of how language is acquired and learned, concepts and methods of analyzing language, and how the field of
linguistics studies regional, racial, and gender differences in language. The course examines how the processes of standardization create approved and
dominate versions of languages and non-standard and minoritized varieties and dialects of languages. The course also explores linguistic intolerance and
prejudice, raciolinguistics, linguistic hierarchy, implicit bias, and privilege. Significant focus is given to issues of race and racism.
Full course description for The Nature of Language
This course prepares teachers to design inclusive, rigorous instruction for multilingual learners by integrating language, culture, and content. Learners will examine language development, and explore concepts of multilingualism, and multiliteracy. Learners will apply Minnesota¿s English Language Development Standards Framework to create learning experiences that make academic content comprehensible, relevant, and challenging. Emphasis is placed on content-based and differentiated instructional approaches, adapting materials and strategies to meet diverse linguistic backgrounds, learning styles, and proficiency levels. The course highlights the use of students¿ native languages as instructional resources and develops teacher candidates¿ ability to create meaningful opportunities for learners to practice and use academic language while fully participating in grade-level content instruction.
Full course description for Teaching and Assessing English Language Learners
This course examines the experiences of K¿12 immigrant and refugee students in urban U.S. communities, with particular attention to the Twin Cities. Students explore historical and contemporary migration factors, similarities and differences between immigrant and refugee experiences, and the sociolinguistic dynamics of culturally and linguistically diverse classrooms. Emphasis is placed on cultural pluralism, communication across social differences, and the ways urban contexts shape learning and family¿school relationships. Students will practice using course materials that foreground perspectives from historically marginalized voices and address critical issues, resiliency, and community resources within multilingual immigrant and refugee communities.
Full course description for Immigrants and Refugees in Urban Schools
This course starts with the fundamentals of the first and second language acquisition, and differences between child, adolescent, and adult language acquisition. Students will learn and demonstrate strategies to develop skills in listening, speaking, reading, and writing across the K-12 curriculum. Other topics are: differences between literacy development in the first language and the second language and implications for teaching English learners; and communication techniques that enhance student learning. Students will become familiar with a variety of methods, approaches, techniques, and programs; and will investigate issues related to the full inclusion of English learners in the school setting; and that both language learning and subject matter learning are essential to student success. The teaching of reading and writing across the curriculum will be emphasized, as well as the use of technology. Urban field experience in grades K-12 is part of the course requirements.
Full course description for Theories and Methods of Language Learning
This course includes formal and informal second language assessment techniques to determine placement and to evaluate the progress of English learners in grades K-12. It also addresses criteria for determining the readiness to enter and exit English proficiency programs. Students will gain an understanding of the characteristics and limitations of second language assessment, including the ones for placement in gifted and special education programs; they will learn item and test construction methods appropriate for students with limited English proficiency; and how to administer, interpret, and explain test results to parents and colleagues; rubrics and standards alignment with district goals. Other topics are: curriculum development related to the English learners; program planning; connecting schooling experiences with everyday life, the workplace, and further education; involving the community; purpose of co-curricular and extracurricular activities; and best practices. Urban field…
Full course description for Assessment and Curriculum for English Learners in Urban Schools
Students in this course examine the roles and responsibilities of the urban ESL teacher, exploring how cultural practices, family circumstances, and community contexts influence student learning, with particular attention to English learners. Students explore schools as organizations situated within broader sociocultural, economic, and health-related systems and develop strategies for effective communication with families and communities. Emphasis is placed on collaboration with educators, specialists, and community partners to improve educational services, connect schooling to everyday life, the workplace, and future educational opportunities, and understand the role of co-curricular and extracurricular activities in supporting student learning and development.
Full course description for The Urban ESL Professional
For students who are in the process of completing their bachelor’s degree and initial licensure in either Early Childhood Education (Birth-Grade 3), Elementary Education (K-6), or a Secondary Education (Grades 5-12) content area (i.e., English/Language Arts, General/Life Science, Mathematics, or Social Studies), the following courses are also required to add the K-12 English as a Second Language license to your teaching credentials. Additional licensure seekers are required to complete field experiences at each of the 3 levels (elementary, middle, and high school) but are only required to register for either EDU 456, 457, or 458 in which there will be an 80-hour student teaching practicum.
Required Reading Class for Licensure
This course explores the fundamentals of reading instruction. The course provides Early Childhood and pre service k-6 teachers with knowledge of the foundations of the reading and writing process, strategies and curriculum materials to support reading and writing instruction, assessment tools and practices to plan and evaluate effective reading instruction, and create a literate environment that fosters reading and writing.
Full course description for Foundations of Teaching Reading in Urban Grades K-6
ESL Practicum (2 cr., select from below)
For those seeking additional licensure, one 80 hr. practicum course (EDU 456, 457, 458) is required, and a minimum of 25 hours of field experience at the other two school levels.
This practicum is designed to give students in this course the opportunity to be observed/assessed and reflect upon at least 80 hours of field experience working with ELL students in an urban elementary school as required for an additional license. Students in this course will have the opportunity to thoughtfully apply knowledge, theories and skills in learned in coursework.
Full course description for Elementary ESL Practicum
This practicum is designed to give students in this course the opportunity to be observed/assessed and reflect upon at least 80 hours of field experience working with ELL students in an urban middle school as required for an additional license. Students in this course will have the opportunity to thoughtfully apply knowledge, theories and skills in learned in coursework.
Full course description for Middle School ESL Practicum
This practicum is designed to give students in this course the opportunity to be observed/assessed and reflect upon at least 80 hours of field experience working with ELL students in an urban high school as required for an additional license. Students in this course will have the opportunity to thoughtfully apply knowledge, theories and skills in learned in coursework.
Full course description for High School ESL Practicum
