BSL 565 Applied Linguistics for Classroom Teachers. This course relates to the language sciences as they apply to formal and informal instruction. Language situations, descriptions, criteria, population, variations, and linguistic pressures are investigated. The nature of language, language teaching, language theory, and learning theory are examined in an attempt to provide a sound second language pedagogy.
BSL 571 Social, Cultural, and Language Influences on Learning. This course helps describe languages, differences between languages, predictions of difficulties faced by a language learner, and helps teachers develop strategies to deal with the needs of second language learners from varied linguistic backgrounds. It examines sociocultural factors in the language classroom, interpersonal relations, concepts, models, and strategies for pluralistic teaching.
BSL 574 Teaching English as a Second Languange: Oral Language Communication. This course emphasizes the nature of language; the structure of language, the nature of first and second language acquisition; possible areas of interference; student motivation; trends in effective teaching materials and procedures; observation, testing and evaluation techniques; and the significance of culture.
BSL 575 Teaching the Language Arts and Reading in Spanish. Emphasis is placed on the rationale, techniques, approaches, culture, activities and methods of teaching reading in Spanish in the elementary bilingual classroom.
BSL 576 Bilingual Program Development in the Content Areas. This course is designed to cover basic teaching principles in the areas of science, mathematics, and social studies; the organization and structure of bilingual programs; guidelines for language usage; staffing, scheduling, and physical organization; and learning styles, teaching strategies and use of auxiliary personnel specific to the bilingual classroom.
BSL 577 Language Acquisition and Development for Bilingual and ESL Programs. This course examines the development of speech in children; the neurophysiological implications for second language learning; the cognitive, affective and social variables in second language acquisition; practice, feedback, recall andtransfer processes; specific student needs, including individualization of instruction; and mastery of conduct and classroom program design.