The Citadel, M.Ed., Literacy Education
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ACAP, 3/25/2021 3.ff PROGRAM MODIFICATION PROPOSAL FORM Name of Institution: The Citadel Briefly state the nature of the proposed modification (e.g., adding a new concentration, extending the program to a new site, curriculum change, etc.): This proposal is for a curriculum change. Details are as follows: We propose eliminating the following courses from the program of study for the MEd in Literacy Education: ● EDUC 536: Educational Psychology ● EDUC 589: Methods and Materials in Literacy Education ● EDUC 590: Literacy Assessment and Instruction In addition, we propose adding these three courses: ● EDUC 668: Principles and Strategies for Teaching ESOL to PK-12 Learners ● EDUC 667: Linguistics for Educators ● EDUC 665: Cultural and Linguistic Diversity in Education We also propose modifications to the following existing core courses, so that they emphasize the literacy development of English language learners: ● EDUC 570 Teaching Reading and Writing with ELLs and Students from Historically Marginalized Communities ● EDUC 592 Teaching Language and Literacy across the Curriculum Finally, we propose adding online and hybrid delivery options to all of the courses in the MEd in Literacy Education. (See curriculum chart on the bottom of page three for more details. See Appendix A for the program’s entire program of study.) *The nature of these three new courses, and modifications to two existing core courses, permits students to apply for an add-on ESOL endorsement and/or certification from the state of South Carolina (if they choose to do so). This is not a requirement or expected for students in this MEd in Literacy Education program. Further, this program is not intended for preservice teachers working toward initial certification. Current Name of Program (include degree designation and all concentrations, options, and tracks): MEd in Literacy Education Proposed Name of Program (include degree designation and all concentrations, options, and tracks): No change. Program Designation: ☐ Associate’s Degree x Master’s Degree ☐ Bachelor’s Degree: 4 Year ☐ Specialist ☐ Bachelor’s Degree: 5 Year ☐ Doctoral Degree: Research/Scholarship (e.g., Ph.D. and DMA) ☐ Doctoral Degree: Professional Practice (e.g., Ed.D., D.N.P., J.D., Pharm.D., and M.D.) 1 ACAP, 3/25/2021 3.ff Our proposed changes are nested within the MEd in Literacy Education program, so the modifications we are making do not lead to a degree in and of themselves. Instead, as we point out above, we are making changes to the existing program so that coursework within the MEd in Literacy Education will allow students to apply for an endorsement or certification in ESOL from the state of South Carolina. Does the program currently qualify for supplemental Palmetto Fellows and LIFE Scholarship awards? ☐ Yes ☒ No If No, should the program be considered for supplemental Palmetto Fellows and LIFE Scholarship awards? ☐ Yes ☒ No Proposed Date of Implementation: August 2021 CIP Code: 131315 Current delivery site(s) and modes: On-campus Proposed delivery site(s) and modes: On-campus, blended/hybrid, and online Program Contact Information (name, title, telephone number, and email address): Dr. Britnie Delinger Kane, Assistant Professor of Literacy Education and Program Coordinator of Literacy Education, Zucker Family School of Education, (615) 497-1157, [email protected] Dr. Evan Ortlieb, Dean and Professor, Zucker Family School of Education, (843) 953-5871, [email protected] Institutional Approvals and Dates of Approval: ● Zucker Family School of Education: October 15, 2020 ● Graduate Curriculum Committee: December, 1 2020 ● Faculty Senate: December 11, 2020 2 ACAP, 3/25/2021 3.ff Background Information Provide a detailed description of the proposed modification, including target audience, centrality to institutional mission, and relation to strategic plan. We propose adding 9 credit hours (3 courses) to our course offerings in the Zucker Family School of Education so that we can offer coursework through which teacher can apply for either an ESOL endorsement or an ESOL certification through the South Carolina Department of Education. Below, we include required coursework for the ESOL certification, as outlined by the SCDE in Guidelines and Requirements for Adding Certification Fields and Endorsements (2019, p. 13): Three (3) required courses (3 hours each): ● Principles and Strategies for Teaching ESOL to PK–12 Learners ● Linguistics ● Teaching Reading and Writing to Limited English Proficient (LEP) Learners Two (2) of the following elective courses (3 hours each): ● Testing/Assessment for Language Minority Learners ● ESOL Curriculum Design and Materials Development ● Teaching English through the Content Areas ● Bilingual Special Education ● Second Language Acquisition for Teachers of PK – 12 Learners ● English Grammar/Structure ● Cultural Diversity in Education ● Practicum in the Instruction of ESOL to Elementary and Secondary Learners -The practicum may be waived based on documentation of one year of successful experience teaching ESOL. The table below shows SCDE’s required coursework for the ESOL state certification, as well as The Citadel’s equivalent courses. Courses marked with an asterisk are for an endorsement in ESOL: Coursework Required by the South Carolina Department of Education and Citadel Equivalencies SCDE Required Course The Citadel’s Equivalent Core Course: Principles and Strategies for EDUC 668—Principles and Strategies for Teaching ESOL to PK–12 Learners* Teaching ESOL to PK-12 Learners* This is a foundational course in the ways that teachers, K-12 and across content areas, can support the learning of students whose first language is not English. The course highlights developmental trajectories related to second language acquisition, compares and contrasts them to first language acquisition, and supports educators in using theory and research to design effective learning environments. This course will have an embedded 15-hour practicum with ELLs to fulfill the requirements of the ESOL endorsement. Core Course: Linguistics EDUC 667: Linguistics for Educators This course introduces the areas of linguistics, such as phonology, morphology, syntax, semantics, pragmatics, and other related areas that are most applicable to teach English Language Learners (ELLs). Students will understand the English language features and how those features impact ELLs in the 3 ACAP, 3/25/2021 3.ff classroom. Students will learn instructional strategies related to each linguistic component, gather linguistic data of ELLs using various language and literacy assessment tools, and use those data to develop language and literacy activities. Core Course: Teaching Reading and Writing to EDUC 570: Teaching Reading and Writing with Limited English Proficient (LEP) Learners ELLs and Students from Historically Marginalized Communities This course will introduce students to historical relationships between literacy, culture, socioeconomic status, and power. Through that lens, students will learn about and enact culturally responsive and sustaining pedagogies in reading and writing, focusing on how to support students whose first language is not English, as well as speakers of a range of dialects. Elective: Cultural Diversity in Education* EDUC 665—Cultural and Linguistic Diversity in Education* This course will address major theories and instructional strategies related to equity in education, including foundational ideas related to opportunity gaps in education, the myth of the meritocracy, the dangers of colorblindness, and the influence of stereotype threat and deficit thinking on learning. The course will trace policy and practice related to desegregation and English-only policies in schools. It will also introduce students to culturally responsive and culturally sustaining pedagogies. Elective: Teaching English in the Content Areas EDUC 592: Teaching Language and Literacy across the Content Areas This course will address major theories and instructional strategies related to supporting the development of academic language across content areas, focusing specifically on how teachers of all disciplinary backgrounds can support all students—including English Language Learners, students from historically marginalized communities, and readers at a range of proficiency levels—to develop sophisticated forms of language use in particular content areas. Course topics include content-specific instructional strategies for supporting English Language Learners and students from marginalized communities to speak, read, write, listen, and think in ways consummate with the expectations of a discipline, and using inquiry, collaboration, composition, content-area reading strategies as supports for all students’ learning across the content-areas. The primary target audience for this coursework is teachers who are already initially certified, but who would like a deeper understanding of research-based practices related to supporting ESOL students’ 4 ACAP, 3/25/2021 3.ff language and literacy development. That said, we hope to attract future principals, assistant principals, and literacy coaches to this coursework as well, as those in the Ed Leadership program at The Citadel will be welcome to take these courses. Assessment of Need Provide an assessment of the need for the program modification for the institution, the state, the region, and beyond, if applicable. Adding an ESOL endorsement and certification to our coursework is essential because, across the US, ELLs are on the rise in urban, suburban, and