Childhood Education/TESOL - Undergraduate Catalog
Department Co-Chairs: Marya Grande, Ph.D. and Kelly Harper, Ph.D.
Introduction
This major prepares candidates in Childhood Education which covers Grades 1-6 and Teaching English to Speakers of Other Languages (TESOL) for Grades K-12. Coursework includes the 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 skills as they progress through the program. In addition, each candidate must take coursework as set forth in the Canisius University Core Curriculum and must 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 University 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 Major/Minor Declaration form. This form will be submitted electronically and reviewed and approved by each department chairperson as well as the appropriate associate dean.
Per university 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 unless completing the dual degree requirement including at least 150 undergraduate credit hours, 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
| Code | Title | Credits |
|---|---|---|
| ECCH 221 | Emergent Literacy | 3 |
| ECCH 222 | Literacy and the Arts in the Elementary Classroom (20 hour field experience required) | 3 |
| ECCH 412 | Managing the Elementary & Secondary Ed Classroom | 3 |
| EDE 100 | Human Growth and Development - Birth through Childhood | 3 |
| EDE 390 | Cognition and Learning - Birth through Adolescence | 3 |
| EDU 100 | Exploring the Teaching Profession | 3 |
| EDU 250 | Foundations of Education | 3 |
| EDU 122 | Technology in Education | 3 |
| EDU 272 | Teaching Social Studies Integrating English Language Arts | 3 |
| EDU 356 | Assessment for Diverse Learners | 3 |
| EDU 428 | Teaching Math and Science: Supporting STEM Education | 3 |
| EDU 494 | Capstone Seminar for Teacher Candidates | 3 |
| EDU 495 | Child Abuse Workshop | 0 |
| EDU 496 | Prevention of School Violence Workshop | 0 |
| EDU 497 | Dignity for All Students Act (DASA) Workshop | 0 |
| EDU 498 | Student Teaching Seminar | 3 |
| SPE 341 | Inclusive Strategies | 3 |
| TESL 283 | Linguistics, Literacy, & Second Language Acquisition | 3 |
| TESL 284 | Curriculum, Assessment, & Methods of Teaching Native Language Arts | 3 |
| TESL 385 | Methods and Materials: Teaching English to Speakers of Other Languages | 3 |
| TESL 386 | Methods of Teaching the Subject Areas in the Native Language | 3 |
| TESL 432 | Seminar in Teaching and Assessment (50 hour field experience required) | 3 |
| TESL 493 | Student Teaching | 12 |
| Language Other than English (LOTE) Requirements | 12 | |
Optional Extensions to Teach at Additional Grade Levels
Middle Childhood Extension
Candidates wishing to obtain an extension to teach grades 5-6 for Adolescence majors or 7-9 for Childhood majors in their area of concentration (English, Mathematics, Social Studies, or Spanish) must take EMC 352 and EMC 391 in addition to the courses listed. Please note that in order to obtain the extension, you must have at least 30 hours in the content area as well as 6 credits each of Math, Science, and Social Studies. Discuss these course requirements with your advisor before applying for certification.
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. Courses that students have taken in the past include EDY 208 and EDY 209. Please note that NYS also requires candidates to submit a transcript showing they have 6 credits each of Math, Science, and Social Studies. Discuss these course requirements with your advisor before applying for certification.
Additional Curriculum Requirements
Childhood majors need to choose one of the following academic concentrations: English, Mathematics, Science, Social Studies, Social Justice, French, or Spanish.
12 credits of Languages Other Than English (LOTE) are required
English Concentration
| Code | Title | Credits |
|---|---|---|
| ENG 111 | Academic Writing | 3 |
| ENG 112 | Writing about Literature | 3 |
| ENG 299 | Introduction to English Studies 1 | 3 |
| Two 200-level literature courses | 6 | |
| One pre-1900 American Literature course 2 | 3 | |
| One pre-1800 British Literature course 3 | 3 | |
| One Shakespeare course 4 | 3 | |
| Two writing courses 5 | 6 | |
| Total Credits | 30 | |
- 1
Must take at least one 200-level literature course before taking ENG 299.
- 2
Choose from ENG 315, ENG 316, ENG 319, or ENG 396 (if the topic is American Literature)
- 3
Choose from ENG 233, ENG 306, ENG 347, ENG 370, or ENG 373.
- 4
Choose from ENG 322 and ENG 323.
- 5
Choose from EDU 410, ENG 205, ENG 294, ENG 383, ENG 388, ENG 389, ENG 391, ENG 392, ENG 393, or ENG 490.
Mathematics Concentration
| Code | Title | Credits |
|---|---|---|
| MAT 111 | Calculus I | 4 |
| MAT 112 | Calculus II | 4 |
| MAT 219 | Linear Algebra | 4 |
| MAT 230 | Logic, Set Theory, and Proofs | 4 |
| MAT 311 | Abstract Algebra | 4 |
| MAT 331 | Geometry | 3 |
| MAT 351 | Probability & Statistics I | 3 |
| Choose one of the following: | 3-4 | |
MAT 211 | Calculus III | |
Computer Science elective | ||
| Choose one of the following: | 3-4 | |
MAT 222 | Differential Equations | |
Math elective | ||
| Total Credits | 32-34 | |
Social Studies Concentration
| Code | Title | Credits |
|---|---|---|
| ECO 101 | Principles of Macroeconomics | 3 |
| GEO 325 | Introduction to Physical Geography | 3 |
| PSC 104 | American Political Process | 3 |
| HIS 107 | History of Modern Europe to 1815 | 3 |
| HIS 108 | History of Modern Europe since 1815 | 3 |
| HIS 209 | History of Asia to 1800 | 3 |
| HIS 123 | History of the United States: The Colonial Period to Reconstruction | 3 |
| HIS 124 | History of the United States: 1877 to the Present | 3 |
| HIS 255 | African American History | 3 |
| One European or Asian/African/Latin American History elective | 3 | |
European History Options | ||
HIS 213 | Europe and the World in a Century of Conflict | |
HIS 220 | The History of Food | |
Asian/African/Latin American History Options | ||
HIS 210 | History of Asia Since 1800 | |
HIS 220 | The History of Food | |
HIS 263 | Wars of Latin America | |
HIS 264 | Latin American History to 1830 | |
HIS 265 | Latin American History Since 1830 | |
HIS 280 | The Making of Modern Africa | |
| Total Credits | 30 | |
Note: HIS 382 is highly recommended for students intending to teach in New York State.
Social Justice Concentration
| Code | Title | Credits |
|---|---|---|
| Foundations Course | 3 | |
SOC 273 | Social Movements and Social Change | |
| Research Courses (select one of the following) | 3 | |
EDU 303 | Research Methods in the Social Sciences | |
PSY 202 | Research Methods in Psychology | |
| Skills Classes (select one of the following) | 3 | |
COM 201 | Dynamic Presentations | |
COM 203 | Writing for Contemporary Media | |
COM 204 | Relational Communication | |
COM 302 | Strategic Communication in Teams | |
COM 319 | Training and Development | |
PSY 329 | Leadership and Motivation | |
| Elective Courses (choose three from the courses listed below) | 9 | |
COM 327 | Impact of Culture, Race, and Gender on Message Design | |
COM 385 | Media & Children | |
CRJ 337 | Violence and the Family | |
CRJ 345 | Gangs in American Society | |
ECO 101 | Principles of Macroeconomics | |
ECO 102 | Principles of Microeconomics | |
HIS 123 | History of the United States: The Colonial Period to Reconstruction | |
HIS 124 | History of the United States: 1877 to the Present | |
HIS 235 | From Jamestown to Yorktown: Making the United States | |
HIS 236 | From Washington to Lincoln: The Making of American Democracy | |
HIS 255 | African American History | |
HIS 264 | Latin American History to 1830 | |
HIS 299 | Historian's Craft | |
HIS 382 | New York State History | |
IGSR 300 | Immersion East Side Seminar | |
PSC 103 | The American Constitution | |
PSC 104 | American Political Process | |
PSC 111 | Western Political Tradition | |
PSC 140 | International Relations | |
PSC 150 | Comparative Government and Politics | |
PSC 201 | Race, Law, and Politics | |
PSC 224 | Congress and the Legislative Process | |
PSC 225 | U.S. Presidency | |
PSC 233 | Interest Groups and Public Opinion in America | |
PSC 237 | State and Local Politics | |
PSY 334 | Child, Family and Community Psychology | |
PSY 340 | Stereotyping and Prejudice | |
SOC 111 | Contemporary Social Problems | |
SOC 291 | Gender and Society | |
SOC 340 | Sociology of the City | |
SOC 355 | Deviant Behavior | |
| Language Courses (TESOL students may choose four language electives to meet certification requirements) | 12 | |
ASL 103 | American Sign Language I | |
ASL 104 | American Sign Language II | |
FRC 103 | Introductory French I | |
FRC 104 | Introductory French II | |
FRC 215 | Intermediate French | |
FRC 217 | Introduction to French Composition | |
ITA 103 | Introductory Italian I | |
ITA 104 | Introductory Italian II | |
SPA 103 | Introductory Spanish I | |
SPA 104 | Introductory Spanish II | |
SPA 215 | Communicating in Spanish | |
SPA 217 | Intro Comp Panorama SocioCultural Latinoamericano | |
SPA 323 | Topics in Conversation I Peninsular Culture and Civilization | |
SPA 324 | Topics in Conversation II Latin American Culture and Civilization | |
SPA 332 | Advanced Spanish Composition | |
| Total Credits | 30 | |
- 1
The list of courses provided here only includes active courses at the time this catalog was prepared. Additional classes that are added by other departments might also be used to satisfy this requirement. If you think a class should count, please contact the chair of the Teacher Education Department.
Spanish Concentration
| Code | Title | Credits |
|---|---|---|
| SPA 215 | Communicating in Spanish 1 | 3 |
| SPA 217 | Intro Comp Panorama SocioCultural Latinoamericano 1 | 3 |
| SPA 323 | Topics in Conversation I Peninsular Culture and Civilization | 3 |
| SPA 324 | Topics in Conversation II Latin American Culture and Civilization | 3 |
| SPA 332 | Advanced Spanish Composition | 3 |
| Five Advanced-Level Spanish Classes (any SPA class at 300 or 400 level) | 15 | |
| Total Credits | 30 | |
- 1
Students who begin language study at the 300-level may substitute additional electives in lieu of the intermediate (200) level courses. Thus, students still will take 10 courses for the concentration.
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 | |
|---|---|
| Fall | Spring |
| EDE 100 | ECCH 221 |
| EDU 100 | SPE 341 |
| EDU 122 | EDY 208 (Optional - may be used to apply to NYSED or BOCES for early childhood certification) |
| Sophomore | |
| Fall | Spring |
| EDU 250 | TESL 283 |
| EDU 495 | EDU 272 |
| EDU 496 | EMC 391 (Optional - needed for middle childhood extension) |
| ECCH 222 | |
| EDY 209 (Optional - may be used to apply to NYSED or BOCES for early childhood certification) | |
| TESL 284 | |
| Junior | |
| Fall | Spring |
| TESL 385 (Requires 25 hours of field experience) | TESL 386 (Requires 25 hours of field experience) |
| EDU 356 | ECCH 412 |
| EDE 390 | EMC 352 (Optional - needed for middle childhood extension) |
| Senior | |
| Fall | Spring |
| TESL 432 (Requires 50 hours of field experience) | TESL 493 |
| EDU 428 | EDU 497 |
| EDU 494 | EDU 498 |
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.
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.
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 (25 hours).
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 (25 hours).
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.
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.