222 Exploration in Diverse Cultures 1-4-3: An analysis of the educational context of another culture. Application of various techniques to determine the relationship among family, society, health and schooling in a culture other than the student's own. Offered in May. PR: EDU 221.

223 Exploration in Diverse Cultures I 2-0-2: An analysis of the educational context of another culture. Application of various techniques to determine the relationship among family, society, health and schooling in a culture other than the student's own.

224 Exploration in Diverse Cultures II 0-1-1: An analysis of the educational context of another culture, application of various techniques to determine relationship among family, society, health and schooling in a culture other than the student's own. PR: EDU 223.

EDU 495 Teaching of English as a Second Language: Methods and Materials 3-0-3: Application of second-language acquisition theory and cultural knowledge to curriculum and instruction. Application of sheltered instruction components and indicators. Classroom opportunities for students to gain experience with ESOL students across age and proficiency levels. Supervised field experience with limited English-proficiency levels. Supervised field experience with limited English-proficient students required. PR: Admission to teacher-education program.

ENG 204 Introduction to Linguistics 3-0-3: General overview of the history, phonology, morphology, syntax, semantics and discourse of English with emphasis on applications, including first- and second-language acquisition.

Summer Institute

Undergraduate Participants

EDU 435 Methods of Teaching in Bilingual/ESOL Settings - 3 credit hours

Berry College ESOL Camp (2 weeks)

Graduate Participants

EDU 662 Applied Linguistics for ESOL Teachers 3-0-3: Investigation of the nature of linguistic systems (phonology, morphology, syntax, semantics, pragmatics), theories of language development and the acquisition of first and second languages in diverse cultural settings. Review of idiosyncratic elements of English grammar as they pertain to second-language learning.

EDU 663 Language and Culture in Education 3-0-3: Pluralistic and global perspective to the equitable education of culturally and linguistically diverse student populations. Emphasis on the effects of cultural values inside and outside the classroom and how these factors influence teaching and learning outcomes and the relationship between language, culture and identity in terms of how teachers can best provide access to the acquisition of English, academic knowledge, and skills by students of other cultures. Cross-cultural growth and competency will be promoted by experimental learning and reflection.

EDU 664 Methods of Teaching in Bilingual/ESOL Settings 2-2-3: Application of second-language-acquisition theory and cultural knowledge to curriculum design and method, and application of whole-language and integrative curriculum approaches for the benefit of second-language learners; development of abilities to adjust lessons to the needs of second-language learners to facilitate achievement of appropriate objectives in the mainstream classroom while enhancing the acquisition of the English language. Classroom experiences and opportunities for students to apply knowledge gained in the previous courses, to gain experiences with ESOL students across age levels, to redefine and adjust teaching strategies and materials to accomplish teaching/learning objectives and language-learning objectives, and to meet the needs of diverse learners. 40 hours field experience required.

Berry College ESOL Camp (2 weeks)

In each course, authentic assessment is used to document meeting competencies related to the social, linguistic and academic needs of students. Successful completion of the three courses qualifies participants to receive the Georgia ESOL Endorsement Certificate.