The majority of classrooms include a diverse student population. With racial, ethnic, socioeconomic, cultural, and familial diversity within the educational structure, there is a growing need for educators to be equipped with methods of restructuring lessons that are not to be viewed as “additions" to their content area.
Participants will discover instructional strategies that benefit all students, not just those who are fluent in English. The aim of this course is to help participants understand how language is structured, how first languages are acquired and developed, and how languages vary, as these topics are relevant in a classroom with a variety of first-languages.
Possessing a greater understanding of the basics of language allows teachers to better understand the specific struggles a student might experience when trying to attend daily classes in a language they don't fully understand.
Carlow University ED 662 • Madonna University EDU 5830.24 • Notre Dame College ED 585 C • The College of Saint Rose EDT 661
The required text for this course is Multicultural Education: A Teacher's Guide to Linking Context, Process, and Content, 2nd Edition by Hilda Hernandez. 0-13-633538-1
Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.
Module 1: Federal and State Law for whom English is a New Language
Module 2: Educating Teachers for Diversity – The Context of Teaching
Module 3: Characteristics of Cultural Identity and How it Relates to Specific Educational Settings
Module 4: Defining Multicultural Education
Module 5: School and Classroom Context
Module 6: Strategies for Special Populations and Pros and Cons to Multicultural Teaching and Learning
Module 7: Classroom Processes: Context, Cooperative Learning, Pre-Instructional Strategies
Module 8: Text Books and other Instructional Materials and Effective Teaching Skills
Module 9: Second Language Teaching, Evaluation, and Assessment
Module 10: Final Integration Project
Online 3-graduate credit courses are 13 weeks in length.
On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.
Weekday courses are Monday-Friday from 8:00am- 6:00pm.
It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.
Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.
Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.
Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.