<div dir="ltr">Hi Shanley,<div>NYS Department of Education website has much information on what they call 'bilingual certification' for teachers. <br><div><br></div><div><a href="http://www.p12.nysed.gov/biling/bilinged/">http://www.p12.nysed.gov/biling/bilinged/</a><br>
</div></div><div><br></div><div>Many NY universities offer bilingual certification programs (and quite a few a Dual Certification- bilingual and Special Education) so I would check the courses and syllabi of these departments.</div>
<div><br></div><div>Isabelle</div></div><div class="gmail_extra"><br><br><div class="gmail_quote">On Tue, Mar 11, 2014 at 7:45 AM, <span dir="ltr"><<a href="mailto:shanley@bu.edu" target="_blank">shanley@bu.edu</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">Dear All,<br>
<br>
One of my doctoral students is developing a "Language in Schools" course for teacher training students in Germany who are preparing to teach a wide range of content subjects at the middle school and high school level (ages 10-18; grades 5-12). We are eagerly looking for advice and suggestions from any of you who have taught similar courses or know of relevant material.<br>
<br>
These teacher training students are preparing to teach in mainstream classrooms, which will include children from immigrant backgrounds (e.g. Turkish, Russian, Greek) and possibly children with minor language-related impairments (e.g. language issues related to ADHD). The students typically know little if anything about language or linguistics, or the relevance of that for teaching.<br>
<br>
The learning objectives for the course are:<br>
a. to understand language as an object of study (e.g. arbitrary nature of language, areas of language - phonology, morphology, syntax, etc.)<br>
b. to become familiar with language development phenomena typical of this age range (e.g. vocabulary, advanced syntactic structures, pragmatics)<br>
c. to understand the basics of bilingual and L2 development, especially for immigrant / heritage language children<br>
d. to understand how linguistic issues at all levels (e.g. case marking, relative clause structures, politeness conventions) can have an effect in classroom teaching and learning<br>
e. to identify potential linguistic problems in teaching material and learn to use or adapt those appropriately<br>
<br>
Any and all suggestions for content, materials (readings, examples), etc. are welcome. Although the course will be taught in German and oriented to the teaching context in Germany, information from other countries is very welcome and useful.<br>
<br>
Thanks so much,<br>
Shanley Allen.<br>
<br>
<br>
<br>
<br>
******************************<u></u>******************************<u></u>********************<br>
Prof. Dr. Shanley E. M. Allen<br>
Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences<br>
Director, Psycholinguistics and Language Development Group<br>
Center for Cognitive Science<br>
University of Kaiserslautern<br>
Erwin-Schrödinger-Straße 57/409<br>
67663 Kaiserslautern<br>
Germany<br>
<br>
e-mail: <a href="mailto:allen@sowi.uni-kl.de" target="_blank">allen@sowi.uni-kl.de</a><br>
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fax: <a href="tel:%2B49-631-205-5182" value="+496312055182" target="_blank">+49-631-205-5182</a><br>
office: Building 57, Office 409<br>
web: <a href="http://www.sowi.uni-kl.de/english-linguistics/home/" target="_blank">http://www.sowi.uni-kl.de/<u></u>english-linguistics/home/</a><br>
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<br>
<br>
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