Literacy Instruction - Master of Arts

Foundations of Literacy Instruction
Both of the following courses (6 credits):
Proseminar I: Historical Bases for Literacy Instruction
Proseminar II: Psychological Bases for Literacy Instruction
Educational Foundations
One of the following courses (3 credits):
Students with Disabilities in the Regular Classroom
Psychology of Learning in School and Other Settings
Psychological Development: Learner Differences and Commonalities
Schools, Families and Communities
History of American Education
Philosophical Inquiry and Contemporary Issues in Education
Sociological Inquiry into Education
Comparative Analysis of Educational Practice
Education in Transition
Power and Pluralism in School Practice
Race and Educational Policy in the United States
Issues of Culture in Classrooms and Curriculum
Learning Communities and Equity
Students who have completed Teacher Education 801 or 803 in the College of Education’s Internship Year Studies program may use either course to count towards this requirement.
Literacy Instructional Methodology
All of the following courses (15 credits):
Advanced Methods of Elementary School Reading
Reading, Writing and Reasoning in Secondary School Subjects
Classroom Literacy Assessment
Methods for Teaching Language Arts
Methods and Materials for Teaching Children’s and Adolescent Literature
Areas of Concentration
6 to 9 credits selected from one of the following areas:
Corrective and Remedial Literacy Instruction in the Classroom
Clinical Literacy Instruction
Theory and Research on the Teaching of Writing
Methods of Writing Instruction
Early Literacy Foundations and Development
Language Diversity and Literacy Instruction
Literacy for the Young Child in Home and School
Children’s and Adolescent Literature
Awards and Classics of Children’s Literature
Methods and Materials for Teaching Children’s and Adolescent Literature
Critical Reading for Children and Adolescents
English as a Second Language
Methods of Teaching English to Speakers of Other Languages
Studies in Teaching English to Speakers of Other Languages
Teaching for Understanding with Computers
Adapting Innovative Technologies to Education
Applying Instructional Technology to Problems of Practice
Students who have completed Teacher Education 802 and 804 in the College of Education’s Internship Year Studies program may count both courses as their area of concentration, unless they are seeking the Michigan Reading Specialist Certificate, in which case they must complete the Reading Specialist area of concentration requirements listed above.
Three additional credits of electives as approved by the student’s academic advisor.
Completion of a final examination or evaluation.
MIDDLE/SECONDARY ENGLISH LANGUAGE ARTS
Core Requirement. Both of the following courses (6 credits):
Methods of Research into Language Learning and Literacy
Issues and Trends in English Education
Language, Literacy, and Pedagogy. One course from each of the following four areas (12 credits):
Approaches and Issues in the English Language
Approaches to the English Language
Analysis of English Discourse
Advanced Studies in Second Language Acquisition
Topics in English Language Studies
Second Language Acquisition
Methods of Teaching English to Speakers of Other Languages
Language Diversity and Literacy Instruction
Students who have completed TE 804 in the College of Education’s Internship Years Studies program may use it as the choice in this area.
Approaches and Issues in the Teaching of Literature
Approaches to the Teaching of Literature
Methods and Materials for Teaching Children’s
and Adolescent Literature
Critical Reading for Children and Adolescents
Approaches and Issues in Reading
The Teaching of English Language and Literature: Reading Theory
Reading, Writing, and Reasoning in Secondary School Subjects
Theory and Research in the Teaching of Writing
Composition Studies: Issues, Theory, and Research
Theory and Research on the Teaching of Writing
Methods of Writing Instruction
The language requirement may be satisfied through demonstration of second-year proficiency in a second language, including American Sign Language, or by completing two of the following courses. Only one course will count toward the degree.
Advanced Studies in Second Language Acquisition
Topics in English Language Studies
Second Language Acquisition
Methods of Teaching English to Speakers of Other Languages
Foundations for Teaching and the Profession
One of the following courses or an approved substitution (3 credits):
History of American Education
Philosophical Inquiry and Contemporary Issues in Education
Sociological Inquiry into Education
Comparative Analysis of Educational Practice
Power and Pluralism in School Practice
Race and Educational Policy in the United States
Issues of Culture in Classroom and Curriculum
Learning Communities and Equity
Students who have completed Teacher Education 803 in the College of Education’s Internship Year Studies program may use this course as the choice in this area.
Additional credits of electives, up to 12 credits, are needed to reach 33 credits. These can be selected from among appropriate graduate courses in teacher education; English; counseling, educational psychology and special education; linguistics, or other appropriate courses that support the professional and academic development of the student as a teacher of English Language Arts. Students who have completed Teacher Education 802 in the College of Education’s Internship Year Studies program may use this course towards these electives.
Portfolio. A portfolio developed over time must be acceptable to the student’s guidance committee. The purpose of the portfolio as a certifying examination are (1) to demonstrate an advanced understanding of and ability in practices in the teaching of English, and (2) to enable the student to articulate a coherent understanding of the major issues in English education. The portfolio requirement includes (1) documentation of expertise in an area of English pedagogy, through videotapes of classroom teaching or classroom artifacts that demonstrate competence as a teacher of English, accompanied by a reflective essay that provides evidence of how the student’s studies have affected this practice and his/her understanding of this practice, and (2) a reflective essay based on a prompt that requires the student to write a position paper theorizing an important issue in the field and connecting research, theory, and practice. The submission of an acceptable portfolio satisfies the University requirement of a final examination or evaluation.