BLED 401 - Foundations of Bilingual/ESL Education
Hours: 3
Introduction to the philosophies and theories of bilingual schooling with emphasis on language policy and the sociological, psychological, and legal aspects involved. Provides students with opportunities to reflect on their own language learning and schooling experiences in bilingual settings and compare them to programs and practices shown by research to be effective.

BLED 402 - Biliteracy Development, Instruction, and Assessment
Hours: 3
An examination of the theories, instructional approaches, curricula, texts, materials, and assessment instruments used for oral language and literacy development in elementary bilingual classrooms. Opportunities to evaluate commercial and research based programs and to create/adapt materials for students with varying degrees of bilingualism and biliteracy.

BLED 403 - Bilingual Instruction for the Content Areas
Hours: 3
An examination of the theories, instructional approaches, curricula, texts, materials, and assessment instruments used for teaching language arts, math, science and social studies in elementary bilingual classrooms. Opportunities to evaluate commercial and research-based programs and to create/adapt materials for students with varying degrees of bilingualism and biliteracy. Crosslisted with: BLED 413.

BLED 404 - Biliteracy in the Teaching Profession
Hours: 3
The course promotes language proficiency through learning scenarios designed to prepare bilingual teachers to use formal academic Spanish in bilingual and dual language instruction. This course is intended to provide students with a fundamental understanding of Spanish listening, speaking, reading, and writing skills and opportunities to apply this knowledge to become competent users of Spanish for academic purposes. Class prepares students to take the BTLPT Bilingual Target Language Proficiency Test--Spanish (TExES #190), required for the bilingual certification. 3 semester hours.

BLED 405 - Academic and Language Support Using Sheltered Instruction
Hours: 3
This course focuses on the use of sheltered instruction to support emergent bilingual learners as they simultaneously learn the English language and academic content. Students are introduced to the Sheltered Instruction Observational Protocol (SIOP) model, a research-based framework, for planning and implementing lessons in the content areas. Course includes engagement of students in the process of designing lessons that incorporate the eight components of sheltered instruction.

BLED 412 - English Language Learners: Theory & Practice
Hours: 3
This course provides teacher candidates an introduction to the laws, philosophies and theories of ESL schooling with an emphasis on the evolution of language policy and the sociological, psychological, and legal implications. Students will also gain knowledge of effective oral language and literacy practices for English Language Learners in grades K-12. Moreover, teacher candidates will have opportunities to reflect on their own language learning and schooling experiences then compare them to practices shown by research to be effective.

BLED 413 - Sheltered Content Area Instruction for English Language Learners
Hours: 3
The application of second language acquisition research, theory, and pedagogical approaches to the teaching of math, science, social studies, and language arts in English to bilingual and ESL students in grades PK-12. Content-based ESL and sheltered instructional approaches, methods, and materials that meet state and local standards will be among those explored and experienced. Prerequisites: BLED 401 or concurrent enrollment. Crosslisted with: BLED 403.

BLED 489 - Independent Study
Hours: 0-4
Independent Study

BLED 497 - Special Topics
Hours: 0-4
Special Topic.