Curriculum: Master of Education in Literacy and Second Language Studies

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Curriculum at a Glance

Curriculum at a Glance

For the Master of Education LSLS online program, students will complete the Core Curriculum (9 credit hours) and choose a concentration area (21 credit hours) in one of the following: PreK-12 Reading Instruction, Teaching English to Speakers of Other Languages (TESOL), or International/Adult Teaching English as a Second Language (TESL) Focus.

The LSLS program highlights four emphases within its coursework:

Designing and implementing reading, writing, and speaking curricula in Literacy and TESOL.
Assessing and evaluating reading, writing, and speaking challenges for native and non-native English speakers.
Practicing varied instructional methods to foster literacy learning across the diversity of student populations.
Developing strategies for critically analyzing research in the fields of literacy and second language studies.

Ready to learn more? Connect with an advisor today!

CURRICULUM AT A GLANCE

Literacy & Second Language Studies Core Curriculum Electives Concentration Coursework Postsecondary Literacy Instruction Concentration PreK-12 Teaching English as a Second Language Concentration Adult/International TESL Concentration

Students will complete the Core Curriculum (9 credit hours)

Course	Title / Description	Credit
LSLS7053	Foundations of First and Second Language Learning Course: LSLS7053 Credit: 3 This course introduces students to foundational knowlege in first and second language learning. Specific topics include major theoretical paradigms and constructs that affect learning.	3
LSLS7054	Literacy as a Linguistic and Cultural Tool Course: LSLS7054 Credit: 3 This course examines the social, cultural, and community aspects of literacies, the linguistic and cultural aspects of learning English as a additional language, and the ways in which schoolsmight recognize, maintain, develop, and build uponthe "ways with words" that contemporary students acquire and learn in out-of-school contexts. The course is based on a sociocultural view of literacy, encompassing multidisciplinary approaches and focuses on key sociocultural arguments, influential studies, and their classroom implications.	3
LSLS7057	Master's Culminating Experience: Literacy and Second Language Studies Course: LSLS7057 Credit: 3 This course provides students with the opportunity to learn about portfolios and reflective practice as Literacy and Second Language professionals in the field, while applying key understandings to the creation of their own reflective portfolios.	3

See required number of elective hours (if any) under each Concentration. Electives should be chosen in collaboration with the faculty advisor.

Course	Title / Description	Credit
LSLS7016	Adolescent Literature, Media & Popular Culture Course: LSLS7016 Credit: 3 This course, required for candidates pursuing an Ohio Adolescent to Young Adult English Language Arts teaching license, explores and critiques response-based approaches to literary texts as well as expanded notions of textuality (e.g. literature, popular culture, media, information), and critical approaches to all of the above.	3
LSLS7032	Teaching Literature of Ethnic American Populations Course: LSLS7032 Credit: 3 The focus of this course is the illumination of the salient cultural features embedded in the literature of African-, Asian-, Latino-, and Native-Americans. Participants will address the value and use of this literature in classroom settings. This course offers an exploration of historical and pedagogical perspectives, trends, issues, and controversies in multicultural literature for children and young adults. Studentswill be required to read and discuss children's and young adult literature to determine and assessthe literary merit of the literature, its culturalcontent (the lived cultural experience and its accompanying diverse definition of what it means to be an American within a specific culture).	3
LSLS7033	Seminar: Literature for Children and Adolescents Course: LSLS7033 Credit: 3 This course covers selected or provisional topics,explores new research, or offers experimental educational experiences in the study of children'sand adolescent literature.	3
LSLS7051	Seminar in Literacy and Second Language Studies Course: LSLS7051 Credit: 3 This course covers selected or provisional topics,pilots new courses, or offers experimental educational experiences in literacy and second language studies.	3
LSLS7068	Sociolinguistics and Bilingual Education Course: LSLS7068 Credit: 3 This course is an overview of sociolinguistic factors affecting second language acquisition, societal and individual influences on language choice, use, maintenance, and change. It examines some major topics such as variations of language, language attitudes and motivations, language policies and their implications for TESL, and someof the major research methods in sociolinguistics.It also covers philosophies, theories, pedagogicalmethods applicable to bilingual development and bilingual education.	3
LSLS7069	PreK-12 Methods of TESOL Course: LSLS7069 Credit: 3 This course is designed to explore classroom strategies, instructional procedures, and pedagogical applications for ESL students in conjunction with research/evidence-based principles and second language teaching and learning. Each teaching strategy will be addressed from a theoretical perspective, and will exemplify the ideas to be used in practical classroom settings.	3
LSLS7070	Evaluation and Assessment for K-12 TESOL Course: LSLS7070 Credit: 3 This course is designed to equip candidates with the knowledge and skills to effectively assess and evaluate limited English proficient students' performance in English. It addresses current trends in assessment, cultural and linguistic issues and biases in measurement, understanding of concepts in assessment as well as formative and summative assessments. It also discusses a way to evaluate curriculum and materials within a framework for determining the effectiveness and appropriate uses for evaluations and assessments, including norm-referenced, curriculum-based, performance-based, and alternative assessments.	3
LSLS8032	Language and Emergent Literacy Course: LSLS8032 Credit: 3 This course examines the development of language and emergent literacy in young children. The period from birth to school age has always been ofinterest to researchers and educators concerned with young children's language development. This course begins with a discussion of research on oral (face-to-face) language acquisition and its relationship to emergent literacy development, then moves to research reports written by prominent scholars who investigate the written language development of very young children. Theseresearchers address significant issues from a variety of disciplinary perspectives including anthropology, linguistics, psychology, and education.	3
LSLS8036	Adolescent Literacy Course: LSLS8036 Credit: 3 This seminar explores multiple and often competingviews of "adolescent literacy" that influence middle grades and secondary classrooms, educational policies, and academic research. The course examines major position papers and policy documents in adolescent literacy, critiques simplistic notions of "adolescence" and "literacy," and draws upon multidisciplinary research to expand and shift how educators understand adolescents and cultivate more productive and culturally relevant contexts for language, literacy, and learning in school.	3
LSLS8040	Survey of Research in Reading and Writing Course: LSLS8040 Credit: 3 Survey of Research in Reading and Writing will involve an examination of classic and current investigations that have been influential in the field of literacy. The course will involve students in analysis, synthesis, critical appraisal of historical and recent studies in the field.	3
LSLS8041	Current Issues in Literacy Course: LSLS8041 Credit: 3 This course is an investigation and analysis of current issues, problems, and instructional materials used in the process of acquiring literate behavior. The seminar format will engage graduate students in critical discussion and appraisal of a wide-range of current issues in thefield of literacy.	3
LSLS8061	Teaching and Assessing Adult ESL: Reading and Writing Course: LSLS8061 Credit: 3 This course will present and combine current theories and approaches to ESL reading and writing. Multiple perspectives address issues relevant to researchers, teacher educators, in-service ESL educators, curriculum designers, program administrators, and mainstream compositionand reading teachers.	3
LSLS8062	Teaching and Assessing ADULT ESL: Oral Communication Course: LSLS8062 Credit: 3 The course covers major issues related to oral communication in English in academic, professional, and social contexts. Students will have opportunities to read and discuss recent works of representative scholars and current trends and issues, as well as theory and research,and explore best practices in teaching college ESL.	3
LSLS8100	Foundations of Adolescent/Adult Literacy Instruction Course: LSLS8100 Credit: 3 Examines literacy instruction for adolescent and adult learners from historical, theoretical, and pedagogical perspectives.	3
LSLS8102	Literacy Instruction: Methods for Teaching Reading Course: LSLS8102 Credit: 3 This course examines methods and techniques of adolescent/adult literacy instruction with a focus on teaching reading to strengthen college and career readiness skills.	3
LSLS8104	Literacy Instruction: Methods for Teaching Writing Course: LSLS8104 Credit: 3 This course examines methods and techniques of adolescent/adult literacy instruction with a focus on teaching writing to strengthen college and career readiness skills.	3
LSLS8105	Teaching Literacy in a Diverse Society Course: LSLS8105 Credit: 3 This course examines issues of diversity in adolescent/adult educational contexts with a focus on sociocultural theories of literacy and culturally responsive teaching practices.	3
CI7001	Educational Research for Masters Students Course: CI7001 Credit: 3 Students will explore the full range of educational research in current practice and develop an understanding of the role and limitations of research for informing educational practice. Students will select a topic of interestto them and conduct a literature review of this topic culminating in a final paper that demonstrates their knowledge of the literature, ability to read and synthesize research, and writeaccording to standard protocols.	3
CI7003	Teaching and Learning in Diverse Classrooms Course: CI7003 Credit: 3 This course is a required course for middle childhood and secondary licensure. This course exposes students to the problems, issues, and experiences of students from under-represented groups based on race, ethnicity, language, socio-economic status, and sexual identity. Students will use their experiences in field placements as starting points for reflection.	3
CI7006	Global Education: Immigrant Children and Their Families Course: CI7006 Credit: 3 Focus on sociocultural issues impacting immigrant student learning and on communication among teachers, students and families.	3
CI7031	Research in Science Learning Course: CI7031 Credit: 3 This course examines empirical research in scienceeducation, including instructional practices, curriculum materials, student thinking and achievement, technology integration, and teacher decision making. Focuses on a variety of methods used and how researcher purposes influence methodology.	3
CI7032	Science Learning in Laboratory and Inquiry Settings Course: CI7032 Credit: 3 This course explores the historical development oflaboratory and active learning experiences in science curriculum and classrooms. Students will explore the research on science learning through the use of demonstrations, lab activities, studentinquiries, and problem-based learning.	3
CI7040	Mathematics as Problem Solving Course: CI7040 Credit: 3 This course is appropriate for students who teach mathematics, science or interdisciplinary course work in a variety of school settings and grade levels, K-12. Specific strategies and general heuristics are discussed.	3
CI7050	Using Literature in Social Studies Course: CI7050 Credit: 3 This course is designed to help potential and practicing educators explore the ways in which literature can be used to enrich the teaching of history and social studies in grades 4 through 12.This course builds upon the Ohio Content Standardsfor teaching Social Studies and the National Council for the Social Studies Curriculum Standards.	3
CI7070	Applications and Issues of Technology in the Classroom Course: CI7070 Credit: 3 This course provides an overview of the increasingly complex array of digital media and technology-based resources available for use in face-to-face environments. Some of the topics covered are learning theories and integration models for technology-enhanced instruction, integrating digital technologies and software tools into the teaching, and national educational technology standards. Students will also explore the social, ethical, legal and human issues surrounding current technology use and predict theimpact of emerging trends.	3
CI8006	Global Education: Educational Systems Course: CI8006 Credit: 3 Introduction to educational systems around the world and the philosophical bases of those systems. Designed to increase teacher awareness ofthe range of educational philosophies and practices in the cultures of their native and immigrant students and to prepare educators for work in a global society.	3
SPED6001	Individuals with Exceptionalities Course: SPED6001 Credit: 3 An introduction to concepts and issues related to the schooling, learning, and instruction of individuals who vary from their peers.	3
SPED6002	Engaging and Supporting Families with Members withDisabilities Course: SPED6002 Credit: 3 This course supports non-special education majors in utilizing a social systems ecological approach for understanding families with members with disabilities, assessment, selecting collaborative models and activities, implementing family engagement and education activities, and evaluating those activities.	3
SPED7042	Transition to Work Endorsement: Collaboration and Teaming Course: SPED7042 Credit: 3 This course explores the role of the transition towork specialist in collaboration and serving effectively as a member of a team on behalf of students with disabilities.	3
SPED7052	Universal Design for Learning Course: SPED7052 Credit: 3 This course provides an overview of how the principles of Universal Design for Learning can be used to design online and blended learning experiences that meet the needs of diverse learners including those who are accelerated and those who are struggling for a variety of reasons. Special attention will be given to integrating technologies that support student engagement, authentic learning, and general accessibility supports.	3

Student will select a concentration and complete coursework associated with their selection. (21 credit hours)

PreK-16 Literacy Learning and Instruction Concentration

Course	Title / Description	Credit
LSLS7026	Literacy Learning and Instruction PreK-12 Course: LSLS7026 Credit: 3 This course surveys current literacy curricula, methods, and materials for grades K-12 and is designed to bring teachers and administrators up-to-date in the field of evidence-based literacy instruction. A major goal of this course is to identify the instructional contexts and practices most likely to support literacy development, particularly vocabulary development and comprehension among all school-age students.	3
LSLS7027	Theory to Practice: Models of Literacy Course: LSLS7027 Credit: 3 This course examines the major theories, perspectives, and models of the reading process, and to link this knowledge to instructional practice. Theories, perspectives, and models examined include the following: cognitive processing, transactional, psycholinguistic, sociocognitive, sociocultural, and critical/multiliteracies.	3
LSLS7028	Literacy Assessment, Instruction, and Practicum I Course: LSLS7028 Credit: 3 This practicum course examines a wide range of evidence-based assessment and instructional methods to support the literacy development of PreK-12 learners experiencing difficulty with reading including dyslexia. Foundational skills of phonemic awareness, phonics, and fluency are particularly emphasized. Additionally, this course focuses on the administration and interpretation of assessment tools, instruction within the context of individual differences and development, and methods of communicating results. Tutoring is required.	3
LSLS7029	Literacy Assessment, Instruction, Practicum II Course: LSLS7029 Credit: 3 This practicum course examines a wide range of evidence-based practices to support the literacy development of PreK-12 learners with attention to literacy elements such as word recognition (including phonics), comprehension, academic language (including the functions of language, semantics, and vocabulary), and text structure. Additionally, this course focuses on instruction within the context of individual differences and development, and methods of communicating results. Tutoring is required.	3
LSLS7031	Principles of Organizing a Literacy Curriculum Course: LSLS7031 Credit: 3 This course addresses a wide range of issues and approaches related to planning, implementing, and supervising literacy programs in K-12 settings. Itis designed to provide students with the knowledge, skills, and resources needed to take a leadership role in designing effective instruction, developing and evaluating curriculum materials, creating a literate environment, and facilitating teacher professional development to meet the literacy needs of students across the grades.	3

Course	Title / Description	Credit
LSLS8003	Practicum in Postsecondary Literacy Instruction Course: LSLS8003 Credit: 3 Practicum experience where students apply theoriesand methods of postsecondary literacy instruction in a supervised classroom setting.	3
LSLS8007	Projects in Postsecondary Literacy Instruction Course: LSLS8007 Credit: 3 Structured capstone experience designed to facilitate intensive study of various issues in postsecondary literacy instruction.	3
LSLS8105	Teaching Literacy in a Diverse Society Course: LSLS8105 Credit: 3 This course examines issues of diversity in adolescent/adult educational contexts with a focus on sociocultural theories of literacy and culturally responsive teaching practices.	3
	Faculty Advisor Approved Electives Course: Credit: 3	3
LSLS	Students will choose one of the following courses: LSLS8001 or LSLS8100 Course: LSLS Credit: 3	3

Course	Title / Description	Credit
CI7006	Global Education: Immigrant Children and Their Families Course: CI7006 Credit: 3 Focus on sociocultural issues impacting immigrant student learning and on communication among teachers, students and families.	3
LSLS7060	Applied Linguistics Course: LSLS7060 Credit: 3 Focused on theoretical perspectives, major issues,and current controversies, this course is designedto facilitate the student's knowledge and understanding of the linguistic structure as a holistic system. This course examines the English language as a second language on the basis of current theory, research, and practice. It covers a detailed analysis of the sound system of American English as well as morphology, syntax, and semantics through in-depth discussions of instructional issues.	3
LSLS7068	Sociolinguistics and Bilingual Education Course: LSLS7068 Credit: 3 This course is an overview of sociolinguistic factors affecting second language acquisition, societal and individual influences on language choice, use, maintenance, and change. It examines some major topics such as variations of language, language attitudes and motivations, language policies and their implications for TESL, and someof the major research methods in sociolinguistics.It also covers philosophies, theories, pedagogicalmethods applicable to bilingual development and bilingual education.	3
LSLS7069	PreK-12 Methods of TESOL Course: LSLS7069 Credit: 3 This course is designed to explore classroom strategies, instructional procedures, and pedagogical applications for ESL students in conjunction with research/evidence-based principles and second language teaching and learning. Each teaching strategy will be addressed from a theoretical perspective, and will exemplify the ideas to be used in practical classroom settings.	3
LSLS7070	Evaluation and Assessment for K-12 TESOL Course: LSLS7070 Credit: 3 This course is designed to equip candidates with the knowledge and skills to effectively assess and evaluate limited English proficient students' performance in English. It addresses current trends in assessment, cultural and linguistic issues and biases in measurement, understanding of concepts in assessment as well as formative and summative assessments. It also discusses a way to evaluate curriculum and materials within a framework for determining the effectiveness and appropriate uses for evaluations and assessments, including norm-referenced, curriculum-based, performance-based, and alternative assessments.	3
LSLS7078L	Practicum in Teaching English as a Second Language Course: LSLS7078L Credit: 3 Students apply theories of instructional and evaluation methods in the teaching of English as asecond langauge (ESL). Participants engage in supervised real-life field-practice, "virtual" field-practice through multimedia activities, and forum discussions. Emphasis will be placed on deriving instructional and evaluation recommendations through critical discussion of readings, self-reflections on the ESL tutoring.	3
LSLS8060	Content-Based Second Language Education Course: LSLS8060 Credit: 3 This course is designed for people interested in teaching English as a Second Language (TESL) and people who have English as a Second Language (ESL)students in their regular classes in K-12 and adult contexts. Students will learn theories, research, and strategies for teaching English language and subject-matter content simultaneously.	3

Course	Title / Description	Credit
CI8006	Global Education: Educational Systems Course: CI8006 Credit: 3 Introduction to educational systems around the world and the philosophical bases of those systems. Designed to increase teacher awareness ofthe range of educational philosophies and practices in the cultures of their native and immigrant students and to prepare educators for work in a global society.	3
LSLS7060	Applied Linguistics Course: LSLS7060 Credit: 3 Focused on theoretical perspectives, major issues,and current controversies, this course is designedto facilitate the student's knowledge and understanding of the linguistic structure as a holistic system. This course examines the English language as a second language on the basis of current theory, research, and practice. It covers a detailed analysis of the sound system of American English as well as morphology, syntax, and semantics through in-depth discussions of instructional issues.	3
LSLS7068	Sociolinguistics and Bilingual Education Course: LSLS7068 Credit: 3 This course is an overview of sociolinguistic factors affecting second language acquisition, societal and individual influences on language choice, use, maintenance, and change. It examines some major topics such as variations of language, language attitudes and motivations, language policies and their implications for TESL, and someof the major research methods in sociolinguistics.It also covers philosophies, theories, pedagogicalmethods applicable to bilingual development and bilingual education.	3
LSLS7071	Adult/International Practicum Course: LSLS7071 Credit: 3 Provides student teachers with the opportunity to put into practice concepts and theories related to effective language teaching and learning within the context of a domestic or international teaching site.	3

FAQs

What can I do with an MEd in Literacy & Second Language Studies?
The promotion of literacy and language education is one of the great callings! Fewer missions are more effective than teaching people to read and communicate. Some of the professional opportunities for MEd LSLS graduates are:
- Adult literacy teachers
- English teachers
- ESL teachers
- School Counselors
- Instructional Coordinators
- Superintendents/Principals
- Tutors
- Intervention Specialist
- Curriculum designer
Connect with an advisor today!
Why should I get an MEd LSLS degree with UC online?
In a society in which employment and economic advancement increasingly depend on more developed and specialized skills, the handicap of illiteracy can only grow more severe. Here is why you should receive your MEd LSLS degree with UC online:
- Literacy is the key that opens doors to all other learning
- You may choose a wide range of specializations
- You can earn a degree fairly quickly and inexpensively with UC Online
- Increase your lifelong earning potential
- You will become a better communicator
- Get to spend your days immersed in reading and language
- Learn a broad range of subjects and disciplines preparing you for a broad range of career options
Connect with an advisor today!
Is the GRE required for the MEd LSLS online degree?

You have the option to provide an original copy of scores taken within five years of the date of application. GRE scores are optional for admission to the Master’s degree program but are highly recommended to strengthen applications that may be weak in other areas. For example, applicants with less than a minimum undergraduate GPA of 3.0 should include GRE scores with their application.

To ensure we receive the scores, both the university and the program to which scores are sent should be indicated on the order form. The code for the University of Cincinnati is 1833. You will then be prompted to select the program to which your scores are to be sent. Information on the procedures for taking the Graduate Record Examination can be obtained from http://www.ets.org/gre.

Connect with an advisor today!

The Graduate Record Examination is offered regularly on the University of Cincinnati’s campus:

100 University Pavilion, 2618 McMicken Circle
Cincinnati, OH 45221
513-556-7173