Pursuing Education: Teaching the Linguistically Diverse

The Master of Arts in Education program actively engages teachers in collaborative, reflective, and challenging learning experiences that wholly develop their capabilities as leaders in the teaching profession. MAE is committed to providing a program of the highest quality based on current research in effective teaching and how students of all ages learn best.
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M.A. in Education: Teaching the Linguistically Diverse

Degree Overview

Master of Arts in Education: Teaching the Linguistically Diverse provides candidates with the latest research in how students acquire English. The emphasis is based on the State of Colorado Teacher Performance Standards for preparing teachers to teach culturally and linguistically diverse learners, using strategies to address students’ specific learning needs. This degree meets the academic requirements for the Culturally and Linguistically Diverse Education Endorsement (CLDE) in the State of Colorado.

1. Successful completion of 36 semester hours from required CLDE endorsement courses (21 semester hours), LDE seminars/electives (3 semester hours), and Master‘s Core (12 semester hours) with a minimum cumulative grade point average of 3.000.

2. Successful completion of a CAP Review the final semester of a candidate‘s program. The CAP Review provides a platform for degree candidates to present evidence of their growth and change as a result of their learning experiences in the MAE Program. The student‘s developing portfolio provides resources for the CAP Review.

3. Practicum experience appropriate to licensure area.

5. Students must be competent in reading, writing, and speaking English. They must have a commitment to the field of multicultural education and demonstrate cross-cultural sensitivity.

Total Master of Arts in Education: Teaching the Linguistically Diverse Degree Requirements 36 SH

  • LDE Endorsement Courses 21 SH
  • LDE Seminar Courses 3 SH
  • Master‘s Core Courses 12 SH

Program Requirements

Listed below are the required courses for completion of this degree at Regis University. Please note that recent course requirement updates may not be reflected in the list below and you should contact the Office of Enrollment Services at 303.458.4126 for recent changes and updates.

PLEASE NOTE: In addition to the courses listed under its heading below, the Teaching the Linguistically Diverse Degree requires all of the courses in the Linguistically Diverse Learner Certificate AND the Linguistically Diverse Endorsement.

This degree program requires 36.00 credit hours for completion. Please contact your advisor or the Office of Enrollment Services at 303.458.4126.

RC-Linguistically Diverse Learner Certificate

MAE 665E - Teaching Strategies for CLD Educators

Instructs participants in research-based methods and examines effective content-based instructional strategies for teaching English to CLD learners. Participants will adapt curriculum materials and learn differentiation techniques. Constructivist and sheltered teaching methodologies will be discussed and demonstrated.

Cross listing(s): EDES 665E.

MAE 665G - Linguistics I: Lang Acquisition

Provides the participant with information concerning first and second language acquisition theory. Explores the structure and function of the English language including linguistics, applied linguistics, psycholinguistics, and sociolinguistics. Process learning will be explored and modeled.

Cross listing(s): EDES 665G.

MAE 665H - Foundations of Ed for CLD Educators

Provides an overview of the history and legislation related to CLD learners and a survey of bilingual and ESL programs. Models, philosophies and theoretical underpinnings of programs for the CLD will be discussed. Strategies for collaboration with, inclusion of, and advocacy for, diverse students and their families will be explored.

Cross listing(s): EDES 665H.

MAE 665I - Assessment for CLD Education

Develops skills for design, evaluation and critique of a variety of formative and summative assessments for CLD learners. Participants will apply this learning through a case study and design of a differentiated assessment based on language proficiency level.

Cross listing(s): EDES 665I.

RC-Linguistically Diverse Learner Endorsement

MAE 605M - Multicultural Perspectives

Participants will reflect on their culture and the cultural perspectives of others, issues of social justice, and societal structures which impact the success of individual students and programs. Participants will address issues of discrimination and examine their own beliefs and how these impact their roles as educators.

Cross listing(s): ED 651.

MAE 665L - Practicum for CLD Education

Supports candidates in linking course theories to classroom practices. With mentor support, candidates will demonstrate their skills and knowledge of teaching CLD learners. Additional areas which contribute to the success of CLD learners will be documented through professional development and community involvement activities. NOTE: Pass/No Pass Grading only.

MAE 665P - Literacy for CLD Education

Focuses on developing reading literacy skills with a focus on differentiation for CLD learners and applies research-based reading strategies in their course of study. A plan for instruction and academic language supports will be developed using the teaching and learning cycle, process learning principles, and a focus on the importance of family literacy.

MAE 665R - Linguistics II: Form & Function

Explores English language grammatical structures and incorporates grammar explanations into sheltered lessons for K-12 CLD learners. Development of appropriate language objectives for language and content lessons will be emphasized.

Pre-requisite: MAE*665G

RC- Teaching the Linguistically Diverse Degree

MAE 610 - Connect Beliefs, Theory & Practice

Research and learning theories from constructivism and cognitive psychology are explored. Based on these studies and synthesis of content from throughout the program, participants develop personal beliefs, explore how these beliefs are supported by educational theorists and research, and demonstrate how their beliefs manifest in classroom practice.

Pre-requisite: MAE*605R

MAE 614 - Action Research: Foundations

Participants develop research questions and design an action research study to investigate a relevant aspect of their practice. A formal research proposal is submitted to the Regis IRB and school district for approval. A literature review, synthesizing the current scholarly research on the topic will be completed.

MAE 616 - Action Research: Application

Participants will implement research designs developed during MAE 614/615, collect and analyze data, write a formal research paper, and present findings to peers and the community. Prepares educators to investigate questions that arise from their own practice that supports quality teaching and learning.

Pre-requisite: TAKE MAE*614;

MAE 619 - Curriculum Theory & Application

Participants will engage in the process of discovering how concept-based curriculum, especially inquiry and constructivism is developed in student-centered classrooms. Distinctions among adopting, adapting, and designing a student centered curricula around the Colorado State Standards will be examined.

MAE 620 - Evaluation Theory & Applicatn

Assessment and evaluative procedures will be studied as an integral part of curriculum design and instructional practice. Participants design assessments and evaluation procedures for their classrooms based on individual school communities. Participants will implement ongoing assessments in the classroom and reflect upon student learning.

Pre-requisite: MAE*619

MAE 695 M-P

The course descriptions for the above mentioned class could not be found. Please contact Academic Records & Registration at 303-458-4126 with questions. Some additional course information is available and shown here.

Take 3 credits from courses MAE 695 M-P

RC: MA CAP Review

CAP Review

The course descriptions for the above mentioned class could not be found. Please contact Academic Records & Registration at 303-458-4126 with questions. Some additional course information is available and shown here.

(0SH)
CAP Review

Course Descriptions

Listed below are the available courses offered at Regis University within this respective degree program. The courses below include the degree program requirements as well as subject related courses. Please contact the Office of Enrollment Services at 303.458.4126 for recent changes and updates.

MAE 605M Multicultural Perspectives (2.00)

Participants will reflect on their culture and the cultural perspectives of others, issues of social justice, and societal structures which impact the success of individual students and programs. Participants will address issues of discrimination and examine their own beliefs and how these impact their roles as educators.

Cross listing(s): ED 651.

MAE 610 Connect Beliefs, Theory & Practice (3.00)

Research and learning theories from constructivism and cognitive psychology are explored. Based on these studies and synthesis of content from throughout the program, participants develop personal beliefs, explore how these beliefs are supported by educational theorists and research, and demonstrate how their beliefs manifest in classroom practice.

Pre-requisite: MAE*605R

MAE 614 Action Research: Foundations (3.00)

Participants develop research questions and design an action research study to investigate a relevant aspect of their practice. A formal research proposal is submitted to the Regis IRB and school district for approval. A literature review, synthesizing the current scholarly research on the topic will be completed.

MAE 616 Action Research: Application (2.00)

Participants will implement research designs developed during MAE 614/615, collect and analyze data, write a formal research paper, and present findings to peers and the community. Prepares educators to investigate questions that arise from their own practice that supports quality teaching and learning.

Pre-requisite: TAKE MAE*614;

MAE 619 Curriculum Theory & Application (2.00)

Participants will engage in the process of discovering how concept-based curriculum, especially inquiry and constructivism is developed in student-centered classrooms. Distinctions among adopting, adapting, and designing a student centered curricula around the Colorado State Standards will be examined.

MAE 620 Evaluation Theory & Applicatn (2.00)

Assessment and evaluative procedures will be studied as an integral part of curriculum design and instructional practice. Participants design assessments and evaluation procedures for their classrooms based on individual school communities. Participants will implement ongoing assessments in the classroom and reflect upon student learning.

Pre-requisite: MAE*619

MAE 665E Teaching Strategies for CLD Educators (3.00)

Instructs participants in research-based methods and examines effective content-based instructional strategies for teaching English to CLD learners. Participants will adapt curriculum materials and learn differentiation techniques. Constructivist and sheltered teaching methodologies will be discussed and demonstrated.

Cross listing(s): EDES 665E.

MAE 665F Spanish Literacy (3.00)

Provides current and emerging philosophies and methods of teaching reading, writing, speaking and listening in Spanish to native Spanish speakers. Includes a review of materials and strategies for teaching reading, writing and important considerations for transference from first to second language. NOTE: Course is taught in Spanish and designed for the bilingual educator.

MAE 665G Linguistics I: Lang Acquisition (3.00)

Provides the participant with information concerning first and second language acquisition theory. Explores the structure and function of the English language including linguistics, applied linguistics, psycholinguistics, and sociolinguistics. Process learning will be explored and modeled.

Cross listing(s): EDES 665G.

MAE 665H Foundations of Ed for CLD Educators (3.00)

Provides an overview of the history and legislation related to CLD learners and a survey of bilingual and ESL programs. Models, philosophies and theoretical underpinnings of programs for the CLD will be discussed. Strategies for collaboration with, inclusion of, and advocacy for, diverse students and their families will be explored.

Cross listing(s): EDES 665H.

MAE 665I Assessment for CLD Education (3.00)

Develops skills for design, evaluation and critique of a variety of formative and summative assessments for CLD learners. Participants will apply this learning through a case study and design of a differentiated assessment based on language proficiency level.

Cross listing(s): EDES 665I.

MAE 665L Practicum for CLD Education (2.00)

Supports candidates in linking course theories to classroom practices. With mentor support, candidates will demonstrate their skills and knowledge of teaching CLD learners. Additional areas which contribute to the success of CLD learners will be documented through professional development and community involvement activities. NOTE: Pass/No Pass Grading only.

MAE 665P Literacy for CLD Education (3.00)

Focuses on developing reading literacy skills with a focus on differentiation for CLD learners and applies research-based reading strategies in their course of study. A plan for instruction and academic language supports will be developed using the teaching and learning cycle, process learning principles, and a focus on the importance of family literacy.

MAE 665R Linguistics II: Form & Function (2.00)

Explores English language grammatical structures and incorporates grammar explanations into sheltered lessons for K-12 CLD learners. Development of appropriate language objectives for language and content lessons will be emphasized.

Pre-requisite: MAE*665G

MAE 695M Linguistically Diverse Seminar (1.00)

Explores multiple forms of literacy with the focus on self as learner. The objective of these seminars is to guide candidates in the discovery and subsequent understandings of their own learning process as modeling for facilitation of classroom instruction. Candidates will explore learning connections and prepare for the CAP Review.

MAE 695M-P Linguistically Diverse Seminar (1.00)

Candidates work with a mentor to apply their developing understanding from program courses to their classroom practice. Candidates will explore learning connections integrating belief, theory and practice in preparation for the CAP Review as a part of this series of seminars.

MAE 695N Linguistically Diverse Seminar (1.00)

Explores multiple forms of literacy with the focus on self as learner. The objective of these seminars is to guide candidates in the discovery and subsequent understandings of their own learning process as modeling for facilitation of classroom instruction. Candidates will explore learning connections and prepare for the CAP Review.

MAE 695O Linguistically Diverse Seminar (1.00)

Explores multiple forms of literacy with the focus on self as learner. The objective of these seminars is to guide candidates in the discovery and subsequent understandings of their own learning process as modeling for facilitation of classroom instruction. Candidates will explore learning connections and prepare for the CAP Review.

MAE 695P Linguistically Diverse Seminar (1.00)

Explores multiple forms of literacy with the focus on self as learner. The objective of these seminars is to guide candidates in the discovery and subsequent understandings of their own learning process as modeling for facilitation of classroom instruction. Candidates will explore learning connections and prepare for the CAP Review.

MAE 695S Teacher Leadership Support Seminar (1.00)

Students will work with their mentor to apply their learning from program courses to their leadership role, explore connections, and assist candidates to integrate belief, theory and practice in preparation for the CAP review. May be taken any semester of the program. (Pass/No Pass grade).

MAE 695T Teacher Leadership Support Seminar (1.00)

Students will work with their mentor to apply their learning from program courses to their leadership role, explore connections, and assist candidates to integrate belief, theory and practice in preparation for the CAP Review. Intended to be taken with the CAP Review at the end of the program.(Pass/No Pass grade).

MAE 699A Culminating Academic Program Review (0.00)

Candidates are required to register for the Culminating Academic Program (CAP) Review the final semester of their respective programs. Candidates must have completed all course requirements prior to the Review semester. The purpose of the CAP Review is to provide a forum for prospective graduates to actively and creatively demonstrate their growth and changes as learners and educators. The CAP Review serves as a "comprehensive examination."

MAE 699B CLDE CAP Review (0.00)

Candidates are required to register for the Linguistically Different Learner Culminating Academic Program (CLDE CAP) Review the final semester of their endorsement programs. Candidates must have completed all course requirements prior to the Review semester. The purpose of the CLDE CAP Review is to provide a forum for prospective endorsement candidates to actively and creatively demonstrate their growth and changes as learners and educators of linguistically different learners. Prerequisites: Approval of program director. Pass/No Pass grading only. CAP Review fee required.

How to Apply

Take the next step in receiving a values-based education at Regis by visiting the Master of Arts in Education admissions page to learn more about application deadlines, checklists and requirements.

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