Chairperson: Dr. Gloria Delany-Barmann
Office (EIS): Horrabin Hall 115
Telephone (EIS): (309) 298-1183; Fax: (309) 298-2786
Telephone (EDL): (309) 298-1070; Fax: (309) 298-2786
E-mail (EIS): EIS-Dept@wiu.edu
E-mail (EDL): firstname.lastname@example.org
Program Offerings and Locations:
- Bachelor of Science in Education in Bilingual/Bicultural Education: Macomb, Quad Cities
- Minor in Teaching English to Speakers of Other Languages: Macomb, Quad Cities
Faculty: Cody, Davis, G. Daytner, K. Daytner, Delany-Barmann, Gunzenhauser, Halverson, Hasebe, Hyde, Kilmer, LaPrad, Mansfield, Miretzky, Montalvo, Noppe, Paciotto, Rives, Saddler, Schoper, Sellen, Sheng, Stevens, Watkins, Webb, Williams, Wolff, Yager.
Adjunct Faculty: Bracey
Pre-Service Teacher Education
The Department of Educational Studies offers the professional education sequence of coursework required of Teacher Education candidates. The sequence includes EIS 202 “Multicultural and Social Foundations of Education,” EIS 301 “Cognition, Development, and Motivation in Academic Settings,” EIS 305 “Measurement and Assessment of Learning in Academic Settings,” and EIS 401 “Educational Law and Policy.” Preservice field experiences for most secondary education programs are also provided by the department. Basic graduate support courses in history and philosophy of education, educational research, educational assessment, sociology of education, classroom management, and educational psychology are offered for students seeking teacher licensure at the post-baccalaureate level.
Qualified bilingual/ESL teachers are in high demand throughout the state and nation. The Department of Educational Studies offers an undergraduate major in Bilingual/Bicultural Education (Spanish language). Students completing the program also complete all requirements to qualify for elementary licensure. Students will be granted approval for ESL through the Illinois State Board of Education.
Central advising for bilingual/elementary majors is maintained in Horrabin Hall 91. Secondary majors should consult with the secondary education advisor in Horrabin Hall 91, as well. For further information, contact Dr. Carla Paciotto, program coordinator, in the Department of Educational Studies.
Honors Curriculum—Academically qualified students in this department are encouraged to complete an honors curriculum in University Honors, Departmental Honors, or General Honors. All Honors students must complete the one-hour honors colloquium (G H 299). General Honors includes General Honors coursework. Departmental Honors includes honors work in the major. University Honors combines Departmental and General Honors. For more information about honors curricula see the Centennial Honors College page of the catalog or visit the Centennial Honors College website at wiu.edu/Honors.
Bachelor of Science in Education—Bilingual/Bicultural Education
All students seeking the Bachelor of Science in Education with a major in Bilingual/ Bicultural Education must complete I, II, and III below, and the foreign language/global issues requirement for the major#. The minimum semester hour requirement for the Educational Studies baccalaureate degree is 120 s.h.* In addition to completing their Bilingual/ESL endorsement, students will also complete licensure requirements for Elementary Education.
In accordance with the Illinois State Board of Education licensure rules, all candidates seeking teacher licensure are required by Western Illinois University to obtain a grade of “C” or better in all directed General Education courses, all core courses, and all courses in the option. Note C- is below a C.
University General Education Curriculum: 46 s.h.
(including ECON 100, 231, or 232; GEOG 110; HIST 105 or 106; POLS 122; STAT 171; an Art, Music, or Theatre course; an elective in Humanities and Fine Arts; and 10 s.h. of science which must include one Biological, one Physical, and one Earth and Space Science course, one of which must be a lab course)
- Core Courses: 18 s.h.
EIS 427, 430, 435, 453, 457, 458
- Additional Licensure Requirements
- Additional Bilingual Field Experience: EIS 303: 2 s.h.
- Additional Bilingual Licensure Requirements**: 9 s.h.
SPAN 325 or 326; SPAN 320† or 327; SPAN 449
- Additional Elementary Education Licensure Requirements: 42 s.h.
C&I 470 (3); LLA 313; KIN 360; SPED 210, 390; MATH 260, 364; RDG 383†, 384†, 433; SCED 364, 464; SSED 365, 495
- Pre-Professional Education: EIS 202, 301, 305, 401: 10 s.h.
- Required Study Abroad with minimum of 12 s.h. University credit: 0–12 s.h.
EIS 361 or Study Abroad courses that substitute for coursework required for the major. These courses will depend upon university setting.
NOTE: If the student can pass the Target Language Proficiency Exam while in junior-level standing, the student may opt out of the Study Abroad requirement.
- Student Teaching (16 weeks): 12 s.h.
#The foreign language/global issues graduation requirement may be fulfilled by successfully completing one of the following: 1) an intermediate foreign language requirement; 2) a General Education global issues course; 3) any major’s discipline-specific global issues course; or 4) an approved Study Abroad program.
*Because the student will be qualifying for both a license and endorsement, and meeting the requirements of two state-approved programs, the total will exceed 120 s.h.
**Based upon proficiency level, students may need to complete additional coursework.
†RDG 383, RDG 384, and SPAN 320 fulfill the Writing Instruction in the Disciplines (WID) graduation requirement.
Minor in Teaching English to Speakers of Other Languages (TESOL): 18 s.h.
EIS 427, 435, 440, 447, 457, 458: 18 s.h.
EDUCATIONAL AND INTERDISCIPLINARY STUDIES (EIS)
Courses transferred to Western Illinois University from other institutions need to be evaluated for equivalency. Evaluation forms are available in Horrabin Hall 99. Courses from two-year institutions are not accepted as satisfying 300/400 level courses.
202 (Formerly EIS 302) Multicultural and Social Foundations of Education. (3) A study of the social, linguistic, and cultural factors that affect the educational experiences, practices, and environments in America. This course broadens students’ understanding of the diverse pluralistic nature of the contexts that either enhance or negate one’s educational experience. Field experience—10 hours required. A grade of C or above must be earned for teacher licensure.
301 Cognition, Development, and Motivation in Academic Settings. (3) An introduction to the state of knowledge in contemporary educational and developmental psychology as related to academic settings. Topics include cognitive processing, motivation, and physical, social, and emotional development. A grade of C or above must be achieved in EIS 301 for teacher licensure. Prerequisite: A grade of C or above in EIS 202, the equivalent transfer course, or junior standing.
303 Classroom Management and Field Work in Academic Settings. (2–3) Introduction to understanding and analyzing the learning environment as it relates to classroom and behavior management. Students will participate in supervised practicum in off-campus educational settings (public, private, or title programs) as part of professional preparation in Teacher Education. C grade or above is required. Transportation not provided. Prerequisite: 2.50 cumulative and major GPAs; EIS 301 with a grade of C or better; and satisfactory compliance of a fingerprint background investigation prior to the start of the field experience. (See EIS 301 above for additional prerequisites.)
304 Field Work in Educational and Interdisciplinary Studies. (1, repeatable to 2) The second supervised practicum in off-campus PK–12 educational settings as part of professional preparation in Teacher Education. C grade or above is required. Transportation not provided. Prerequisites: Full acceptance into the Teacher Education Program (TEP) and must have completed EIS 303 with a grade of C or better. Candidates are required to have already completed a methods course or be concurrently enrolled in a methods course at the time of enrollment in EIS 304.
305 Measurement and Assessment of Learning in Academic Settings. (2) An introduction to the language and principles of assessment, measurement theory, and assessment-related issues (reliability, validity, etc.) within education grounded in a cognitive theoretical framework that views assessment as the integration of observation, interpretation, and cognition. A grade of C or above must be achieved in EIS 305 for teacher licensure. Prerequisites: C or better in EIS 202, SPED 210, and EIS 301.
306 Learning and Development in the Adolescent Grades. (3) An introduction to the state of knowledge in contemporary educational and developmental psychology as related to the adolescent’s experience in academic settings. Topics include cognitive processing, motivation, and physical, social, and emotional development in the context of adolescence. A grade of C or above must be achieved in EIS 306 for teacher licensure. Prerequisites: C or better in EIS 202 and SPED 210.
361 Field Study Abroad. (1–12) Field study project in international setting. The student submits a written report and fulfills other requirements set up by the instructor. Prerequisite: Bilingual/Bicultural Education major.
401 Educational Law and Policy. (2) An analysis of formal legal and ethical problems that will allow students to critique contemporary debates in educational policy, law, and ethics. The course will examine the tension between competing philosophical theories and the construction and function of educational policy. A grade of C or above must be earned for Teacher Education. Prerequisite: full acceptance into Teacher Education Program (TEP); a grade of C or better in EIS 301.
405 Classroom Management. (2) Study of classroom management models applied to educational settings. Organization and management to facilitate learning. Legal policies, procedures, and strategies for dealing with behavior, disruption, and conflict resolution. Prerequisites: prior or concurrent pre-student teaching instructional field experience, concurrent student teaching, or graduate status.
427 Foundations of Education for Culturally and Linguistically Diverse Populations. (3) An introduction to the historical, political, social, and educational issues that have contributed to policy regarding public school services for language minority populations. Clinical experience of 15 hours required.
428 English Language Learners and Bilingualism: Theory, Policy, and Practice. (3) This course supports current and future educators in constructing a foundation of the critical elements in the education of ELLs that include: second language acquisition, culture and diversity, policies and law, ELL family involvement, language development standards, advocacy, and assessment. Prerequisite: EIS 202 or permission of instructor.
430 Methods and Materials for Teaching in Bilingual Programs. (3) Acquaints students with methodology and materials, with instruction in the preparation of audio and visual teaching aids, lesson plans, behavioral objectives, and the inquiry teaching methods for the bilingual/ESL classroom. Portion of content presented in Spanish. Clinical experience—15 hours required. A grade of C or higher must be earned for Teacher Education.
435 Cultural Studies of Second Language Learners in the Classroom. (3) The study of historical and contemporary social and cultural issues affecting selected ethnic groups, with particular emphasis on the impact of culture, learning, and schooling on second language learners in U.S. schools. Clinical experience—15 hours required.
440 Sociolinguistics. (3) Exploration of foundational work in the field of sociolinguistics and current issues in the field. This course will emphasize the culture-language interface at the level of social relationships with special emphasis on educational settings. Prerequisite: ANTH 110 or EIS 202 or equivalent.
447 Teaching of Listening, Speaking, and Pronunciation to English Language Learners. (3) Students examine the articulation of English sounds, the rules that govern their use in speech, and explore ways of applying this knowledge to the teaching of pronunciation. Additional emphasis will be on teaching listening/speaking strategies in the TESOL environment. Prerequisite: EIS 458.
453 Assessment of Bilingual and ESL Students. (3) Selection, administration, and interpretation of measurement instruments. Description of testing; multicultural, bilingual, ESL, language competency tests; language proficiency/achievement testing; linguistic/cultural aspects of intelligence testing; assessment in classroom. Clinical experience of 20 hours required.
457 Methods and Materials of Teaching English Language Learners. (3) Analysis of language learning processes of bilingual children. The appropriate order for learning basic skills in two languages will be discussed and techniques of teaching English as a second language will be introduced and practiced. Clinical experience—15 hours required. A grade of C or higher must be earned for Teacher Education.
458 Linguistics for the Teacher of English Language Learners. (3) The study of linguistics applied to teaching limited-English-speaking students. Includes English and non-English phonology, syntax, analysis, and application of linguistic theory. Clinical experience—20 hours required.
499 Special Problems in Education. (1–4, repeatable with no maximum) An independent study of a theoretical or applied problem in education. An opportunity for the undergraduate to broaden understanding and skills in the profession through research and experience.
COLLEGE STUDENT PERSONNEL (CSP)
445 The University and the Student. (2) Studies the mores, membership influence, commitment, expression, and governance of the college community, characteristics of a college student, and the relationship of these to personal, social, and intellectual development.
450 Workshop in Residence Student Development. (2) Examines factors affecting student growth and development in the university community, current problems facing students, and the use of group processes and leadership training in solving problems and facilitating community awareness. Educational Studies