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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York | Evaluated Learning Experience

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Education- Language and Literacy in Education (ED103)


42 hours.

Various, distance learning format.

September 2017 – February 2023.  

Instructional delivery format: 
Online/distance learning
Learner Outcomes: 

Upon successful completion of the course, students will be able to: define and classify a vast variety of terms used in the fields of phonology, morphology, orthography, semantics, syntax and pragmatics; analyze different literacy approaches and models, and apply these structures when teaching language and literacy skills; identify the challenges associated with teaching in a culturally and linguistically diverse environment; compare and contrast phonological, grammatical and stylistic features of American dialects, including the African American vernacular English; explore language variation and identify differences in dialect based on socioeconomic class, ethnic identity, gender and age; examine and assess various stages of literacy in children and young adults; apply linguistic theory to practice and design appropriate classroom instruction to further develop language and literacy skills; recognize learning difficulties associated with language and literacy, and select an effective teaching approach to overcome these difficulties in a classroom setting; invent, plan and organize classroom activities to support the development of reading, writing, listening and speaking skills in a classroom setting; develop classroom instruction and integrate it with assessment; and elaborate research-based practices to positively impact the lives of learners at elementary and secondary school levels, and support the development of language and literacy skills (reading, writing, speaking and listening) within the classroom, as well as outside the classroom.


Instruction is offered online through video lectures, study guides, required and supplemental readings, quizzes, homework, and final exams.  Major topics include: language and thought, oral and written language, Objectivism, linguistic relativity, linguistic determinism, The Sapir-Whorf hypothesis, domains of language, learning to speak versus learning to read, phonological awareness, print awareness, The Great Divide theories, the literacy myth, techniques for assessing print exposure, The Matthew Effects in reading, branches of phonetics, physiology of speech production, describing consonants, describing vowels, phonology, phonotactics, phonemes and allophones, minimal pairs, vowel nasalization, consonant aspiration, vowel lengthening, flapping, affrication, syllables, six syllable structures in English, phonological and phonemic awareness, development of phonological awareness in children, phonological awareness and reading disabilities, reading level match design, morphology, morphemes and words, classes of morphology, inflectional and derivational morphology, morphological awareness versus phonological awareness, word creation, shortening vs. modifying existing words and morphemes, acronymy, alphabetism, clippings, blending and backformation, generification, shifting, reduplication and combination of two free morphemes, historic levels of English, early morphological development, orphological development in the primary grades, developing and promoting morphological awareness, activities to build morphological awareness, orthography, graphemes, writing systems, ideography, logography, syllabary and alphabetic orthographies, shallow versus deep orthographies, English graphemes, Orthographic regularity and consistency, stages of spelling development. Promoting spelling development: Emergent stage, letter name stage, within word stage, syllable and affixes stage, derivational stage, semantics, lexical semantics and sentential semantics, linguistic meaning, literal versus nonliteral meaning, lexical fields, types of semantic relationships, three dimensions of vocabulary knowledge, levels of vocabulary knowledge, vocabulary acquisition before school entry, how children learn words, direct vocabulary instruction, Beck, McKeown and Kucan’s types of words, strategies for promoting word consciousness, syntactic categories, lexical categories, distributional criteria for identifying nouns, verbs adjectives, and adverbs. Functional categories, simple, compound and complex sentences, clauses, phrase structure, hierarchical structure and tree diagrams, basic principles in teaching grammar, discourse analysis and function, conversation intent, speech acts, conversational goals, acquisition of discourse skills, language choices and social appropriateness, sociolinguistic variation, attitudes toward dialect differences, language and gender, gender patterns within standard English, African American Vernacular English (AAVE), phonological, grammatical and stylistic and discourse features of AAVE, code-switching, approaches to code switching, correctionist and contrastive approach, and ways educators can integrate home languages and dialects in the classroom.

Credit recommendation: 

In the lower division baccalaureate/associate degree category, 3 semester hours in Introduction to Linguistics, Literacy and Language Education (2/18).