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"Degrees & Programs"

CTEL/503

Culture and Inclusion

Online

Format

$700

Estimated Tuition

credits

Total credits

weeks

Course length

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Please Note: Attendance and participation are mandatory in all University courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

University of Phoenix reserves the right to modify courses. While widely available, not all programs are available to residents of all states. Please check with a University Enrollment Representative.

Course level: Continuing Teacher Education

This course addresses culture and inclusion. Participants examine cultural concepts and perspectives, cultural diversity, cross-cultural interaction, and culturally-inclusive instruction. Cultural awareness and effective collaboration among teachers, English learners, their families, paraprofessionals, and the community to improve literacy development and learning is also explored.  In order for the University of Phoenix to issue a Crosscultural, Language, and Academic Development (CLAD) Institutional Recommendation a candidate must meet the following requirements: All coursework for certification must have been completed within the last five (5) years. Candidates must earn a grade of C or better on all coursework for certification. A candidate must complete a minimum of one CTEL course with the university. This course is designed specifically for holders of a valid California Teaching Credential (or equivalent, see below) seeking a California English Learner Authorization and Cross-cultural, Language and Academic Development (CLAD) Certificate

Prerequisites

This course requires the student to have a valid California Teaching Credential, Single Subject, Multiple Subject, Life, Preliminary, Speech-Language Pathology or Clinical or Rehabilitative Sciences Credential with Special Class Authorization, School Nurse Services Credential with a Special Teaching Authorization in Health, Visiting Faculty Permit, Children's Center Permit (excluding emergency) or Child Development Permit (excluding Assistant and Associate Permits) that authorizes the holder to provide instruction to pupils.

You will be required to upload proof of this requirement during the checkout process.

PLEASE NOTE: The following are not appropriate prerequisite credentials or permits: Emergency Permits, Provisional Internship Permits, Short-Term Staff Permits, District Intern Credentials, University Intern Credentials, Exchange Credentials Sojourn, Certified Employee Credentials, or Services credentials without a special class authorization.

What you'll learn

Course skills and outcomes

Cultural Concepts and Perspectives

  • Define characteristics and goals of English language development programs and their supporting philosophies.
  • Examine challenges related to the education of English learners.
  • Describe various academic, emotional, and linguistic fundamentals that influence English learners.
  • Compare and contrast characteristics of various program models.
  • Analyze the factors related to English language development in special education, including gifted and talented education.

Cultural Contact

  • Examine historical and current policies that influenced the development of English language development programs.
  • Examine how the components of culture are interrelated.
  • Compare and contrast acculturation and assimilation.
  • Determine the characteristics of multicultural education.

Cultural Diversity in California and the United States

  • Define culture.
  • Evaluate the process in the development of cultural identities.
  • Identify historical and current demographic trends in California and the United States.
  • Examine the migration–immigration patterns in California.

Cross-Cultural Interaction

  • Compare and contrast prejudice and discrimination.
  • Identify characteristics associated with linguistic minority communities.
  • Examine the relationship between cultural diversity and educational achievement.
  • Summarize the historical context of linguistic minority communities.

Culturally-Inclusive Instruction

  • Evaluate the role of culture in language minority achievement.
  • Explore the role of sociocultural processes as they affect language minority achievement.
  • Explain how to take an effective role in the implementation of equity and pedagogy and empowering sociocultural structures.
  • Explore different ways to bring a global and multicultural perspective to a school or class.
  • Describe the progression from additive to transformative multicultural curriculum.

Learning in a Culturally-Inclusive Classroom Environment

  • Identify the components of a culturally and linguistically inclusive learning environment.
  • Analyze the pedagogical implications for instruction of English learners in a culturally and linguistically inclusive classroom.
  • Demonstrate knowledge of how to select culturally responsive, age-appropriate, and linguistically accessible materials.
  • Apply strategies for modifying age- and grade-level appropriate materials and resources.
  • Demonstrate an understanding of the important issues and challenges faced by culturally and linguistically diverse groups.
  • Apply strategies for providing opportunities for positive interactions among culturally diverse students.

Sociocultural Factors in the Classroom

  • Explore sociocultural factors in the classroom, including cultural stereotypes, attitudes, acculturation, and classroom culture.
  • Identify the relationship between language and culture, and its impact on English learner instruction in alternative language service programs.
  • Examine the pre-, during-, and post-reading strategies that promote sociocultural development.
  • Describe the benefits of scaffolding for biliteracy development.
  • Identify cultural concepts and perspectives within the classroom.

Parental and Community Involvement

  • Synthesize research implications for effective parental and community involvement.
  • Apply research findings to enhance parental and community involvement.
  • Identify characteristics associated with diverse educational and work communities.
  • Describe the benefits of parent and community involvement for biliteracy development.
  • Describe role, purpose, and types of parental and community involvement with literacy.

Why UOPX

Why take courses at University of Phoenix

Accreditation that matters

We’ve been accredited by the Higher Learning Commission (hlcommission.org) for more than 40 years.

Real-world instructors

Learn from instructors who bring an average of 25 years of working experience to the classroom.

Affordable and potentially reimbursable

Our tuition and fees are competitive and fixed. Also, check to see if your employer will cover you for this course.

Next Steps

Start a conversation about your future with an enrollment representative today.

Start a conversation about your future with an enrollment representative today.

Call (844) 937-8679

Transfer Credits

Credit Transfer

Credit Transfer

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