Department of Teacher and Bilingual Education

The faculty in the Department of Teacher and Bilingual Education is united in our vision that we will become the program of choice for individuals wishing to pursue a career in education in south Texas. To this end, our mission is to serve the needs of south Texas, the state and nation by preparing qualified professionals to assume positions of responsibility and leadership in the classrooms and schools of the 21st century.

Through this mission, our goal is to establish and facilitate life-long professional development for both pre-service and professional educators through quality undergraduate and graduate programs. The Department of Teacher and Bilingual Education prepares education professionals for classroom and leadership roles in schools with diverse populations in the changing cultural and educational environments of south Texas. Our goal will be accomplished through a process of collaboration and commitment. Our strategies will utilize technology, research-based teaching methods, developmentally appropriate field-based experiences and outcome-based performance assessments. This process is aimed at maximizing learning for children, pre-service teachers, professional educators and university partners.

Admission requires successful completion of 60 hours of college/university course work with at least a 2.75 cumulative grade point average on a 4.0 scale. No course in the Department of Teacher and Bilingual Education (prefixes EDBL, EDEC, EDED, EDRG, EDSE, EDSL) may be counted toward any degree leading to teacher certification unless the grade is at least a C.

Bilingual Education (EDBL)

EDBL 3308  Survey Bilingual Educ  3 SCH  (3-0)  

Educational, psychological, historical and linguistic foundations of bilingual education; principles of learning relevant to bilingual-bicultural groups. Prerequisites: Admission to Educator Preparation Program; SPAN 1313, SPAN 1314, or two approved Spanish Courses.

EDBL 3320  Assessing Emerg Bil Students  3 SCH  (3-0)  

Assessment instruments and strategies used in local, state and national systems for culturally and linguistically diverse students. Development and assessment of literacy and biliteracy; formal and informal assessment of language proficiency for Bilingual and ESL classrooms. Prerequisite: Admission to Educator Preparation Program.

EDBL 3325  Teaching Emerg Bil Students  3 SCH  (3-0)  

Applying research-based language, literacy and learning theories for the instruction in the first and second languages of Emergent Bilinguals. Adapting the curriculum for Emergent Bilinguals to develop their literacy in English by using their primary language. Prerequisite: Admission to teacher education.

EDBL 3348  Teach the Curriculum in Span  3 SCH  (3-0)  

Teaching research-based content-area instruction in Spanish for Emergent Bilingual. Using the student's first and second languages to build the curriculum in language arts, social studies, science, mathematics, music and art. Preparation for the Bilingual Target Language Proficiency Test (BTLPT) - Spanish. Prerequisites: SPAN 1313, SPAN 1314, or two approved Spanish courses. Admission to teacher education.

EDBL 4316  Literacy Dev Engl Lang Lrnrs  3 SCH  (3-0)  

Social, cultural, and linguistic factors that affect student literacy. Designing literacy plans to meet diverse needs of students. Adjusting curriculum to support Emergent Bilinguals and all students. Addressing English Language Proficiency Standards (ELPS). Course can be taught in English and Spanish. Prerequisite: Admission to teacher education.

EDBL 4354  Applied Edu Linguistics  3 SCH  (3-0)  

Research-based first and second language acquisition and language learning theories for Emergent Bilinguals. Analysis of linguistic structures and their relationship in Emergent Bilingual first and second language learning and acquisition, including dialects and cognitive development. Prerequisite: Admission to teacher education.

Early Childhood Education (EDEC)

Education (EDED)

Requirements for admission to teacher education and for admission to student teaching are set forth in the introduction to the College of Education and Human Performance.

EDED 2310  Teaching in a Global Community  3 SCH  (3-0)  

Examination of global cultural diversity and the relationship between local and global issues in educational environments.

EDED 3302  Develop Behavr of Chl and Adol  3 SCH  (3-1)  

The child and adolescent in contemporary society: ethnic background, interests, attitudes, values and needs, self-concept, adjustment mechanisms; the learning process; social, emotional and sexual development. Identification and teaching mainstreamed and special populations of students. Methods for working effectively with the elementary and secondary student. Practical application in the classroom emphasized. Field experience required. Student must furnish own transportation. Prerequisite: Admission to teacher education.

Fee: $55.00

EDED 3304  Introd to the Teaching Prof  3 SCH  (0-8)  

Study of the organization, function, history and purpose of schools in the United States and Texas and the importance of instructional media. Requires 8 hours weekly of participation as a teacher assistant in an accredited school. Student must furnish own transportation. Prerequisite: admission to teacher education.

EDED 3310  Intro to Instructional Design  3 SCH  (3-0)  

Lesson plan design for various teaching approaches will be emphasized. In correlation with lesson design, assessment methods and learning styles will be covered in detail with emphasis on how these three aspects of education are interdependent. Prerequisite: admission to teacher education.

EDED 3313  Child Development  3 SCH  (3-0)  

Growth and development, teaching and learning processes. Emphasis on early childhood, elementary school children, and adolescent development. Prerequisite: admission to teacher education.

Fee: $55.00

EDED 3316  Teach of Soc Studies Elem Sch  3 SCH  (3-1)  

Methods and techniques of presenting social studies materials and content, including audio-visual aids, testing and evaluation, historical background, public school curriculum and philosophical implications. Field experience required. Student must furnish own transportation. Prerequisites: junior standing and admission to teacher education.

EDED 3332  Curriculum and Materials Development and Planning  3 SCH  (3-0)  

A foundation course in curriculum philosophy and practice. Curriculum organization, planning and evaluation are analyzed. Materials for classroom use are developed and studied. Legal issues are reviewed. Prerequisite/Corequisite: Admission to teacher education and EDED 3310 or EDED 4320.

EDED 3333  Clsrm Mgt and Org in Mid Sch  3 SCH  (3-1)  

Includes a general overview of the middle school, comparison and contrast to high school and uniqueness of the middle school scenario. Middle school students and their problems will be emphasized as well as teaching strategies and techniques with the middle school student in mind. Also included is a study of individual and group behavior change and behavior management with middle school students. Practical application in the classroom is emphasized. Field experience required. Students must furnish own transportation. Prerequisite: Admission to teacher education.

EDED 3341  Group Mgmt in Phys Activities  3 SCH  (3-0)  

Theory and application of group management skills that are appropriate for physical activities. Effects of litigation, facilities, design, program, equipment, class scheduling and lesson planning on group management. Prerequisite: completion of 90 semester hours. For Kinesiology majors only. Admission to teacher education.

EDED 3344  Assess/Teaching Mathematics  3 SCH  (3-1)  

Effective assessment and teaching of mathematics in elementary grades focusing on inquiry and other constructivist approaches. Field experience required. Student must furnish own transportation. Prerequisite: Admission to teacher education.

EDED 3346  Assess/Teaching of Science  3 SCH  (3-1)  

Effective assessment and teaching of science in elementary grades focusing on inquiry and other constructivist approaches. Field experience required. Student must furnish own transportation. Prerequisite: Admission to teacher education.

EDED 3362  Instr Mthds and Strat Sec Sch  3 SCH  (3-1)  

Emphasis will be given to practical activities in the classroom stressing various methods, strategies and learning styles appropriate for a secondary situation. Prerequisites: EDED 3333 and Admission to teacher education.

EDED 4310  Technology & Media in Educ  3 SCH  (3-0)  

Emphasizes learning and mastery of technology and media tools that may be used to enhance learning in the public schools. Prerequisite: admission to teacher education.

EDED 4318  Academics Creativity Play  3 SCH  (3-0)  

Emphasis on creative academic activity, fine arts, and physical activity in the elementary grades. Emphasis on developing the whole child through constructivist approaches. Prerequisite: admission to teacher education.

EDED 4320  Cross-Curricular Instructional Design  3 SCH  (3-0)  

An initial study of the broad components of curriculum and the specific strategies to develop an integrated curriculum. Focus on construction and implementation of differentiated instruction for the EC-6 core content. Scope and sequence of language, math, social studies and natural sciences. Curriculums in health, physical education, and fine arts. Prerequisite: admission to teacher education.

EDED 4328  Tops and Issue in Elem and Sec  3 SCH  (3-0)  

In-depth study of current problems and issues facing teaching and public education. Course may be repeated for credit when topics differ. Prerequisite: Admissions to teacher education.

EDED 4613  Student Teaching  3-6 SCH  (3-6)  

Students will demonstrate, in a laboratory setting, knowledge of and an ability to effectively apply those skills necessary for successful teaching in the elementary school. Student teaching is a full-time assignment (8 a.m. to 5 p.m.) for 16 weeks in an accredited elementary school. Student is to furnish transportation. Prerequisite: Admission to teacher education.

Reading (EDRG)

EDRG 3314  Found of Literacy Instr (WI)  3 SCH  (3-1)  

Introduction to the reading process. The study of essential reading abilities and foundations of reading with emphasis on the state public school curriculum in reading. Field experience required. Prerequisites: admission to teacher education.

EDRG 3321  Literature for Public Sch  3 SCH  (3-0)  

Criteria for selection and evaluation of children's literature in public schools; techniques for using literature in the classroom; integrating children's literature into the content area and reading curriculum. Using literature to meet the needs of children and to complement the reading and content area curriculum in elementary schools. Prerequisite: 9 semester hours of English and Admission to teacher education.

EDRG 3344  English Language Arts  3 SCH  (3-1)  

Interrelationships between oral and written language; psycholinguistic and sociolinguistic theory and its application to English language learning; theories of writing development; criteria for evaluating oral and written language development. Field experience required. Prerequisite: Admission to teacher education.

EDRG 4304  Teaching Reading in the Content Area  3 SCH  (3-0)  

Strategies for teaching reading in the content areas with emphasis on the skills necessary for helping students increase their reading vocabulary and reading comprehension according to the Science of Teaching Reading (STR). Prerequisite: admission to teacher education..

EDRG 4307  Literacy Instruction  3 SCH  (3-0)  

Emphasis on materials, methods, and beliefs for teaching literacy according to the Science Teaching Reading (STR). Includes the reading process, comprehension strategies for both narrative and expository text, vocabulary development, word study, study skills, and reading-writing connections. Prerequisite: Admission to teacher education.

EDRG 4314  Developmental Corrective Reading for Secondary Schools  3 SCH  (3)  

The nature of the reading process, reading styles, comprehension instruction, vocabulary development, readability and lesson planning in the content areas according to the Science of Teaching Reading (STR). Prerequisite: 9 advanced hours of education or the equivalent and Admission to teacher education.

EDRG 4330  Clrm Reading Assess/Remed  3 SCH  (3-1)  

Includes methods of assessment, both formal and informal, with attention given to special needs of the learning disabled and gifted readers. Development of diagnostic/prescriptive case study required. Field experience is required. Student must furnish own transportation. Prerequisite: EDRG 3314 and Admission to teacher education.

Special Education (EDSE)

The special education teaching profession offers many options. One may choose a career path that specializes in specific types of disabilities, focus on a specific age group, from infants through adults, and also have the option of working in many different settings in school and in the community. Special education teachers may have their own classrooms or may work as resource teachers and consultants with students who receive their primary instruction from other teachers. Special educators are in great demand in Texas and nationwide and have unlimited opportunities for career advancement through graduate studies in specific areas of special education, administration, counseling and educational diagnostics.

Contact the Coordinator of Special Education for admission requirements to the specialization (delivery system) in Special Education.

EDSE 4349  Foundations Special Educ (WI)  3 SCH  (3-1)  

History, legislation, practices, and opportunities inherent in teaching students with exceptionalities. Field experience required. Student must furnish own transportation. This is the first course in the special education sequence. Prerequisite: Admission to teacher education. Prerequisite: Admission to teacher education.

EDSE 4350  Assessment of Exc Indiv  3 SCH  (3-0)  

Formal and informal assessment procedures applicable to identification of and instructional planning for exceptional individuals. The theory and content of instruments used to identify, analyze and evaluate the strengths and learning needs of exceptional individuals are emphasized. A minimum of 15 hours of field experience is included. Prerequisite: EDSE 4349.

EDSE 4353  Transitioning Strategies  3 SCH  (3-0)  

Methods and strategies applicable to the educational needs of secondary students with disabilities including post-secondary education, life skills, vocational preparation and transition planning. Prerequisite: EDSE 4349.

EDSE 4357  Federal and State Regulations  3 SCH  (3-0)  

Historical background leading to current laws and regulations pertaining to the legal aspects of special education. Impact of the Texas Education Code in general. Prerequisite: EDSE 4349.

EDSE 4358  Principles Behavior Management  3 SCH  (3-1)  

Comparison of theoretical models for individual and group behavior change and implications for behavior management. Field experience is required. Student must furnish own transportation. Prerequisite: EDSE 4349 and Admission to teacher education.

EDSE 4359  Teaching Exceptional Students  3 SCH  (3-0)  

Models and strategies applicable to the assessment and educational needs of exceptional students in various settings. This is the last course in the Special Education sequence. Prerequisities: EDSE 4349, EDSE 4357, EDSE 4358.

Planned Course Offerings

This section provides a comprehensive list of courses offered by the Department of Teacher and Bilingual Education, along with a three-year schedule indicating when each course is expected to be available. Please note that course offerings and scheduling are subject to change based on faculty availability and student demand. It is recommended that students consult with their academic advisor to plan their course schedule accordingly.

Bilingual Education (EDBL)

Course Fall 2025 Spring 2026 Fall 2026 Spring 2027 Fall 2027 Spring 2028
EDBL 3308 X   X   X  
EDBL 3320 X   X   X  
EDBL 3325 X X X X X X
EDBL 3348 X   X   X  
EDBL 4316   X   X   X
EDBL 4354 X   X   X  

Education (EDED)

Course Fall 2025 Spring 2026 Fall 2026 Spring 2027 Fall 2027 Spring 2028
EDED 2310 X   X   X  
EDED 3302 X X X X X X
EDED 3304 X   X   X  
EDED 3310 X X X X X X
EDED 3313 X   X   X  
EDED 3316   X   X   X
EDED 3332 X X X X X X
EDED 3333 X X X X X X
EDED 3341 X   X   X  
EDED 3344 X   X   X  
EDED 3346 X   X   X  
EDED 3362 X X X X X X
EDED 4310 X   X   X  
EDED 4318 X   X   X  
EDED 4320 X   X   X  
EDED 4328 1            
EDED 4613 X X X X X X

This course is available during the summer term only.


Reading (EDRG)

Course Fall 2025 Spring 2026 Fall 2026 Spring 2027 Fall 2027 Spring 2028
EDRG 3314 X   X   X  
EDRG 3321 X X X X X X
EDRG 3344   X   X   X
EDRG 4304 X X X X X X
EDRG 4307 X X X X X X
EDRG 4330   X   X   X

Special Education (EDSE)

Course Fall 2025 Spring 2026 Fall 2026 Spring 2027 Fall 2027 Spring 2028
EDSE 4349 X X X X X X
EDSE 4350 1            
EDSE 4353 1            
EDSE 4357   X   X   X
EDSE 4358   X   X   X
EDSE 4359 X   X   X  

This course is available during the summer term only.

Marketable Skills

Texas A&M University-Kingsville is committed to preparing students for success beyond the classroom by helping them develop marketable skills. These are the interpersonal, cognitive, and applied abilities that today's employers value most. Our academic programs are designed to help students build these essential competencies through a blend of academic coursework, hands-on learning, research opportunities, internships, and extracurricular involvement.

Below are the marketable skills provided by each of the department's academic programs.

Interdisciplinary Studies

  • Critical thinking and problem-solving 
  • Continued professional learning
  • Professional written and oral communication
  • Planning and adaptation
  • Teamwork and collaboration
  • Interpersonal skills
  • Attention to detail
  • Adaptability and enthusiasm
  • Digital technology and innovation
  • Pedagogical application
  • Knowledge and understanding of how a teacher must accommodate the specific learning styles of any and all within the classroom
  • Ability to accommodate, modify, and differentiate content material to offer high levels of expectations for achievement in the educational experience
  • Demonstrate an understanding of how to structure the classroom to best meet the individual needs of all students