April Salerno headshot

April S. Salerno

Assistant Professor
Unit: School of Education and Human Development
Department: School of Education and Human Development
Office location and address
Ruffner Hall 124
405 Emmet St S
Charlottesville, Virginia 22903
Ph.D., University of Virginia, 2014
M.A.T., Western New Mexico University, 2009
B.A., University of North Carolina, 1999
EDIS 5423: English Linguistics
Credits: 3
This course introduces the scientific study of language, exploring how linguistic insights can prepare teachers who work with preK-12 ELLs. It addresses the sounds of the language (phonetics and phonology), the structure of words/sentences (morphology and syntax) and how these features convey meaning (semantics and pragmatics). Students will apply this knowledge of language to the everyday use of English and its acquisition in school settings.
EDIS 5424: Second Language Acquisition
Credits: 3
This course is for current and future teachers seeking to learn about second language acquisition (SLA) and how it relates to English learners. We learn existing theories of how students learn and acquire a second language, as well as individual, cultural, and contextual factors that influence language learning. We explore how theories about L1 learning are related to SLA theories and how L1s might or might not be reflected in school language.
EDIS 5428: ESL Methods PreK-12
Credits: 3
This course is designed for current and future teachers seeking to learn how to instruct English learners. Students will explore the WIDA Essential Actions and ELD Standards, learn about various current and historical ESL instructional models, and will consider how the four language skills are taught within classrooms to ELs. Students will also learn about collaborative practice as ESL teachers working with grade-level or content-area teachers.
EDIS 5470: ESL Assessment and Curriculum Design
Credits: 3
The purpose of this course is to prepare teachers to work with students (K-12) for whom English is not their native language. Work will include examining instruments used to assess English proficiency and the interpretation of those assessments. The curriculum design aspect of the course will be based on a differentiation model and will include methods aimed at helping students gain English language skills necessary for success in general content areas. Discussions will include topics such as cultural differences in personal interactions, strategies for working with families, and effective strategies for facilitating the learning of English by speakers of other languages and dialects. Practical experience will be gained through observations and fieldwork in public schools. Projects will be assigned according to the age-level with which the teacher hopes to work.
EDIS 5830: Languages and Literacies Across the Disciplines
Credits: 2
This course is designed for future secondary teachers enrolled in the one-year Master of Teaching Secondary Program who are seeking initial certification. This course explores how the languages and literacies of students influence teaching and learning in secondary classrooms of all disciplines.
EDIS 5868: Clinical Experience in English as a Second Language Education
Credits: 1–6
A semester-long clinical experience designed to develop skills in fostering positive professional relationships with adolescent students, colleagues, & peers; observing & reflecting on instruction; & designing & implementing individual, small group, & whole class instruction.
EDIS 5993: Independent Study
Credits: 1–6
Independent Study
EDIS 7840: Discourse Analysis in Education
Credits: 3
This course provides an introduction to discourse analysis theory and methodology as they relate to classrooms and other educational settings. Readings will provide an overview of discourse analysis approaches used in educational research, with a particular focus on micro-ethnographic and conversation-analytic approaches. Fieldwork and hands-on analysis of discourse will form a significant portion of the course.
EDIS 7842: Teaching ELLs: Theory, Policy & Practice
Credits: 3
This course is designed to provide you with an overview to key issues related to the education of linguistic minorities (labeled "English Language Learners," or "ELLs") in K-12 settings in the United States. We will explore second language acquisition theory, language policy, pedagogical approaches, and the practices of ELLs and their teachers. Prerequisite: Curry Graduate
EDIS 8970: Field Study
Credits: 3–6
In this student-driven, field-based course, students perform work at a school, district, or other educational setting to investigate and address a specific question, challenge, need, or interest of the partner organization. Students make informed analyses of the educational issues and present findings.
EDIS 9740: Internship in College Teaching or Supervision
Credits: 1–6
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member.
EDIS 9991: Ed.D. Research
Credits: 1–12
Ed.D. Research conducted under the guidance of dissertation/capstone committee. 12 hours required for graduation. Permission of Instructor required.
EDIS 9993: Independent Study
Credits: 1–6
Under close guidance of a faculty member, students work on an area of particular interest that cannot be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.
EDIS 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required