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Second Language
Literacy
LLSS 459
Credit Hours: 3
Course Description and Rationale:
This course will examine theories of language and literacy acquisition to
provide a theoretical foundation for the pedagogical approaches to the teaching
of writing and reading in the ESL classroom. Students will have an opportunity
to put these theories into practice by tutoring and/or developing lessons
to teach in ESL classrooms.
Objectives:
1. To become familiar with recent theory and research in the teaching of
second language literacy and to use this theory and research as the foundation
for sound teaching practices.
2. To develop sensitivity to the complexities of the reading and writing
process for all students.
3. To understand the similarities and differences of literacy acquisition
for students learning English as a second language.
4. To explore the processes of bilingual readers and writers.
5. To develop the ability to respond to and assess second language literacy
learners.
Course Assignments:
On-line discussion (15%)
-- Regular participation in an on-line discussion set
up for this course which is accessible by clicking Here.
This on-line discussion allows us to ask questions, make comments, respond
to questions, raise concerns, in essence to carry on a dialogue with our
peers and the instructor.
Lesson Modification (10%) --
Each student will find a lesson that
is designed for native speakers of English and includes a literacy component
and modify it for second language learners, providing a rationale for the
modifications.
Tutoring (15%) -- Each student will be assigned to or
will find on their own an ESL student, at any grade level, who is struggling
with literacy in English. The students will be chosen in consultation
with their teachers and the appropriate permission forms for the school
district and for UNM will be signed by the tutors and the student's parents.
The tutoring should last for one
hour a week for ten weeks. At the end of ten weeks students will write a
short (2 page) reflection on the tutoring experience.
Focus Paper (20%) -- This paper (5-7 pages) will give students the opportunity
to select one aspect of second language literacy acquisition on which to
focus for an in depth exploration. As a part of exploring the chosen topic,
students should be sure to take into consideration philosophical and theoretical
questions raised by their topics. A rough draft will be due week eight
for peer response and a final draft will be due week twelve.
Please use APA format. Click here for a brief
explanation of APA style or here
for the APA web site on citing electronic references.
Scenario (15%) -- Each student will create a classroom
scenario, which can be real or manufactured, in which there are at least
several ESL students. During the semester you will develop strategies to
help these students acquire literacy in English. You should keep a notebook
to accumulate ideas and strategies you encounter in the readings and classroom
discussions. This activity is designed to help you provide appropriate assistance
to the second language learners in your class. A 3-5 page report on what
you have learned will be due on week fourteen.
Term Project (25%) -- This project will give
students the opportunity to work on developing an aspect of second language
literacy that is of particular interest to them. It is hoped that the product
in this project will be of use in the classroom or in research. This project
will be open-ended and will allow for considerable creativity on your part.
No matter what the project is, you will
turn in a 2-3 page paper describing your inquiry process -- how and why
you choose the project, how you refined the scope, how you gathered the
information, what you learned from the process. As
a part of this project, students will make an oral presentation to the class
and hand in a write up of their project. We will discuss the project at
greater length in class.
Required Reading:
1. Course Packet
2. Articles hyperlinked in Course Schedule
3. Teaching Reading in the Multilingual Classrooms -- Freeman &
Freeman
4. Literacy con Carino -- Hayes, C., Bahruth, R., & Kessler,
C.
Grading --
A+ = 100-99
B+ = 88-89 C+ = 78-79
A = 94-98 B = 84-87 C = 74-77
A- = 90-93 B- = 80-83 F = below 74
Individuals with special needs
Students with special needs should contact me as soon as possible to ensure
that appropriate academic adjustments are met in a timely manner.
Resources
List
of Articles from ERIC Digests
Links
on working with Diverse Student Populations
TESOL Home Page
National Clearinghouse
for Bilingual Education
National Association for
Bilingual Education
Course Schedule:
Note: Readings that are underlined
are accessible online.
Week One:
Introduction of students, course, and instructor.
Week Two:
Theme: Issues Facing Second Language Literacy Instruction
Reading Assignment: "Critical
Issue: Addressing Literacy Needs in Culturally and
Linguistically Diverse Classrooms"
Week Three:
Theme: Cultural Considerations & Overview of Second Language Writing
Research.
Reading Assignment: Raimes article "Out of the Woods: Emerging Traditions
in the Teaching of Writing"
Week Four:
Theme: Pedagogical Approaches to Second Language Literacy
Reading Assignment: Hudelson, "Kan Yu Ret an Rayt en Ingles";
Peyton, et al. "Implementing Writing Workshop with ESOL Students"
Week Five:
Theme: Whole Language Approaches with ESL students
Reading Assignment:Teaching Reading in the Multilingual Classrooms Intro
& Ch 1. Rigg, "Whole Language in TESOL"; Terdal, "Watching
Whole Language Work";
Supplementary Reading: Teaching
Writing to Potentially English Proficient Students Using Whole Language
Approaches; The Effect of
Whole Language Instruction on the Writing Development of Spanish-Speaking
and English-Speaking Kindergartners
Week Six:
Theme: Reading & Writing in the ESL classroom -Elementary Level
Reading Assignment: Teaching Reading in the Multilingual Classrooms.
Ch. 2
Hudelson,"A Tale of Two Children"; Kitagawa, "Letting Ourselves
be Taught"
Supplementary Reading:Using
Children's Literature to Promote the Language Development of Minority Students;
Reading
Recovery: An Overview
Week Seven:
Theme: Reading & Writing in the ESL classroom --Secondary
Reading Assignment: Freeman & Freeman, Whole Language Approaches to
Writing with Secondary Students of English as a Second Language"
Supplementary Reading: .Preparing
Secondary Education Teachers to Work
with English Language Learners;
Writer's
Workshop and Children acquiring English
Week Eight:
NOTE: (You may choose the theme on which you
want to focus, but everyone should read Teaching Reading in the Multilingual
Classrooms. Ch. 3)
Rough Draft of Focus Paper
Due -- Bring four (4) copies to class.
Theme: ESL Literacy in Post-Secondary
Classrooms
Reading Assignment: Zamel, "Strangers in Academia"; Hedgecock
& Pucci, "Whole Language Applications to ESL in Secondary and Higher
Education.
Supplementary Reading: Children's
Literature for Adult ESL Literacy;
Using
the Internet in University ESL/EFL Writing Classes
Theme: Bilingual Writers
Reading Assignment:Teaching Reading in the Multilingual Classrooms.
Ch. 4; Edelsky, "Writing in a Bilingual Program; Kalman "Strategies
of a Monolingual ESL Teacher in a Bilingual Classroom";
Supplementary Reading: Students' Perceptions of Biliteracy;
Stimulating
Writing in ESL/Bilingual Classrooms
No
Habla Inglés: Exploring A Bilingual Child's Literacy Learning Opportunities
in A Predominantly English-Speaking Classroom
Week Nine:
Theme: Literacy con carino
Reading: Literacy con carino -- Foreword, Intros, Chs. 1, 2, &
3
Week Ten:
Theme: Literacy con carino
Reading: Literacy con carino -- Chs. 4, 5, & 6, Epilogue
Week Eleven:
Theme: Reading and Writing Connections
Reading Assignment: Teaching Reading in the Multilingual Classrooms.
Ch. 5
Zamel, "Writing One's Way into Reading"; Samway & Taylor,
"Inviting Children to Make Connections between Reading and Writing";
Week Twelve:
Theme: Putting Writing Theory into Practice
Reading Assignment: ; Brisk "Approaches with Focus on Writing"
& Gibbons "The Writing Program"; The Language Experience
Approach
Focus Paper Due
Week Thirteen:
Themes: Family Literacy & Special Education & ESL students
Reading Assignment: Teaching Reading in the Multilingual Classrooms.
Ch. 7 (Note -- we skip a chapter). Choose an article from this Special issue to share with
class--Special
Issue of Journal on Parent Involvement & Ruiz, et al.,article "Bilingual
Special Education Teachers' Shifting Paradigms.
Supplemental reading: A
Guide to Learning Disabilities for the ESL Classroom Practitioner;
Lesson Modifications Due
Week Fourteen:
Theme: Responding to ESL Writers & Literacy Evaluation/Assessment
Reading Assignment: Teaching Reading in the Multilingual Classrooms.
Ch. 6 & 8
Zamel, "Responding to Student Writing"; Urzua, "You Stopped
Too Soon"; Elbow, "Ranking, Evaluating, and Liking"
Supplementary Reading: Smolen, et al. "Developing
Student Self-Assessment Strategies"; Gottlieb, "Nurturing Student
Learning through Portfolios".
Scenario Report Due
Week Fifteen:
Theme: Using Journals & Native American literacy:
Reading Assignment: Reed "Dialogue Journals Make My Whole Year Flow";
Bromley "Buddy Journals for ESL and Native-English-Speaking Students";
Noll article & Describing
Students' Collected Works:Understanding American Indian Children.
Presentations of Projects
Tutoring Reflections Due
Review of Online Articles for Graduate Credit Due
Week Sixteen:
Theme: Multiethnic Literature, Oral History & Publishing
Reading Assignment: Gandesberry "Ordinary Lives Illuminated";
Walker "A Window into Their Lives"; Junior
Historians:Doing Oral History with ESL & Bilingual Students;
Kirby "Publishing Student Writing"; Holmes & Moulton "I
Am Amazine to See My Write in Print."
Presentations of Projects
Final Projects Due
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