Literacy
Across Cultures
LLSS 558
3 Credit Hours:
Course Description
and Rationale:
This course will
examine theories of first language literacy acquisition and development
across different cultures. It will focus on languages that teachers in the
Southwest encounter in their classrooms. It is the first part of a two course
sequence, the second part of which is second language literacy acquisition
and development. We will examine literacy from a number of different perspectives
and then building on this understanding, we will examine practical classroom
applications that will facilitate the acquisition and development of literacy.
Initially, we will discuss a methodological approach to study literacy and
then explore the development of literacy in different cultures, as a prelude
to studying the processes at play as an individual acquires and develops
literacy at home and at school.
Objectives:
1. To develop a
methodological approach to study first language literacy acquisition and
development across cultures.
2. To examine the
historical development of literacy and construct a definition of literacy.
3. To examine the
way that literacy develops in a child's first five years.
4. Based on that
understanding to develop a pedagogical approach that builds on that development.
5. To critique current
approaches to the teaching of literacy with a particular focus on programs
prevalent in APS.
6. To develop classroom
practices that reflect students' own developing conception of literacy acquisition
and development.
7. To understand
the relationship between literacy and technology and how to integrate them
in the classroom.
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. Students
should make at least one contribution per week.
Tutoring (15%)
-- Each student
will be assigned or will find on their own a low progress reader in the
primary grades to tutor for one hour a week for ten weeks. 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. If there is an age level that is more suited to the
grade you teach, or expect to teach, please discuss it with me. At the end
of ten weeks students will write a short (2-3 page) reflection on the tutoring
experience focusing on what you have learned through this experience.
Literacy in Another
Country (10%) --
Each student
will be responsible for doing a mini-research project on how literacy is
acquired in another country through interviewing someone who learned to
read and write in another language in another country or by searching on
the internet. 1-2 page paper summarizing findings.
Literacy Action
Plan (LAP) - (30%) -- This project
will give you the opportunity to reflect on your approach to teaching literacy
and to develop a plan that you would implement in your classroom. This plan
should start with a 2-3 page statement of the underlying theoretical
approach that will inform the way that literacy activities are constructed
in your classroom and the other 3-5 pages should describe practical application.The
theoretical approach should reflect your philosophy toward literacy instruction
based on the readings we have done, classroom discussions, and your own
experiences. You will then give an overview of how your curriculum will
be organized, including literacy routines that you would do on a
regular basis. You should also include the description of an activity
that reflects your approach to literacy instruction. You can use this project
to develop a plan that you would implement if you were not constrained by
other considerations. A rough draft of your LAP will be due week
eight and the
Final Copy 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. We will discuss this project
at greater length in class.
Final Project
(30%) -- This project will give
you the opportunity to explore an area of literacy activity that is of particular
interest to you. The kind of inquiry you conduct will vary depending on
the nature of your project. It is hoped that this project will be something
that helps you in your teaching. 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.
Graduate Credit
-- a short paper
(2-3) pages reviewing two online articles about first language literacy
acquisition, that tie in with your Literacy Action Plan. This review will
be factored into the 30% allocated to the Literacy Action Plan.
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.
Required Text: Conversations
-- Regie Routman
Other articles on-line or distributed in class.
Course
Schedule
Week One -- Topic: Introduction
to the Course and Community Building.
Week Two -- Development of a Methodological
Approach/
Origins of Literacy
Reading: Smith -- "Reading -- From Behind the Eyes"; Harste article
Week Three -- Topic: Literacy Instruction in Other Countries
Reading: Weaver -- "How Words Are Perceived";
Week Four -- Beginning to Construct a Framework to study Literacy
across Cultures.
Reading: "Practice-Engagement Theory: A Sociocultural Approach to Literacy
Across Languages and Cultures" Reder; Conversations -- Introduction
& Ch. 1
Week Five -- Topic: Curriculum Inquiry to begin planning for Final
Projects
Reading: Conversations -- Ch. 12 (Note: Chapter out of sequence)
Literacy in Another
Country Report Due
Week Six
-- Different Cultural Approaches to Teaching Reading
Reading: Conversations -- Chs. 2 & 3
Week Seven -- Topic: Struggling Readers & Special Needs Students
Reading: Conversations -- Ch. 4, ; Lyons -- "Helping a Learning-Disabled
Child Enter the Literate World";
Supplementary: The
Differentiated Classroom
Week Eight -- Topic: Creating a
Culturally Sensitive Environment for Literacy Acquisition
Reading: Conversations -- Ch. 5
Rough Draft of
Literacy Action Plan Due -- Bring four (4) copies to class.
Week Nine
-- Topic: Getting Started with Writing -- Different Cultural Approaches
Reading: Conversations -- Ch. 6 (UNM Spring Break)
Week Ten -- Topic: Using Journals
in the Classroom
Reading: Conversations -- Ch. 7 (APS Spring Break)
Week Eleven -- Topic: Creating a Culturally Sensitive Environment
for Writing
Reading: Conversations -- Ch. 8
Week Twelve -- Topic: Multiple Purposes & Functions for Writing;
Family Literacy
Reading: Conversations -- Ch. 9; Strickland & Taylor -- "Family
Storybook Reading: Implications for Children, Families, and Curriculum"
Supplementary: A site with excellent
articles on Family Literacy
Literacy Action Plans
Due
Week Thirteen --
Topic: Spelling & Reading in the Content Areas
Reading: Conversations -- Ch. 10 & 11
Week Fourteen -- Topic: Culturally Sensitive Assessment and Evaluation
of Literacy Activities
Reading: Conversations -- Ch. 15 (Note chapter out of sequence)
Supplemental: Excellent
article on testing; Article
on testing from the NY Times
Week Fifteen -- Topic: Collaboration
and Professional Development
Presentations
of Final Projects
Reading: Conversations -- Ch. 14
Tutoring Reflections
Due
Graduate Credit Reviews Due
Last Day to Post
to Online Discussion 5/3
Week Sixteen
-- Topic: Presentations
of Final Projects
Reading: Weaver: A Balanced Approach to Reading;
Smith -- "Twelve
Easy Ways to Make Learning to Read Difficult"; Labbo,
Hoffman & Roser, "Ways to Unintentionally Make Writing Difficult"
Supplementary: NCLB:
Schools with Minorities Set up to Fail;
No
End to the Reading Wars
Links on "Reading
Wars"
Final Projects
Due
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