Literacy
Across Cultures
Spring
2003
Instructor:
Holbrook Mahn
Times: Tuesday 4:30--6:45
pm
Credit
Hours: 3
Place:
Montezuma Elementary School
Office: Hokona 212
Office
Hours: Tues. & Thurs. 1:00 - 2:00 & TBA
Phone
277-5887; home: 881-7981
e-mail:
hmahn@unm.edu
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. Last day to post
is 4/26.
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. 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. Due 4/29
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. Due
2/18
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 3/11 and the Final Copy
will be due on 4/8. 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. Due
5/6.
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. Due
4/29
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 -- 1/21 -- Topic:
Introduction to the Course and Community Building.
Week Two -- 1/28 -- Development
of a Methodological Approach/
Origins of Literacy
Reading: Smith -- "Reading -- From Behind the Eyes";
Harste article
Week Three -- 2/4-- Topic: Literacy Instruction in Other
Countries
Reading: Weaver -- "How Words Are Perceived";
Week Four -- 2/11 -- 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 -- 2/18-- 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
-- 2/25 -- Different Cultural Approaches to Teaching Reading
Reading: Conversations -- Chs. 2 & 3
Week Seven -- 3/4 -- 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 -- 3/11 -- 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
-- 3/18 -- Topic: Getting Started with Writing -- Different Cultural
Approaches
Reading: Conversations -- Ch. 6 (UNM Spring Break)
Week Ten -- 3/25 -- Topic:
Using Journals in the Classroom
Reading: Conversations -- Ch. 7 (APS Spring Break)
Week Eleven -- 4/1-- Topic: Creating a Culturally Sensitive
Environment for Writing
Reading: Conversations -- Ch. 8
Week Twelve -- 4/8 -- 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 --
4/15 -- Topic: Spelling & Reading in the Content Areas
Reading: Conversations -- Ch. 10 & 11
Week Fourteen -- 4/22-- 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 -- 4/29-- 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
-- 5/6 --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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