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Second
Language Literacy
BIL ED 459/559
Fall 2006
Instructor: Holbrook Mahn
Times: Wednesday 4:30--6:45 pm
Credit Hours: 3
Place: Montezuma Elementary School
Office Hours: Tues. & Thurs. 1:00-2:00 pm, and to be arranged
Hokona 212
Phone 277-5887; home: 881-7981
e-mail: hmahn@unm.edu
Web Page: http://www.unm.edu/~hmahn/
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. Last day to post is 5/3.
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. Due 4/16
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 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. Due
4/30
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 3/12
for peer response and a final draft will be due 4/9.
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 4/23
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. Due 5/7.
Graduate Credit -- a short paper (2-3) pages reviewing
two online articles about second language literacy acquisition.
This review will be factored into the 20% allocated to the focus
paper. Due 4/30
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: January 22
Introduction of students, course, and instructor.
Week Two: January 29
Theme: Issues Facing Second Language Literacy Instruction
Reading Assignment: "Critical
Issue: Addressing Literacy Needs in Culturally and
Linguistically Diverse Classrooms"
Week Three: February 5
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: February 12
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: February 19
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: February 26
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: March 5
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: March 12
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: March 19 (UNM Spring Break)
Theme: Literacy con carino
Reading: Literacy con carino -- Foreword, Intros, Chs.
1, 2, & 3
Week Ten: March 26 (APS Spring Break)
Theme: Literacy con carino
Reading: Literacy con carino -- Chs. 4, 5, & 6, Epilogue
Week Eleven: April 2
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: April 9
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: April 16
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: April 23
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: April 30
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: May 7
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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