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Language, Literacy, and Sociocultural Studies




Lesson Plans

Second Language Literacy

LLSS 459/559

Spring 2003

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
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.

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.

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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