Oral and Written Language
CIMTE 333
Fall 1998
Instructor: Holbrook Mahn
Times: Tues. 10:30-1:00
Credit Hours: 3
Place: EDUC 208
Office Hours: Tues. & Thurs. 2:00-3:30 pm, and to be arranged
Hokona 212
Phone 277-7981; 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 first and second language and literacy
acquisition to provide a theoretical foundation for pedagogical approaches
to teaching bilingual/ESL students. It will examine issues raised through
observation of the language and literacy practices of bilingual/ESL students.
Objectives:
1. To become familiar with recent theory and research in the teaching of
language arts to bilingual/ESL students and to use this theory and research
as the foundation for sound teaching practices.
2. To develop sensitivity to the complexities of oral and written language
for bilingual/ESL students.
3. To understand the similarities and differences of the literacy practices
for bilingual students and native speakers of English.
4. To explore the processes of bilingual writers.
5. To develop the ability to respond to and assess bilingual/ESL students'
language and literacy use.
Course Requirements:
(Note 80% of the grade will be counted
for this section and the Reading and Social Studies sections. The remaining
20% will be determined by the instructors in the respective sections.)
The following will be joint projects for the three sections.
1. Keep a journal in which you reflect on aspects of the reading that seem
insightful and/or particularly applicable to your classroom. It is also
a place to reflect on lessons or questions which arise in the course of
your teaching or through classroom discussions. 15%
2. Respond to another student's journal. 5%
3. Contribution to our class' online discussion group. Click here
to get started on our discussion group. Click here
if you are using Netscape 2.0 or 3.0 or if you
have Collabra. Click here to
be linked directly with our discussion group. While the hope is that all
students will be inspired to participate in the discussions for their own
and other's edification, the expectation is that each student will make
at least two contributions a week. 10%
4. A paper which explains the theoretical and pedagogical philosophy you
are developing toward the teaching of bilingual/ESL students and how this
philosophy has developed. Rough draft due October 13. Final due December
8. More information on the paper will be given in class. 15%
5. Develop a unit plan appropriate for the level of the class in which you
are placed. More information on the unit plan will be given in class. 25%
6. A short reflective piece that ties together the semester's work and in
which you describe how what you have experienced will shape your teaching
practice. 10%
Total for joint projects - 80%
20% for this section --
1. Participation in class discussions, groups, activities. Attendance is
mandatory given the interactive nature of the class. 10%
2. A project related to the web to be arranged. 10%
Required Reading:
1. Learning in Two Worlds: An integrated Spanish/English Biliteracy Approach.
Perez, B. & Torres-Guzman. Longman Publishers
2. Articles hyperlinked in Course Schedule
Course Schedule :
Week One: August 25
Introduction of students, course, and instructor.
Week Two: September 1
Theme: Culture
Reading Assignment: Learning in Two Worlds -- Chapter 1.
Week Three: September 8
Theme: Sociocultural Approaches to Language Acquisition
Reading Assignment:
Week Four: September 15
Theme: Learning and Development.
Reading Assignment: Learning in Two Worlds -- Chapter 2
Week Five: September 22
Theme: Literacy Acquisition
Reading Assignment: Learning in Two Worlds -- Chapter 3
Exchange Journals
Week Six: September 29
Theme: Pedagogical Approaches to Reading and Writing
Reading Assignment: Learning in Two Worlds -- Chapter 4
Week Seven: October 6
Theme: Pedagogical Approaches to Reading and Writing
Reading Assignment: TBA
Week Eight: October 13
Theme: Developing Literacy Proficiency
Reading Assignment: Learning in Two Worlds -- Chapter 5
Writer's
Workshop and Children acquiring English
Rough Draft of Paper Due
Week Nine: October 20
Theme: Using the Web to Develop Literacy
Reading Assignment: Choose
an Article from this Link; Using
E-Mail with Your Students; E-mail
Activities in the ESL Writing Class
Exchange Journals
Week Ten: October 27
Theme: Teaching Literacy in the Content Areas.
Reading Assignment: Learning in Two Worlds -- Chapter 6
Week Eleven: November 3
Theme: Guest Speakers on Special Education and bilingual/ESL students
Reading Assignment: TBA
Supplementary Reading: A
Guide to Learning Disabilities for the ESL Classroom Practitioner
Week Twelve: November 10
Theme: Responding to ESL Writers & Revision
Reading Assignment: TBA
Week Thirteen: November 17
Theme: Assessment
Reading Assignment: Learning in Two Worlds -- Chapter 7
Exchange Journals
Week Fourteen: November 24
Theme: Developing Resources
Reading Assignment: Learning in Two Worlds -- Chapter 8
Journals Due
Week Fifteen: December 1
Theme: Oral History
Reading Assignment: Junior
Historians:Doing Oral History with ESL & Bilingual Students
Week Sixteen: December 8
Theme: Unit Plan Presentations
Philosophical Paper Due
Week Seventeen: December 15
Theme: Unit Plan Presentations &Course Evaluation
Unit Plans and Reflective Paper Due | 