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Language, Literacy, and Sociocultural Studies




Lesson Plans

Oral and Written Language


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
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.

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