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Language, Literacy, and Sociocultural Studies




Summer Institute

Cambourne Article

First Language Literacy

Fall 2000


Instructor: Holbrook Mahn
Credit Hours: 3
Place: EDOF 225
Office: Hokona 212 
Office Hours: Tues. & Thurs. 1:30 - 3:00 & 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. 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 historical development of literacy, as a prelude to studying the processes at play as an individual acquires and develops literacy at home and at school.

1. To develop a methodological approach to study first language literacy acquistion and development.
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.
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 (20%)-- 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.

Tutoring (25%) -- 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. At the end of ten weeks students will write a short (2-3 page) reflection on the tutoring experience.

Philosophical Letter (25%) -- This letter (5-7 pages double-spaced) will give you the opportunity to discuss your evolving philosophy about literacy acquisition. This will be an actual letter sent addresssed to Dee McMann and Karin Rich at the Department of Language and Cultural Equity for APS, 3315 Louisiana, Albuquerque, NM 87110. As coordinators for the district's literacy efforts, they are interested in learning about teachers' and pre-service teachers' opinions about what they hold as fundamental for teaching literacy. A rough draft will be due 10/10 for peer response and a final draft will be due 10/24.

Term Project (30%) -- This project will give students the opportunity to explore an aspect of literacy acquistion that is of particular interest to them. It is hoped that the product in this project will be of use to you in your classroom or in your research. This project will be open-ended and will allow for considerable creativity on your part. We will discuss the project at greater length in class.

Graduate Credit -- a short paper (2-3) pages reviewing two online articles about first language literacy acquisition. This review will be factored into the 25% allocated to the philosophical paper.

Required Text: Reading Packet
Other articles on-line or distributed in class.

Course Schedule

Week One -- 8/22 --Topic: Introduction to the Course and Community Building.

Week Two -- 8/29 -- Development of a Methodological Approach/Origins of Literacy

Week Three -- 9/5 -- Topic: Fundamentals of the Reading Process
Reading: Weaver -- "How Words Are Perceived?"
Smith -- "Reading -- From Behind the Eyes"

Week Four -- 9/12 -- Topic: Fundamentals of the Writing Process
Vygotsky -- "The Prehistory of Written Language"
Harste, Burke, & Woodward-- "Children's Language and World: Initial Encounters with Print"
Supplementary: Role of Gesture in Literacy Acquisition
Some Anthropological Aspects of the Origin of Writing

Week Five -- 9/19-- Topic: Emergent Literacy
Reading: Comber, "What Really Counts in Early Literacy Lessons"
Teale & Sulzby -- "Emergent Literacy: New Perspectives"
Supplementary: What Is Emergent Literacy?
Emergent Literacy Project

Week Six -- 9/26 -- Topic: Introduction of Reading at School
Reading: Weaver--"Toward a Balanced Approach to Reading"

Week Seven -- 10/3 -- Topic: Introduction of Writing at School
Reading: Murray-- "Teach Writing as a Process not Product"
Routman & Maxim-- "Writing: Promoting Quality"
Zecker, "Different Texts, Different Emergent Writing Forms"
Galley--"Talking Their Walk: Interviewing Fifth Graders about Their Literacy Journeys"

Week Eight -- 10/10 -- Topic: Technology Integration
Reading: Selfe: "Technology and Literacy: A Story of the Perils of not Paying Attention"

Week Nine -- 10/17 -- Topic: Reading and Writing Connections and Concepts of Literacy
Reading: Cairney -- "The Construction of Literacy and Literacy Learners"
Dyson: "The Courage to Write: Child Meaning Making in a Contested World"
Edelsky: "Literacy: Some Purposeful Distinctions"

Week Ten -- 10/24 -- Topic: Helping Low Progress Readers and Writers
Reading: Merrill --"Following a Child's Lead toward Literacy"Clay & Cazden: "A Vygotskyian Interpretation of Reading Recovery"
Primeaux -- "Shifting Perspectives on Struggling Readers"
Supplementary:Orchestrating the Thought and Learning of Struggling Writers

Week Eleven -- 10/31-- Topic: Literacy and Students with Exceptionalities
Reading: Huck & Pinell--"Literacy in the Classroom"
Lyons -- "Helping a Learning-Disabled Child Enter the Literate World"
Supplementary: The Differentiated Classroom

Week Twelve -- 11/7 -- Topic: Literacy Programs in APS and surrounding districts
Reading: Cambourne--"Toward an Educationally Relevant Theory of Literacy Learning: Twenty Years of Inquiry"
Coles "'Direct, Explicit, and Systematic' --Bad Reading Science"
Smith -- "Twelve Easy Ways to Make Learning to Read Difficult"
Labbo, Hoffman & Roser, "Ways to Unintentionally Make Writing Difficult"
No End to the Reading Wars
Links on "Reading Wars"

Week Thirteen -- 11/14 -- Topic: Family Literacy
Reading: Klassen-Endrizzi -- "Exploring Our Literacy Beliefs with Families"
Richgels & Wold -- "Literacy on the Road: Backpacking Partnerships between School & Home"
Strickland & Taylor -- "Family Storybook Reading: Implications for Children, Families, and Curriculum"
What Is Family Literacy?
Even Start Family Literacy

Week Fourteen -- 11/21-- Sociocultural Approaches to Literacy
Reading: Moll --"Literacy Research in Community and Classrooms: A Sociocultural Approach"

Week Fifteen -- 11/28-- Topic: Presentations of Final Projects

Week Sixteen -- 12/5 --Topic: Presentations of Final Projects

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