BIL ED 493/593
Instructor: Holbrook Mahn
Times: Thurs. 4:15--6:30 pm
Credit Hours: 3
Place: Manzanitas 121
Office Hours: Tues. & Thurs. 2:00-3:30 pm, and to be arranged
Phone 277-7981; 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
On-line discussion (10%)
-- 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.
Journalling (20%) --Students will keep an individual journal in which they
reflect on readings, classroom discussions, and practicum experiences, as
well as anything else that motivates them. Students will be given the option
of keeping a paper journal which will be exchanged with a partner at several
points during the semester, or they can participate in an electronic journal
which will be e-mailed to their partners on a weekly basis.
Tutoring (20%) -- 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.
Focus Paper (25%) -- 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. A rough draft will be due 3/23 for peer
response and a final draft will be due 4/13.
Term Project (25%) -- This project will give students the opportunity
to work on developing and 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. 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 focus paper.
1. Course Packet (available from the COE Publications Center)
2. Articles hyperlinked in Course Schedule
Week One: January 20
Introduction of students, course, and instructor.
Week Two: January 27
Theme: Assumptions about Second Language Literacy & An Overview of Second
Language Reading Research
Reading Assignment: Bell & Grabe articles
Week Three: February 3
Theme: Biliteracy & Initial Literacy in English
Reading Assignment: Hudleson & Ortiz/Englebrecht articles
Week Four: February 10
Theme: Overview of Second language Writing Research.
Reading Assignment: Raimes article "Out of the Woods: Emerging Traditions
in the Teaching of Writing"
Week Five: February 17
Theme: Reading and Writing Connections & L1 -L2 Literacy Transfer
Course Packet: "Reading and Writing Connections"; TRANSFERRING
LITERACY SKILLS FROM L1 TO L2: FROM THEORY TO PRACTICE
Week Six: February 24
Theme: Pedagogical Approaches to Second Language Literacy
Reading Assignment: Teaching
Writing to Potentially English Proficient Students Using Whole Language
Week Seven: March 2
Theme: Reading & Writing in the ESL classroom -Elementary
Reading Assignment: "The Writing Process"; #1.THE
EFFECT OF WHOLE LANGUAGE INSTRUCTION ON THE WRITING DEVELOPMENT OF SPANISH-SPEAKING
AND ENGLISH-SPEAKING KINDERGARTNERS;
# 2. USING
CHILDREN'S LITERATURE TO PROMOTE THE LANGUAGE DEVELOPMENT
OF MINORITY STUDENTS
Course Packet: "ESL Literacy in the Elementary Grades";
Week Eight: March 9
Theme: Writing in the ESL classroom-Secondary
Reading Assignment: #1.Preparing
Secondary Education Teachers to Work
with English Language Learners: ENGLISH LANGUAGE ARTS &
# 2. Writer's
Workshop and Children acquiring English
Course Packet: "ESL Literacy in the Secondary Grades";
Week Nine: March 23
Theme: ESL Literacy in Post-Secondary Classrooms & The Development of
ESL Reading Materials
Reading Assignment: #1ESL Materials
ESL Reading Materials; #3
ESL Reading Materials
Course Packet: "ESL Writing in Post-Secondary Classrooms"; Using
the Internet in University ESL Writing Classes
Rough Draft of Focus Paper
Week Ten: March 30
Theme: Bilingual Writers
Reading Assignment: #1 ASSESSING STUDENTS' PERCEPTIONS OF BILITERACY IN TWO
WAY BILINGUAL CLASSROOMS; #2.Stimulating
Writing in ESL/Bilingual Classrooms
Course Packet: "Bilingual Writers" -- Edelsky & Kalman articles;
Week Eleven: April 6
Theme: Guest Speakers on Special Education & Reading Recovery in relationship
to ESL students
Reading Assignment: Reading Recovery Article & A
Guide to Learning Disabilities for the ESL Classroom Practitioner
Week Twelve: April 13
Theme: Family Literacy & Immigrant Populations: English
Literacy in the U.S.:National Policies, Personal Consequences
Focus Paper Due
Week Thirteen: April 20
Theme: Responding to ESL Writers & Revision
Course Packet: "Revision & Response"
Week Fourteen: April 27
Theme: Using Journals & Native American literacy:
Reading Assignment: Noll article & Describing
Students' Collected Works:Understanding American Indian Children
Course Packet: "Journals" -- Reed & Bromley articles
Week Fifteen: May 4
Theme: Oral History & Assessment
Course Packet: "Oral History" -- Gandesberry & Walker articles:
"Assessment" & "Publishing" -- Elbow, Smolen, and
Historians:Doing Oral History with ESL & Bilingual Students
Presentations of Projects
Final Projects Due
Week Sixteen: May 11 -- Finals
Theme: Technology Integration
Reading Assignment: Using
E-Mail with Your Students; E-mail
Activities in the ESL Writing Class
Presentations of Projects