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Language, Literacy, and Sociocultural Studies




Lesson Plans

Second Language Literacy

BIL ED 493/593

Spring 2002

Instructor: Holbrook Mahn
Times: Thurs. 4:30--6:45 pm
Credit Hours: 3
Place: Dolores Gonzalez Elementary School
Office Hours: Tues. & Thurs. 1:30-3:00 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.

Lesson Modification (10%) -- Each student will find a lesson designed for native speakers of English and modify it for second langauge learners, providing a rationale for the modifications.

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.

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. As a part of exploring the chosen aspect, students should be sure to situate their examination in a theoretical framework. A rough draft will be due 3/21 for peer response and a final draft will be due 4/11.

Term Project (35%) -- 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. As a part of this project, students will make an oral presentation to the class. We will discuss the project at greater length in class. Due 5/2.

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.

Required Reading:
1. Articles handed out in class
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.

List of Articles from ERIC Digests

Links on working with Diverse Student Populations

TESOL Homepage

National Clearinghouse for Bilingual Education

National Association for Bilingual Education

Course Schedule:

Week One: January 17
Introduction of students, course, and instructor.

Week Two: January 24
Theme: Assumptions about Second Language Literacy & Overview of Second language Writing Research.
Reading Assignment: Bell & Raimes article "Out of the Woods: Emerging Traditions in the Teaching of Writing

Week Three: January 31
Writing"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 Four: February 7
Theme: Whole Language Approaches with ESL students
Reading Assignment: Rigg, "Whole Language in TESOL"; Terdal, "Watching Whole Language Work";
; Gee, "Reading/Writing Workshops for the ESL classroom: Teaching Writing to Potentially English Proficient Students Using Whole Language Approaches;
Supplementary Reading:
The Effect of Whole Language Instruction on the Writing Development of Spanish-Speaking and English-Speaking Kindergarteners

Week Five: February 14
Theme: Reading & Writing in the ESL classroom -- Elementary Level
Reading Assignment: Teaching Reading in the Multilingual Classrooms. Intro. Chs 1 & 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 Six: February 21
Theme: Literacy con carino
Reading: Literacy con carino -- Foreword, Intros, Chs. 1, 2, & 3

Week Seven: February 28
Theme: Literacy con carino
Reading: Literacy con carino -- Chs. 4, 5, & 6, Epilogue

Week Eight: March 7
Theme: Reading & Writing in the ESL classroom-Secondary
Reading Assignment: Teaching Reading in the Multilingual Classrooms. Chs. 3 & 4
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 Nine: March 14

Week Ten: March 21
NOTE: (You may choose which theme you want to focus on but all students should read Teaching Reading in the Multilingual Classrooms. Ch. 5;)
Rough Draft of Focus Paper Due

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: 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 PredominantlyEnglish-Speaking Classroom

Week Ten: March 28
Theme: Reading and Writing Connections
Reading Assignment: Teaching Reading in the Multilingual Classrooms. Ch. 7
Zamel, "Writing One's Way into Reading"; Samway & Taylor, "Inviting Children to Make Connections betweeen Reading and Writing";

Week Eleven: April 4
Theme: Putting Writing Theory into Practice
Reading Assignment: Brisk "Approaches with Focus on Writing" & Gibbons "The Writing Program";
The Language Experience Approach

Week Twelve: April 11
Themes: Family Literacy & Special Education & ESL students
Reading Assignment:
Choose an article from this journal to share with class--Special Issue of Journal on Parent Involvement & A Guide to Learning Disabilities for the ESL Classroom Practitioner; Ruiz, et al.,article "Bilingual Special Education Teachers' Shifting Paradigms.
Focus Paper Due

Week Thirteen: April 18
Theme: Responding to ESL Writers & Literacy Evaluation/Assessment
Reading Assignment: Teaching Reading in the Multilingual Classrooms: Ch. 6
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, "Nuturing Student Learning through Portfolios".
Lesson Modifications Due

Week Fourteen: April 25
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

Week Fifteen: May 2
Theme: 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

Week Sixteen: May 9
Theme: Technology Integration
Reading Assignment:
Redefining Literacy: The Multilayered Grammars of Computers;
Using E-Mail with Your Students;
E-mail Activities in the ESL Writing Class

Presentations of Projects











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