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Language, Literacy, and Sociocultural Studies




Lesson Plans

Second Language Literacy

BIL ED 493/593

Fall 2002

Instructor: Holbrook Mahn
Times: Tuesday 4:30--6:45 pm
Credit Hours: 3
Place: Montezuma Elementary School
Office Hours: Tues. & Wed. 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 10/15 for peer response and a final draft will be due 11/5.

Term Project (35%) -- This project will give students the opportunity to work on developing an 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 and hand in a write up of their project. 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. Literacy Instruction in Multicultural Settings -- Kathryn Au
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: August 20
Introduction of students, course, and instructor.

Week Two: August 27
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: September 3
Writing"Theme: Culture and 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"; Chapter 1, Literacy Instruction in Multicultural Settings -- Kathryn Au

Week Four: September 10
Theme: Whole Language Approaches with ESL students
Reading Assignment: Chapter 2, Literacy Instruction in Multicultural Settings -- Kathryn Au
Rigg, "Whole Language in TESOL"; Terdal, "Watching Whole Language Work";
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: September 17
Theme: Reading & Writing in the ESL classroom -Elementary Level
Reading Assignment: Chapter 3, Literacy Instruction in Multicultural Settings -- Kathryn Au
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: September 24
Theme: Literacy con carino
Reading: Literacy con carino -- Foreword, Intros, Chs. 1, 2, & 3

Week Seven: October 1
Theme: Literacy con carino
Reading: Literacy con carino -- Chs. 4, 5, & 6, Epilogue

Week Eight: October 8
Theme: Reading & Writing in the ESL classroom
Reading Assignment: Chapter 4, Literacy Instruction in Multicultural Settings -- Kathryn Au
Freeman & Freeman, Whole Language Approaches to Writing with Secondary Students of English as a Second Language"
Supplementary Reading: #1.
Preparing Secondary Education Teachers to Work
with English Language Learners;
Writer's Workshop and Children acquiring English

Week Nine: October 15
NOTE: (You may choose the theme on which you want to focus, but all students should read Chapter 5, Literacy Instruction in Multicultural Settings -- Kathryn Au)
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: October 22
Theme: Reading and Writing Connections
Reading Assignment: Chaptes 6 Literacy Instruction in Multicultural Settings -- Kathryn Au
Zamel, "Writing One's Way into Reading"; Samway & Taylor, "Inviting Children to Make Connections betweeen Reading and Writing";

Week Eleven: October 29
Theme: Putting Writing Theory into Practice
Reading Assignment: Chapter 10, Literacy Instruction in Multicultural Settings -- Kathryn Au; Brisk "Approaches with Focus on Writing" & Gibbons "The Writing Program";
The Language Experience Approach

Week Twelve: November 5
Themes: Family Literacy & Special Education & ESL students
Reading Assignment: Chapter 9, Literacy Instruction in Multicultural Settings -- Kathryn Au;
Choose an article from this Special issue 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: November 12
Theme: Responding to ESL Writers & Literacy Evaluation/Assessment
Reading Assignment: Chapter 8, Literacy Instruction in Multicultural Settings -- Kathryn Au
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: November 19
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"; Chapter 7, Literacy Instruction in Multicultural Settings -- Kathryn Au; Noll article &
Describing Students' Collected Works:Understanding American Indian Children

Week Fifteen: November 26
Theme: Multiethnic Literature, Oral History & Publishing
Reading Assignment: Chapter 11, Literacy Instruction in Multicultural Settings -- Kathryn Au; 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: December 3
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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