Revised 08/2010
COLLEGE OF EDUCATION
GRADUATE DEPARTMENTAL COURSE SYLLABUS
The following are the required elements of a Departmental Syllabus in the College of Education. This syllabus should be representative of EVERY section of the course offered in the department. All MAT programs; Ph.D. programs in School Psychology, Educational Measurement and Research, Guidance and Counseling, and Educational Leadership; M.A. programs in Early Childhood Education, Elementary Education, Secondary Education, Special Education, and Physical Education; and all programs that teach courses for majors in the above listed programs need to include the following Conceptual Framework statement at the beginning of the syllabus:
“The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity (CARE). These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.”
1. Course Prefix and Number: FLE 6639 Credit Hours: 3
2. Course Title: Second Language Reading and Literacy
3. Regular Instructor(s): Deoksoon Kim
4. Course Prerequisites (if any): None
Include only those prerequisites listed in the University catalog.
5. Course Description:
This graduate seminar is designed to explore theoretical issues in L2 language and literacy from educational and sociocultural perspectives. Our intentions in this course are to understand some of the important literature in these areas, to learn to read and write academically, to develop informed points of view, and to understand multiple perspectives on L2 reading and literacy development.
6. Course Goals and Objectives:
· Become knowledgeable about theories and research in L2 reading and literacy and develop an understanding of how language proficiency impacts learning in school.
· Become knowledgeable about theories and research on literacy in first and second languages.
· Learn appropriate methods for helping English language learners develop of language and literacy in a second language.
· Employ appropriate research methods for assessing the language and literacy skills of English language learners.
· Learn how to develop a language rich, supportive environment that will promote second language acquisition and self-confidence for English language learners.
· Learn how to support diverse learners by developing appropriate policies for educating them.
7. Content Outline:
Topics: What is literacy? Redefining literacies; Power and pedagogy; Literacy practices in various contexts; Learning in semiotic domains; Language and literacy; Language as social semiotic; Literacy across contexts; Language learning and culture; Language learning in classroom; Social literacies; Multimodality in second language reading; Second language writing; Second language literacy and digital practice; Social media and media literacy; Online/electronic literacy practices.
Tentative Course Schedule
This is a tentative weekly outline. All the reading assignments should be completed before the class session.
Date / Reading / Assignment DueWeek 1 / Topic: What is literacy? Redefining literacies.
Street, B. V. (2005). Literacies across educational contexts: Mediating learning and teaching. Chapter 1
Au, K. (1993). Chapter 2. What is Literacy?
Autobiography of your L1 learning experience
Week 2
(DR1) / Topic: Power and pedagogy.
Delpit, L. The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280 – 298
Valdes, G. (1996) Con respeto: Bridging the distances between culturally diverse families and schools. New York: Teachers College Press. Chapter 1, 5, 6
Gee, J. (2002) Identity as an analytic lens for research in education.
In W. Secada (Ed.), Review of research in education, 25 (pp. 99 – 125). Washington DC: AERA.
Week 3
(DR2) / Topic: Literacy practices in various contexts
Street, B. V. (2005) Chapters 2 & 3: “Pedagogy is not enough” Early literacy practices in a South African school; communicative practices and participation in school councils in primary schools in the United Kingdom
Phillips, S. (1972). Participant structures and communicative competence: Warm Springs children in community and classroom. In C. Cazden, V. John, & D. Hymes (Eds.), Functions of language in the classroom (pp. 370 – 394). Prospect, Ill: Waveland Press.
McCarty, T.L. (2006). Voice and choice in Indigenous language revitalization. Journal of Language, Identity, and Education, 5(4), 308-315.
McCarty, T.L., Romero-Little, M.E., & Zepeda, O.(2006). Native American youth discourses on language shift and retention: Ideological cross-currents and their implications for language planning. International Journal of Bilingual Education and Bilingualism, 9(5), 659-677.
Week 4
(DR3) / Topic: Learning in semiotic domains
Street, B. V. (2005). Chapters 5 & 6 : Breaching the classroom walls; “Sayin’ it in a different ways”: Adolescent literacies through the lens of cultural studies
Gee, J. (2002). Learning in semiotic domains: A social and situated account. In D. L. Schallert, C. M. Fairbanks, J. Worthy, B. Maloch, and J. V. Hoffman (Eds.), 51st Yearbook of the National Reading Conference (pp. 23-32). Oak Creek: Wisconsin, National Reading Conference, Inc.
Wertsch, J. The voice of rationality in a sociocultural approach to mind. In L. Moll (Ed.) Vygotsky and Education (pp. 111 – 126).
Cambridge: Cambridge University Press.
Think Aloud Protocol- Research Methods
Supplementary text #1 due for group 1.
Week 5 / Topic: Language and literacy
Street, B.V. (2005). Chapters 7 & 8: Bridging life and learning through inquiry and improvisation; Putting it out there
Smith, F. (1997). Reading without nonsense, 3rd Edition. New York: Teachers College Press. Chapters 1, 2, 6.
Goodman, K. (1984). Unity in reading. In A. Purves & O. Niles (Eds.), Becoming readers in a complex society: 83rd yearbook of the National Society for the Study of Education (pp. 79 – 114). Chicago: University of Chicago Press.
Perez, B. (1998). Language, literacy & biliteracy. In B. Perez (Ed.), Sociocultural contexts of language and literacy (pp. 21 – 48).
Mahwah NJ: Erlbaum.
Week 6
(DR4) / Topic: Language as social semiotic
Street, B. V. (2005). Chapter 9
Holdaway, D. The foundations of literacy. Sydney: Ashton Scholastic. Chapters 1 & 2.
Halliday, MAK. (1978). Language as social semiotic. Baltimore, MD: University Park Press. Chapter 1.
Freire, P. (1970). Cultural action and conscientization. Harvard Educational Review, 40(5), 452 – 477.
Week 7
(DR5) / Literacy across contexts
Street, B. V. (2005). Chapters, 9, 10, 11, 12, 13
Supplementary text #1 due for group 2.
Week 8
(DR6) / Topic: Language learning and culture
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, XXXI(2), 132 – 141
Kim, D. (2011). Dialogic meaning construction and reading domains among four young English learners in second-language reading. Multilingual Education, 1(2), 1-21.
Gebhard, M., Austin, T., Nieto, S. & Willett, J. (2002). "You can't step on someone else's words": Preparing all teachers to teach language minority students. In Z. Beykont, (Ed.). The power of culture. Teaching across language difference (pp.219-243).Cambridge, MA: Harvard University Press.
Midterm Project Due
Week 9
(DR7) / Topic: Language learning in classroom
Shuy, R. (1988). Identifying dimensions of classroom language. In J. Green and J. Harker (Eds.), Multiple perspective analyses of classroom discourse (pp. 115 – 134). Norwood, NJ: Ablex.
Bloome, D. (1989). Beyond access: An ethnographic study of reading and writing in a seventh grade classroom. In D. Bloome (Ed.) Classrooms and literacy (pp. 53 – 104). Norwood, NJ: Ablex.
Lather, P. Getting smart: Feminist research and pedagogy with / in the postmodern. New York, NY: Rutledge. Framing the Issues (Chapter 1) & Staying Dumb… (Chapter 7)
Fairclough, N. (1989). Language and power. London: Longman. Chapter 2: Discourse as social practice.
Week 10
(DR8) / Topic: Social literacies
Street, B. V. (2005). Chapters 14 & 15
Stuckey, J. E. (1991). The violence of literacy. Portsmouth: Heinemann. Chapter 1, Chapter 4 and Conclusion.
Street, B. (2013). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Longman. Chapter 5: The Schooling of Literacy
Supplementary text #1 due for group 3.
Week 11
(DR9) / Topic: Multimodality in second language reading
Duff, P. (2002). Pop culture and ESL students: Intertexuality, identity, and participation in classroom discourse. Journal of Adolescent and Adult Literacy, 45(6), 482-487.
Norton, B., & Vanderheyden, K. (2004). Comic book culture and second language learners, In B. Norton, & K. Toohey, Critical pedagogies and language learning (pp. 201-221). Cambridge: Cambridge University Press.
Lee, J., & Schallert, D.L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance. TESOL Quarterly, 31 (4), 713-739
Lewis, C., Fabos, B. (2005). Instant messaging, literacies, and social justice. Reading Research Quarterly, 40(4), 470-501.
Week 12
(DR10) / Topic: Second language writing
Kim, D. (2011). A young English learner’s L2 literacy practice through dialogue journal. Journal of Reading Education, 36(1), 27-34.
Polio, C. (2003). Research on second language writing: An overview of what we investigate and how. In. B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 35-66). Cambridge University Press.
Yi, Y. (2010). Adolescent multilingual writer’s transitions between in- and out-of- school writing practices. Journal of Second Language Writing, 19, 17-32.
Hull, G., & Schultz, K. (2002). Connecting schools with out-of-school worlds: Insights from recent research on literacy in non-school settings. In G. Hull, & K. Schultz (Eds.), School’s out!: Bridging out-of-school literacties with classroom practice. (pp. 32-57). New York: Teachers College Press.
Week 13
(DR11) / Topic: second language literacy and digital practice
Street, B. V. (2005). Chapters 16 & 17
Black, R. W. (2005). Access and affiliation: The literacy and composition practices of English-language learners in an online facfiction community. Journal of Adolescent and Adult Literacy, 49(2), 118-128.
Lam, W. S. E. (2000). L2 literacy and the design the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34(3), 457-482.
Week 14 / Topic Social media & media Literacy
Lewis, C., & Fabos, B. (2005). Instant messaging, literacies, and social identities. Reading
Research Quarterly, 40(4), 470-501. ** (E-resource in UA lib)
Personal author, compiler, or editor name(s); click on any author to run a new search on that name.Guzzetti, B.J. &Gamboa, M. (2005). Online journaling: The informal writings of two adolescent
girls. Research in the Teaching of English, 40(2), 168-206.
Park, H. & Kim, D. (2011). Reading-strategy use by English as a second language learners in online reading tasks. Computers and Education, 57(3), 2156-2166.
Wang, S. & Kim, D. (2014). Incorporating Facebook in an intermediate-level Chinese language course: A case study. IALLT, 44, 38-78.
Week 15 / Topic: Online/Electronic Literacy Practices
Black, R. W. (2005). Access and affiliation: The literacy and composition practices of English-language learners in an online facfiction community. Journal of Adolescent and Adult Literacy, 49(2), 118-128.
Gee, J. (2005). The classroom of popular culture: What video games can teach us about making students want to learn. Harvard Education Letter, November/December.available at
http://www.edletter.org/current/gee.shtml
Yi, Y. (In print). Relay writing in an adolescent online community, Welcome to Buckeye City. Journal of Adolescent and Adult Literacy.
Week 16 / Finals Week- presentation
Final Project Due
8. Evaluation of Student Outcomes:
Evaluation
In this course, evaluation is a mutually constructed process rooted in the ways to benefit from the experience, as listed above, and assignments, as listed below. Participants are responsible for demonstrating their learning by: reading; discussing; writing; sharing; critiquing writing; engaging in the many facets of inquiry; participating in individual, small, and large group activities; remaining flexible by demonstrating and understanding of the notion that curriculum is negotiating and negotiated; successfully completing all assignments; being tolerant of many points of view; demonstrating openness to critiquing and stretching their own ideas; and negotiating for and justifying a grade by presenting substantive evidence to support the desired grade.
Assignments
1. Attendance/In class (10%): Presence and participation are crucial facets of a seminar. Participants should make every effort to attend all sessions. Students missing more than two class sessions may be withdrawn from the course. Lateness or early departure may be considered an absence. In-class writing, reading, and discussing are considered one facet of assignments.
2. Articles/Books/Chapters, Leading Discussion (15%): You will be responsible for leading a discussion on an assigned article or reading selection. You will present a summary and analysis of a reading on the course syllabus. During your presentation, you should highlight and discuss the main points or issues and be prepared to assist the class in articulating the implications for educators and classroom instruction of the main points. You will also be expected to help them determine if and how the readings contribute to the L2 or foreign-language literacy instruction.
3. Weekly syntheses of and reactions through Blogs (3-page maximum) to the readings assigned (10 times X 2.5 points = 25 points, 25%): Prepare a 400–750-words synthesis (not a summary) based on each week’s required readings, following the guidelines below. Post your synthesis on Blackboard by 5:00 pm on Tuesday (24 hours prior to class) and bring the hard copy of your synthesis and you will usually be asked to exchange your synthesis with your peers, and read and discuss them together briefly. The ideas and experiences thus shared will contribute to the discussion on the topic of the day. These texts will become part of the text of the seminar. If we read more than one piece, only one response is due, except when supplementary texts are read. Those require a different format in addition to response to readings.
4. Supplementary Texts Discussion (10%): Choose one supplementary text and discuss the summary and reflect on the text with classmates. It can be a pair project. If you have another text you would like to use on different topics, please consult with the instructor at the beginning of the semester.
5. Annotated Bibliography, Midterm Project (15%): Choosing from the list provided or from texts approved by the instructor, seminar participants will locate, read, respond to, and present supplementary readings. These are text-length readings (more than 10 articles) in areas relevant to the seminar, focusing on specific topics and of interest to the participants. You will create an annotated bibliography on the topic of your choice from the list below (include at least 10 citations). You can learn more about how to write an annotated bibliography from the websites below. Remember that it should be both descriptive and evaluative.