TE 639 Language and Literacy

Jill Kerper Mora, Ed.D.
San Diego State University
Summer 2007

 

        

Professor's Home Page: Jill Kerper Mora, Ed.D.

Welcome TE 639 Students:

The purpose of this on-line syllabus is to act as a means to inform graduate students about course readings, assignments, and activities on an on-going basis throughout the semester. The syllabus is also a guide for you to on-line readings and resources

Here are the directions for how to use this on-line syllabus:

1. Review the information about the course. This will give you an overview so that you can plan your work for the semester.

2. Scroll down or click here to go to the class schedule. There you will find updated information on due dates for course assignments. In the right hand column of the table you will also find links to relevant readings on-line and reviews of instructional modules. These are provided for your study and research purposes.

3. Refer to the descriptions of course assignments as needed. There are additional links to resource materials in each one of the assignment pages. A complete list of on-line resources follows the schedule at the bottom of this page.

4. Use this web page as a springboard for reflections and discussion. Participate in the on-line discussion by linking off this syllabus. You may also e-mail Dr. Mora with comments and questions.

Announcements & Advisories

Dear San Diego City Schools Teachers,

I have posted the description and guidelines for the Hot Topics assignment. You may review these on line. I have added links to resources to supplement our class discussions on education reform issues. Click here for several recently-added resources on promotion-retention policies.

JKM

 

Textbooks and Materials

Required:

Mora, J.K. (2002). TE 639 Course Reader I. 

Evangelina Bustamante Jones (2002). TE 639 Course Reader II.

Hurley, S.R., & Tinajero, J. V. (Eds.) (2001). Literacy Assessment of Second Language Learners. Boston, MA: Allyn & Bacon.

Recommended::

O'Malley, J.M., & Valdez Pierce, L. (1996). Authentic Assessment for English Language Learners. New York: Addison Wesley Publishing.

Reading/Language Arts Framework for California Public Schools K-12 (1999). Sacramento: California Department of Education.

Course Description

The primary objective of this course is for educational practitioners to achieve a comprehensive understanding of the inter-relatedness of language and literacy learning and to apply this knowledge in the design and evaluation of effective literacy instruction. Knowledge of the interaction between language and literacy is based on exploration of the greater socio-political context of schooling that define the meaning of literacy in a linguistically and culturally diverse society. Specifically, this course will examine issues stemming from language diversity in the public schools including English literacy, native-language literacy and biliteracy and the impact of educational policies and programs on language minority students. The relationship between language and literacy and characteristics of effective curriculum and instruction will be examined based on current educational research and teachers' action research in the classroom.

The course is based on the premise that the literacy learning takes place at the point of juncture in a triad formed by the language content and concepts of an academic task, teachers' language and students' language. This dynamic interactive triad must be observed, described and analyzed in a variety of contexts for educators to fully appreciate the impact of language choice, language as a medium of instruction, language as communication and language in cognitive processes. This theoretical base respects the expertise of literacy educators in weighing the complexities of students' total literacy environment, individual learning needs and processes, and instructional programs and materials necessary to maximize each student's literacy achievement.

Course Objectives

1. To examine definitions of language and literacy and their educational implications for instruction and assessment at all levels of the educational system and in the larger society.
2. To examine the psycho- and socio-linguistic, educational and professional bases for design and selection instructional methods, programs and policies for language and literacy education.
3. To review and critique current academic polemics and public debate of issues that affect language and literacy education for culturally and linguistically diverse student populations and individual students.
4. To structure modes of inquiry and to perform action research to discern relationships between language content and academic/ cognitive content and tasks involved in literacy instruction.
5. To evaluate programs of instruction and instructional materials in use in public schools based on criteria based in sound literacy pedagogy.

Course Requirements

There are three major assignments that students will complete to demonstrate mastery of course competencies and content. These assignments are described in detail in class handouts and on-line assignment web pages. In addition, reflections on weekly readings and participation in on-line forum discussions are required.

1. Hot Topics in Literacy Report demonstrating competency in the use of library and on-line resources to examine and analyze academic discussions, research and public policy debates on issues of language and literacy education.
2. Literacy Program Evaluation Panel Presentation demonstrating competency in applying criteria of sound language and literacy pedagogy to evaluate instructional materials and programs and to present evaluation results to diverse audiences of educators, policy makers, parents and community, and the public.
3. Language and Literacy Development Case Study demonstrating competency in conducting action research through observation and assessment of the language/content interaction of classroom instruction and students' literacy learning and performance.
4. Active participation in weekly assignments and class activities including the on-line discussion forum, demonstrating reflective practices and the integration of course content with teaching/ learning experiences in public school contexts.

Click here for a description of each assignment:

Hot Topics in Literacy	Literacy Program Evaluation Panel Presentation
Language & Literacy Development Case Study	Language & Literacy Forum

Web Resources and On-line Preparation

The nature of this participation is described in web pages accessed through Dr. Mora's CLAD Website at this URL: <http://coe.sdsu.edu/people/jmora/>

Students are advised to check Dr. Mora's Website Bulletin Board for any updates in the schedule. This will put you into the home page. Go to Dr. Mora's schedule and click on TE 639. The syllabus page will direct you to interactive web pages to review course materials and guidelines for assignments. Students are expected to make biweekly contributions to the on-line forum according to the guidelines provided. These contributions may be responses to readings, questions from a previous class session or in preparation for an upcoming class, accounts of events and reflections on these events from the perspective of the knowledge base acquired in the course, or other relevant contributions to our colleagues and peers. (To be established in September, 2002).

To contribution to the forum discussions, follow these steps:

1. Click on the link above. This takes you directly into our TE 639 Forum. If you are on your home computer, bookmark this URL. You can also access the Forum by writing this address and then finding the TE639 forum.

2. Login by clicking on the Login icon. Write your name and provide your password.

3. Post a message in the discussion of your choice. The discussions have an icon that looks like two pages of paper. You may want to prepare your message on your word processor and cut and paste it into the message board. Or you can write your message directly. Just make sure you are not in the folder because only the professor can edit this portion. If you click on the discussion icon, it will show you the thread of messages that have been posted.

4. If you have any questions or problems, e-mail Dr. Mora.

In addition, there are a number of on-line mini-lectures titled MoraModules that will aid you in preparing for class and reviewing the course content. Course assignments will include readings coordinated with the on-line modules. Bibliographies and resources are available with links to current websites to find academic and public policy forum discussions, research articles and media references for further investigation of important topics.

Grading and Evaluation

Class work, projects and written assignments and tests will be weighed for the total course grade according to the following weighted scale:

Participation in class and on-line forum	15%
Hot Topics in Literacy Report	25%
Literacy Program Evaluation Panel Presentation	25%
Language and Literacy Development Case Study	35%

All written assignments will be typed, double-spaced in continuous narrative portions and edited for usage and mechanical errors. The content of all quizzes, tests and assignments will be evaluated based on the level of higher order thinking skills demonstrated by the student according to the criteria for grading included in this syllabus. Any papers not turned in by the beginning of class on the date due will be designated late. Late papers will be penalized ten percent for each week past the due date until handed in to the instructor.

Participation in class is weighed heavily because the processes learned through interaction with peers are an essential component of the course. A student cannot earn a grade of A in the course with more than two absences from class. Students must come to class with the required book of class readings and the textbooks since these will be used frequently for group and individual activities.

Plagiarism is defined as "the unauthorized use or close imitation of the language or thoughts of another author and the representation of them as one’s own original work." (Random House Dictionary of the English Language, 1987). All sources of reference from which students take quotations, major theories or concepts or instructional materials for lesson plans or papers must be properly cited. Plagiarism will not be tolerated. Such work will result in a zero for the assignment and referral to Student Affairs for possible suspension or expulsion.

Evaluation Criteria

The point system described below will be used for all assignments in TE 639. Scores will be converted into percentages and weighed according to the scale outlined in the syllabus.

POSSIBLE SCORES:

5 (100-90%)--This score will be awarded to papers showing a high degree of competence, coverage of all parts of the question as described in the assignment descriptions in the course reader, effective organization and critical analysis. References to course materials, theories, models or strategies are utilized to support analysis. Examples are used to illustrate aspects of concepts or teaching strategies. Surface feature errors are few and minor.

4 (89-80%)--This score acknowledges the clearly competent response, although it may be weak in some aspects of the superior paper: e.g. it may slight one part of the question; may not be as effectively organized or detailed; may have minor grammatical inconsistencies; may not be supported by references to course materials or use as many pertinent examples.

3 (79-70%)-- This score will be given to papers demonstrating competence; however, the papers will be less developed and the analysis may be more superficial than papers scored a 4. Papers awarded a score of 3 may show occasional awkwardness of expression and grammatical weakness.

2 (69-60%)-- This score will be awarded for the following papers:

--those that are primarily a restatement of words or ideas from other sources without adequate rationale given for their selection; --those that deal with only one part of the question: --those that offer clichés instead of thoughtful analysis --those that remain general and undeveloped or without relevance to the author's own cultural and academic experience, values or beliefs, --those that lack focus or pertinent detail.

1 (60% or below)-- This score will be used for papers that are severely underdeveloped or that exhibit serious weaknesses in structure or syntax or papers that show little understanding of the question or demonstrate incompetence in structure, syntax or other conventions of standard written English. Points in this range will be applied to papers or quizzes that are incomplete or that are not handed in within the specified time frame.

 

ON-LINE RESOURCES ACCORDING TO TOPICS AND ASSIGNMENTS

 

Class Session	Topics	Assignments & Resources
Class 1	Course introduction Definitions of literacy: Personal literacy; functional literacy; school literacy; biliteracy Issues in literacy education	Definitions of Literacy Cultural Diversity in the B/CLAD Classroom Contributions of Academic Disciplines to Language Teaching Literacy Instruction for Language Minority Students Learning to Read Website
Class 2	Definitions of language: Components of language; language registers; communicative competence and discourse; written language Metalinguistic awareness in literacy development Theoretical perspectives on language and their methodological manifestations Description of the Hot Topics assignment & formulation of issues question	Historical Trends in L2 Teaching Theoretical Basis for the Natural Approach Theoretical Foundations of Bilingual Education Principles and Procedures of L2 Teaching Methods
Class 3	Stages of language and literacy development Examination of processes and models of L1 & L2 reading Language interaction triad and LI analysis Description of program evaluation assignment	Reading in a Second Language Bibliography for L2 Reading & Biliteracy Language-Concept Connection Cross-linguistic Transfer in Spanish/English Biliteracy
Class 4	Approaches to reading instruction Theoretical orientations toward reading instruction Components of an effective literacy program	Teacher's Beliefs about Approaches to Biliteracy Instruction Bibliography for Effective Schooling Practices for LM Students A Roadmap to Effective ELD Instruction
Class 5	Grapho-phonetic system of English & contrastive linguistics Phonemic awareness in literacy development Cross-linguistic transfer and biliteracy development Hot Topics in Literacy Presentation	A Smooth Road to Biliteracy Models of Bilingual Education A Sequence for Phonics Instruction Teaching Phonemic Awareness
Class 6	Balanced Literacy Approach Semantic/syntactic processes in reading Vocabulary development and word study in literacy instruction	Word Study in Biliteracy Classrooms How to Teach Concepts & Vocabulary Sentence Transformation
Class 7	Theories of reading comprehension L2 language proficiency and comprehension of text Whole Language Approach & literature-based instruction Matching language levels with demands of written text	Bring a content-area textbook to class Language Assessment Multicultural Literature & Reading Processes The CALLA Approach Reading Comprehension Subprocesses
Class 8	Literacy instruction for language minority students Models of biliteracy instruction Issues in biliteracy and second-language reading	Primary Language Literacy for Language Minority Students La Lectura en Español Sheltered Immersion: Contrasts & Controversy
Class 9	Literacy instruction program evaluation	A Checklist for Program Evaluation for LM Students To All On Equal Terms Accountability FOR and TO Language Minority Students
Class 10	Authentic reading assessments: How assessment informs instruction Policy issues in standardized assessments of reading Role of language assessment in literacy instruction	CELDT Testing: Statistics and Issues NAGB Testimony on Assessment of Language Minority Students ELLs' SAT-9 Scores Analysis
Class 11	Development of writing Spelling and orthographic transfer across languages Writing instruction and assessment	Bring literacy students' writing samples to class Development of L2 Writing Using Rubrics for Assessing L2 Writing
Class 12	Content-area reading and language interaction L2 learners: Content-based FLI; CALLA; & SDAIE Lesson planning of content-area reading instruction	Content Area Reading for ELLs Effective Lesson Plan for ELLs Thematic Planning for ELLs Using Study Guides to Enhance Content-area Reading
Class 13	Literacy and Learning Styles Cultural Factors in Literacy Learning Multiple intelligences in language & literacy development	Organizing for Multilevel B/CLAD Classrooms Understanding Multiculturalism: Culture & Values
Class 14	Family literacy, adult literacy, literate communities, formative literacy experiences Expanding literacy learning opportunities in society	Developing Curriculum Around Essential Questions Thematic Planning Guidelines and On-line Resources
Class 15	Case Study presentation and discussion Reflections on professional role of literacy educators	Literacy Development Case Study

 

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Go to MoraModules Index

This page was last updated on 07/19/07