Program requirements

Prerequisites (if any):

Catalog Description:

Addresses topics on the nature of language, especially English, in relation to literacy teaching and learning. Examines the organization of language, its acquisition from birth through adolescence, its use in communicative settings, linguistic awareness, language as a tool for learning, differences between spoken and written language, dialect and sociocultural variations and attitudes.

Extended Description:

This course addresses a range of issues surrounding the nature of spoken and written English as well as its functions in teaching and learning to read and write. Its purpose is to heighten students’ knowledge and awareness of the many facets of the language that may come into play in their instruction. It offers basic content on the form of English, specifically, its sounds, its spelling patterns and punctuation, its levels of vocabulary, and its syntax as the means for expressing meaning in speech and writing. It examines the acquisition of spoken and written English by young and school-age children, giving attention to language disorders and reading difficulties. It recognizes differences by region, social identity, and situations, fostering reflection on widely held cultural values on such matters as standard English. It also examines how the language is used to serve social and cognitive functions in and out of school.

Program goals:

** major goal

Pedagogical Content Knowledge

** language and literacy development: the nature, breadth, and depth of and the overt markers of that development

individual and cultural differences: knowledge of economic, academic, social, and cultural diversity; use of this knowledge to inform instructional decisions

methods and materials: the range of techniques and materials appropriate for literacy instruction

literacy in society: societal changes in literacy usage, and implications for teaching and learning both inside and outside the classroom

NYSED standards and core curriculum: knowledge of English Language Arts, Social Studies, Mathematics, Science and Technology

self-extended learning: how to engage critically with professional text and research to extend learning, including success with their own professional reading and writing

Readings

(Note: these are suggested texts--actual readings in this course will be listed in the current course outline)

Topic 1: The sounds and spelling of English
--The articulation of speech sounds
--The relationship of sounds to spelling
--The history of English and the fact of systematic change on shaping our writing system
--The relevance for teaching phonemic awareness, phonics, spelling dictionary use.

Topic 2: Syntax and semantics
--The centrality of syntax to making meaning
--The vastness and levels of English vocabulary
--Differences between spoken and written English
--The relevance for teaching reading comprehension

Topic 3: The acquisition of English
--Language acquisition as a human capacity
--Continuation through the school years
--The form and use of English for varying functions
--Disorders in language acquisition and reading
--The relevance of language acquisition to literacy

Topic 4: Variation in English
--Regional, social, and situational variation
--Differences between spoken and written English
--Attitudes toward variation
--Reading difficulties and variation

Topic 5: Language in the classroom
--The relation of language to thought
--The functions of children's oral language
--Classroom interaction
--Book language
--The relevance of talk to understanding texts

Throughout the course:
Students are expected to read assigned readings so that they will bring the issues and content to bear on classroom presentations and discussions. One set of readings focuses on the structure of English. The other set focuses on the place of structure in learning and teaching spoken and written English. A selected bibliography over a range of topics is provided to guide students as they fulfill course requirements.

Assignment 1: Midterm essay

Students are presented with a controversial problem concerning, for instance, standard English, invented spelling, direct instruction in phonics. They are to write an essay taking a stand on the problem, taking into consideration the ideas surrounding the linguistic issues that have been raised in the course.

Assignment 2: Term paper

Students are to explore scholarship in an area of interest in a way that reflects the ideas that are presented in this course. For example, a paper on spelling should take into account how the course has addressed the English spelling system.

Possible types of term papers:
Thesis paper: A presentation of a hypothesis with supporting evidence based on systematic reading of scholarship. For example, speaking a nonstandard variety of English is irrelevant to learning to read.
Reference paper: A well-organized record of reading about a subject from a range of sources. For example, a comparison of English and Spanish writing systems.
Critical review: A detailed evaluation of a single challenging work (or several related works). For example, Dialects in Schools and Communities by Walt Wolfram and others.
Field study: An analysis of data the student will gather, discussed in terms of research studies. For example, children's written stories in terms of studies about the structure of narratives.

Final examination

Take home essay questions ranging over the main topics.

Articles of current relevance and readings from works such as:

Freeman, D.E., & Freeman, Y. S. (2004). Essential linguistics: What teachers need to know to teach reading, ESL, spelling, phonics, and grammar. Portsmouth, NH: Heinemann.

Nippold, M. A. (1998). Later language development: The school-age and adolescent years, 2nd ed. Austin, TX: Pro-Ed.

Power, B. M., & Hubbard, R. S. (Eds.)(2002). Language development: A reader for teachers, 2nd ed. Upper Saddle River NJ: Merrill/Prentice Hall.