Program requirements

Prerequisites (if any):

Catalog Description:

Provides an overview of issues in teaching and learning to read and write a second language by young children, adolescents, and adults. Considers the differences across languages in spoken and written form, the nature of second language acquisition, the range of programs in place to foster second language literacy, and perspectives on optimal instruction.

Extended Description:

This course introduces students to issues in reading and writing in a second language. For prospective reading teachers, it extends their knowledge of literacy learning across languages, especially with respect to having English language learners meet the New York State standards. For prospective teachers of English as a second language and teachers of foreign languages, it extends their knowledge of second language learning with respect to literacy, whether children or adults. It reviews current instructional practices in the light of theoretical foundations, educational policy, and cultural forces that shape the acquisition and maintenance of languages in society.

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

task difficulty: relation to student learning, independence, and development

assessment of literacy: the value and properties of assessment methods and instruments

** prevention and solution of literacy difficulties: management of the classroom context to prevent difficulties in the acquisition of literacy as well as to solve learning difficulties when they occur

organization of instruction: organization, regulation, and reform of literacy instruction

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: Learning a second language
--Second language acquisition theory
--Learning to speak a second language
--Learning vs. acquisition

Topic 2: What is to be learned across languages
--Second language vs. foreign language
--Differences across writing systems
--Differences in rhetorical structure

Topic 3: Testing and evaluation
--Evaluation for accountability
--Evaluation for proficiency
--Standards, checkpoints, admission
--Assessment in literacy for instruction

Topic 4: Organization of programs for literacy
--Bilingual, ESL, Two-Way programs
--Foreign language
--University programs
--Adult literacy and vocational programs

Topic 5: Teaching to read and write
--The great debates in literacy instruction
--Teaching writing at various levels
--The FL context
--Reading and literature
--Content areas

Writing system

Students examine the writing system (orthography) of a language other than English for presentation and discussion in class. The system includes letters/characters, layout and spacing, their relation to the sound system of spoken language. The main question is: What do readers of one language have to learn about the writing system of a second language?

Assessment of proficiency

Students examine a test or evaluation procedure. to determine its purposes, its format, scoring procedures for consideration in class.

Paper 1: Program description

Students select a program involving second language literacy, such as the reading and writing program for ESL students in an elementary school, a bilingual program, a university program for international students, an adult literacy program, a foreign language program. They describe the goals and implementation of the program and, in particular, the place of literacy in it, including such matters as the type of students and instructors, assessment procedures for placement and achievement; organization of instruction in literacy; materials and resources, amounts of reading and writing; attention to mother tongue, and any other factors you see as significant. This paper is descriptive will serve as a foundation for further thinking about theory and practice regarding literacy.

Paper 2: Topic of interest

Students address current scholarship on a topic of interest concerning learning to read and/or write in a second language. The paper may be an organized report of broad reading, an essay with a strong thesis and supporting evidence, or a detailed essay concerning a book or two; there are other possibilities.
A selected bibliography is provided to guide students toward relevant readings.

Final examination

Take-home exam made up of essay questions on readings and classroom discussions.

Selected articles from current journals such as Reading Teacher, Modern Language Journal, and TESOL Quarterly.

Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher. New York: Cambridge University Press.

Peregoy, S. F., & Boyle, O. F. (2001). Reading, writing, and learning in ESL, 3rd ed. New York: Longman.