T 10:00 - 11:50 AM Black Hall 134
Dr. Craig A. Hughes Black Hall 204-28 509-963-1269
hughesc@cwu.edu
Office Hours: M,T,W 9:00-10:00 AM
Catalog Course Description
Reading instruction for K-12 students who are
speakers a language other than English. Linguistic theory and information
for developing and implementing strategies and techniques for literacy
acquisition in English.
Purpose of the Course
The purposes of this course are consistent to
with the university's mission "by teaching we learn"; the centers technician,
"facilitating learning for a diverse world"; teacher education programs
departments mission, "insuring graduates are prepared to be outstanding
educational leaders who demonstrate the knowledge and skills necessary
to educate and work within a diverse school population." The course uses
the critical constructivist model of learning, is designed to develop abilities
and skills in understanding, interpreting, and administering effective
and fair policies and practices for students and school personnel. This
course also meets the Washington Administration Code (WAC 180-79A-353 part
3); the TESOL Standards 1a, 1b, and 3a.
Outcomes/Objectives
At the conclusion of this course, students will
be prepared to:
1. Identify and explain diverse perspectives of
the concept of literacy;
2. Summarize linguistic theory and research applicable
to second language literacy construction;
3. Described methods and techniques for teaching
literacy to ESL learners;
4. Select, adapt, and develop materials for literacy
instruction in ESL;
5. Describe and conduct procedures and methods
for ESL literacy assessment;
Required Texts
Peregoy, S.F. & Boyle, O.F. (2001). Reading,
Writing, & Learning in ESL (3rd ed.). New York: Addison
Wesley Longman.
Assignments
1. Class participation: (20%) Students will expected
to actively participate in class. Attendance is required for participation
to take place.
2. Activities: (20%) Activities will be assigned
to be completed by the following week. These will be developed as needed
throughout the course.
3. Case Study: (40%) Each class member will conduct
a case study project focused on the literacy needs of linguistically diverse
students. More details are provided in the handout.
4. Poster Presentation: (20%) On the final evening
of class, poster displays of the case studies will be presented to the
class. Instructions of how to prepare the poster session are included in
the handouts.
Grade Scale
A (100-96%) A- (95-90%) B+ (89-87%) B (86-83%)
B- (82-80%) C+ (79-77%)
C (76-73%) C- (72-70%) D+ (69-67%) D (66-63%)
D- (62-60%) F (59-0%)
Course Overview
| Week of... |
Topic |
Readings |
Assignments Due |
| Apr 2 |
Introduction |
|
|
| Apr 9 |
English Language Learners and School |
Ch 1& 3 |
|
| Apr 16 |
Second Language Acquisition |
Ch 2 |
Classroom Critique |
| Apr 23 |
Oral Language Development |
Ch 4 |
|
| Apr 30 |
Emergent Literacy |
Ch 5 |
SOLOM |
| May 7 |
Process Writing |
Ch 6 |
|
| May 14 |
Reading and Literature |
Ch 7 |
Writing Traits Matrix |
| May 21 |
Reading in the Content Areas |
Ch 8 |
|
| May 28 |
Reading in the Content Areas |
Ch 9 |
Case-Study |
| June 4 |
Assessment |
Ch 10 & 11 |
Poster Presentation |
|
|
|
|
Appropriate academic accommodations are provided
to students with disabilities requesting services through DSS. Accommodations
are intended to minimize the functional limitations of a disability or
disabilities and provide the student equal access to the educational process.