Literacy
Across Cultures
Fall
2002
Instructor:
Holbrook Mahn
Times: Wednesday, 4:30--6:45 pm
Credit
Hours: 3
Place:
Montezuma Elementary School
Office: Hokona 212
Office
Hours: Tues. & Thurs. 1:30 - 3:00 & TBA
Phone
277-5887; home: 881-7981
e-mail:
hmahn@unm.edu
Course
Description and Rationale:
This
course will examine theories of first language literacy acquisition and
development across different cultures. It will focus on languages that teachers
in the Southwest encounter in their classrooms. It is the first part of
a two course sequence, the second part of which is second language literacy
acquisition and development. We will examine literacy from a number of different
perspectives and then building on this understanding, we will examine practical
classroom applications that will facilitate the acquisition and development
of literacy. Initially, we will discuss a methodological approach to study
literacy and then explore the development of literacy in different cultures,
as a prelude to studying the processes at play as an individual acquires
and develops literacy at home and at school.
Objectives:
1.
To develop a methodological approach to study first language literacy acquisition
and development across cultures.
2.
To examine the historical development of literacy and construct a definition
of literacy.
3.
To examine the way that literacy develops in a child's first five years.
4.
Based on that understanding to develop a pedagogical approach that builds
on that development.
5.
To critique current approaches to the teaching of literacy.
6.
To develop classroom practices that reflect students' own developing conception
of literacy acquisition and development.
7.
To understand the relationship between literacy and technology and how to
integrate them in the classroom.
Course
Assignments:
On-line
discussion (15%)--
Regular participation in an on-line discussion set up for this course which
is accessible by clicking Here.
This on-line discussion allows us to ask questions, make comments, respond
to questions, raise concerns, in essence to carry on a dialogue with our
peers and the instructor. Students should make at least one contribution
per week.
Tutoring
(15%)
-- Each
student will be assigned or will find on their own a low progress reader
in the primary grades to tutor for one hour a week for ten weeks. At the
end of ten weeks students will write a short (2-3 page) reflection on the
tutoring experience focusing on what you have learned through this experience.
Literacy
in Another Country (10%) -- Each student will
be responsible for doing a mini-research project on how literacy is acquired
in another country through interviewing someone who learned to read and
write in another language in another country. 1-2 page paper summarizing
findings.
Literacy
Action Plan (30%)
-- This project will give you the opportunity to reflect on your approach
to teaching literacy and to develop a plan that you would implement in your
classroom. This plan should start with a 2-3 page statement of the underlying
theoretical approach that will inform the way that literacy activities are
constructed in your classroom.You will then give an overview of how your
curriculum will be organized. This should include routines that are done
on a regular basis. You should also include the description of an activity
that reflects your approach to literacy instruction. You can use this project
to develop a plan that you would implement if you were not constrained by
other considerations. We will discuss this project at greater length in
class.
Final
Project (30%) --
This project will give you the opportunity to explore an area of literacy
activity that is of particular interest to you. The kind of inquiry you
conduct will vary depending on the nature of your project. It is hoped that
this project will be something that helps you in your teaching. No matter
what the project is, you will turn in a 2-3 page paper describing your inquiry
process -- how and why you choose the project, how you refined the scope,
how you gathered the information, what you learned from the process.
Graduate
Credit --
a short paper (2-3) pages reviewing two online articles
about first language literacy acquisition, that tie in with your Literacy
Action Plan. This review will be factored into the 30% allocated to the
Literacy Action Plan.
Required
Text: Conversations
--
Regie Routman
Other articles on-line or distributed in class.
Course
Schedule
Week
One -- 8/21 -- Topic: Introduction to the Course and Community Building.
Week
Two -- 8/28 -- Development of a Methodological Approach/Origins of Literacy
Reading: Smith -- "Reading -- From Behind the Eyes"; Harste article
Week Three -- 9/4-- Topic: Literacy Instruction in Other Countries
Reading: Weaver -- "How Words Are Perceived";
Week Four -- 9/11 -- Beginning to Construct a Framework to study Literacy
across Cultures.
Reading: Conversations -- Introduction & Ch. 1Conversations
-- Introduction; Ch. 2
Week Five -- 9/18-- Topic: Curriculum Inquiry to begin planning for Final
Projects
Reading: Conversations -- Ch. 12
Week Six -- 9/25 -- Different Cultural Approaches to Teaching Reading
Reading: Conversations -- Ch. 3 & 4 to page 121
Week Seven -- 10/2 -- Topic: Struggling Readers & Special Needs Students
Reading: Conversations -- Ch. 4, 121-169; Lyons -- "Helping
a Learning-Disabled Child Enter the Literate World"; Primeaux -- "Shifting
Perspectives on Struggling Readers"
Supplementary:
The
Differentiated Classroom
Week Eight -- 10/9 -- Topic: Creating a Culturally Sensitive Environment
for Literacy Acquistion
Reading: Conversations -- Ch. 5
Week Nine -- 10/16 -- Topic: Getting Started with Writing -- Different Cultural
Approaches
Reading: Conversations -- Ch. 6
Week
Ten -- 10/23 -- Topic: Using Journals in the Classroom
Reading: Conversations -- Ch. 7
Week Eleven -- 10/30-- Topic: Creating a Culturally Sensitive Environment
for Writing
Reading: Conversations -- Ch. 8
Week Twelve -- 11/6 -- Topic: Multiple Purposes & Functions for Writing;
Family Literacy
Reading: Conversations -- Ch. 9; Strickland & Taylor -- "Family
Storybook Reading: Implications for Children, Families, and Curriculum"
Supplementary: What
Is Family Literacy?
Even
Start Family Literacy
Literacy
Action Plans Due
Week
Thirteen -- 11/13 -- Topic: Reading in the Content Areas & Technology
in Literacy Practices
Reading: Conversations -- Ch. 11 & 13
Week Fourteen -- 11/20-- Topic: Culturally Sensitive Assessment and Evaluation
of Literacy Activities
Reading: Conversations -- Ch. 15
Week
Fifteen -- 11/27-- Topic: Collaboration and Professional Development
Presentations
of Final Projects
Reading: Conversations -- Ch. 15
Tutoring
Reflections Due
Graduate Credit Reviews Due
Last
Day to Post to Online Discussion 11/26; Reflective Journals Due
Week Sixteen -- 12/4 --Topic: Presentations of Final
Projects
Reading: Weaver: A Balanced Approach to Reading; Smith -- "Twelve
Easy Ways to Make Learning to Read Difficult"; Labbo,
Hoffman & Roser, "Ways to Unintentionally Make Writing Difficult"
Supplementary:
No End to the Reading
Wars
Links on "Reading
Wars"
Final
Projects Due
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