Language Acquisition and Literacy Education
in Multilingual and Multicultural Contexts
TCHL-UE 1030.001 (Fall 2012)
Department of Teaching and Learning
Steinhardt School of Culture, Education, and Human Development
New York University
Time: Mon & Wed 3:30-4:45
Location: 7 E. 12th St, Room 325
Instructor: Dee Anne Anderson Office: Pless Hall (82 Washington Sq E), 7th Floor
E-mail: [email protected] ([email protected])
Office Hours: Mon & Wed 2:00-3:00 pm and by appointment
COURSE DESCRIPTION
In this course we will explore language use and its implications for the development of literacy skills
in linguistically and culturally diverse settings. The primary objective of this course is for educators to
achieve a comprehensive understanding of the interrelatedness 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 defines the meaning of literacy in a linguistically and culturally diverse
society.
The following goals will guide our collective inquiry in this course:
Develop a range of pedagogical strategies to support the language and literacy development of
students across subject area disciplines.
o To identify and to promote an awareness of the multiple literacies characterizing different
disciplines.
o To observe/interview teachers and other school professionals in examining how they
address students’ language and literacy learning needs.
Apply theories of language acquisition and literacy development to practice and design
opportunities that support students’ growing subject learning and awareness of language and
literacy.
o To acknowledge & build upon students’ already existing literacies and language.
o To recognize the relevance of language use to students’ individual and cultural identity.
o To explore critically the educational policies for promoting literacy and their real-life
implications such as whose language counts in society.
To understand language and literacy as crucial to communication between student and teacher,
and consequently, to teaching and learning.
Date: 09.10.12
Course Texts:
Selections assigned in the course schedule and posted online. Please note the section of each article that
is assigned (often not the entire article/chapter).
Daniels, H & Zemelman, S. (2004). Subjects matters: Every teacher guide to content area reading.
Portsmouth: Heinemann.
Daniels, H.; Zemelman, S. & Steineke, N. (2007). Content-Area writing: Every teacher’s guide. Portsmouth:
Heinemann.
Major Assignments:
Analyzing Discourse: Spoken and Written (20%)
This is an opportunity to inquire into how people use language to express their thoughts and study your
content area/discipline. First, you will be required to individually record and analyze two conversations
in two different discourses (out-of-school and academic discipline) and then compare the two discourses.
You will then analyze two written forms of language (academic discipline and digital interactive media)
and compare the two.
Due Dates: #1 Out-of-School: 10/01, #2 Academic Discipline Talk & Comparison: 10/17
#3 Academic Discipline Writing: 11/12, #4 Digital Interactive Media Writing & Comparison: 11/28
New to English Conversation (10%):
Please hand in digitally. E-mail a Word .doc or .docx to <[email protected]>
In class on 10/22, we will be developing questions about what we want to know about teaching our content area
while meeting the language and literacy needs of students who are new to English. Use these questions to
interview/observe a teacher or other professional working in your subject area that works with students who are
new to the English language. Write a 2-3 page reflection about this conversation. This paper should discuss: 1)
what you learned from the interview and 2) how you might use what you learned as a teacher. If you would like
to incorporate information from the course readings or outside information, you may.
Due Date: 11/7
Current Topics in Language/Literacy (15%)
Throughout the semester, we will use Twitter and Scoop.it to collaborate and examine contemporary issues of
language and literacy education in your content areas. This will include posting and/or responding to each
other’s posts each week. In the last few weeks of the semester, in small groups, you will present selected topics
by using one of the discussion structures and one teaching tools covered in the course. You may choose any
topic that is currently being discussed in the popular news or other venues that relates to language and literacy.
Your presentation should include as many perspectives on the topic as you have found, as well as a format for
the class to engage with the topic in a meaningful way.
Due Dates: Group #1 – 11/14, Group #2 – 11/19, Group #3 – 11/26, Group #4 – 11/28
Literacy-Rich Lesson Series (40%)
Over the course of the semester, you will create, implement and adapt a series of literacy-rich lesson plans.
These opportunities are designed to allow you to practice what you are learning with “live” students.
Incorporating the components of literacy-rich classrooms that we will study this semester, you will
be required to turn in: literacy-rich checklist, curriculum map, vocabulary analysis, lesson plan, materials
Date: 09.10.12
(e.g., copy of selected texts, literacy tool handouts), and a rationale/evaluation of the lesson based on the
readings/class discussions. You will present these at the end of the course.
Part I: Midterm Proposal (5%) DUE: 10/29
By October 29th, turn in the plan as it is completed up to the midterm point, i.e. curriculum map,
literacy-rich checklist, sketch of lesson plans, materials as covered.
Part II: Final Presentation (5%) DUE: 12/3
An overview and sample of a component of the planned lesson, including rationale statement.
Part III: Lesson Plan and Materials (15%) DUE: 12/12
All components of the assignment are evaluated by quality of content: literacy-rich checklist,
curriculum map, vocabulary analysis, lesson plan, materials (e.g., copy of selected texts, literacy
tool handouts).
Part V: Rationale Paper (15%) DUE: 12/12
An analytic argument for the literacy-rich lesson series. This part of the assignment should make a
case for the choices you’ve made in designing your lesson series. In discussing each component of
your lesson (e.g. each item on the literacy-rich checklist), you should explain why you have chosen
these particular instructional activities, texts, classroom structures, etc. in regards to your subject
area and the content of this course. References to relevant assigned readings and class discussions
that support your choices are required. This section of the assignment will consist of
approximately 5-7 pages.
Class Participation (15%)
Attendance, inquisitive questions and informed comments made during class. You are expected to
complete the assigned reading, writing-to-learn tasks, and actively participate in class discussions and
activities.
Assumptions: I assume that each student shares a genuine interest in effective teaching and learning, and
that each of us comes to class with unique experiences and perspectives. Therefore, the course is
designed toward two ends: 1) Promoting a critical awareness of literacy practices generally and within
your particular content area; and 2) Developing teaching practices that reflect each student’s unique
perspective on literacy development. I hope you all will be willing to take creative and scholarly risks,
engage with one another as a community of learners, and think both practically and abstractly about
learning and the construction of knowledge. Finally, I assume that each student will conduct him/herself
in a professional manner, as evidenced by preparedness and prompt attendance.
The policy of the Department of Teaching and Learning is that you must attend all classes, be on time and
not leave early. You are allowed one absence. You may use this absence for any reason and do not need to
inform me of the reason. One or more absences will result in the lowering of your final grade. Please note that
missing more than 1 scheduled class meetings, except in quite exceptional circumstances, may result in a failing
grade.
PLEASE NOTE: Any student attending NYU who needs an accommodation due to chronic,
psychological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should
register with the Moses Center for Students with Disabilities at 212 998 4980,
240 Greene Street, www.nyu.edu/csd.
Date: 09.10.12
COMMUNITY PRACTICES
RESPONDING TO READINGS: Your goal as you are completing the reading is to respond, which means
to ask questions, make connections in personal ways to your past and ongoing teaching and learning
experiences, challenge, restate in your own words, anything that enables you to build your own knowledge
base. This process should be the opposite of reading “mindlessly” in the hopes of memorizing and/or
restating material to please the teacher. Your texts should appear in class marked with questions, comments
and connections, which will allow you to participate and engage your colleagues in rich classroom
conversations.
PARTICIPATION: This classroom is a place to experiment with your thinking and take risks. Please speak
up and share your thoughts to better facilitate discussions among your colleagues.
GROUP WORK: Group members must share the workload equally and make every effort to communicate
with one another. You are accountable to the group; compromise and collaborate throughout the process.
Set group norms ahead of time to avoid conflict.
LATE WORK: Written work must be submitted digitally as a .doc or .docx file to
[email protected] on the date that it is due. Late work will not be accepted and will adversely
affect your final grade. You may hand in a printed copy during class if you would like, but I will be
grading and commenting on the digital document.
Twitter Hashtag: #literacies
Scoop.it URL: http://www.scoop.it/t/literacy-media-and-education/
Date: 09.10.12
Schedule: (subject to change)
Date
9/5
Focus
Course Overview/
Theory and Practice
Texts
9/10
What does it mean
to know/use a
language?
Deutscher, G. (2010). Does your language shape how you
think. New York Times.
9/12
Discourses and
Disciplinary
Literacy
Content Area Writing, Chapter 2
Due
Blackboard
Discussion
Thread Post
9/17
Wilson, A. A. (2011). A social semiotics framework for
conceptualizing content area literacies. Journal of
Adolescent & Adult Literacies, 54(6). [Read
intro/implications & content area most like yours and one
least like yours.]
W2L:
Anticipation
Guide (SM,
108)
9/19
Shanahan & Shanahan (2008). Teaching Disciplinary
Literacy to Adolescents: Rethinking Content-Area
Literacy. Harvard Educational Review.
W2L: TwoWord
Strategy
Moje, E. (2008). Foregrounding the Disciplines in
Secondary Literacy Teaching and Learning: A Call for
Change. Journal of Adolescent & Adult Literacy.
9/24
The Common Core
Explore the Common Core website
(www.corestandards.org) and become familiar with the
Literacy Standards for History/Social Studies, Science,
and Technical Subjects.
W2L:
Annotate the
standards with
questions
(Suggested
Recording #1)
9/26
Reading:
Strategies
and Tools
Curriculum
Alignment
Subjects Matter Chapters 1 and 2
W2L: Admit
Slip (CW, 40)
10/1
Reading:
Strategies
and Tools
Curriculum
Alignment
Subjects Matter Chapters 5 and 12
Discourse
Analysis #1
Bring Common Core standards and subject area core
curriculum
Date: 09.10.12
10/3
Reading: Multiple
Texts and Reading
Structures
Allington, R. (2002). You can’t learn much from books
you can’t read. Educational Leadership.
W2L: Class
Matrix
Read two of the following as assigned:
Subjects Matter 3, 4, 6, 8, 9, 10
10/8
Reading: Multiple
Texts and Reading
Structures
Small Groups as Assigned: Subjects Matter 8, 9, 10
10/10
Writing: Writing-toLearn
Content Area Writing 1 and review 2-4
W2L:
Double- entry
Journal (CW,
85)
10/15
NO CLASS
10/17
Writing: Extended
Writing
Content Area Writing 5, 6 and look over 7-9
Discourse
Analysis #2
10/22
Language Learning:
Second and
Academic
Snow, C., & Uccelli, P. (2009). The challenge of
academic language (pp. 112- 133). In D. R. Olson & N.
Torrance (Eds.). The Cambridge Handbook of Literacy.
Short, D., & Fitzsimmons, S. (2007). Double the work:
Challenges and solutions to acquiring language and
academic literacy for adolescent English language
learners. Washington, DC: Alliance for Excellent
Education. [Read only pp. 33-38.]
Look over Vocabulary Teaching Tools in Subjects Matter
and those posted on Blackboard.
10/24
Speaking:
Classroom Talk,
Discussion &
Discourse
10/29
Midterm Proposals
Schultz, K. (2009). “Forms and Functions of Silence.”
Rethinking classroom participation: Listening to silent
voices. New York:Teachers College.
No Class Meeting—Individual Meetings will be Set Up
Midterm
Proposals
No Class Meeting—Individual Meetings will be Set Up
10/31
11/5
Disciplinary
Literacies
Lee, C. (2009). Reading in the Disciplines (Read the intro W2L: KWL
and the section most relevant to your content area.)
(CW, 101)
11/7
Disciplinary
Literacies
Tomlinson; Kaplan; Renzulli; Percell; Leppien & Burns.
(2002). The Curriculum of Practice. The Parallel
New-toEnglish
Conversation
Date: 09.10.12
Curriculum. Corwin Press.
11/12
Disciplinary
Literacies
Ryan, M. (2008). Engaging middle years students:
Literacy projects that matter. Journal of Adolescent and
Adult Literacy, 52(3), p. 190-201.
Discourse
Analysis #3
11/14
Past: (Re)Defining
Literacy(ies)
Heath, S. 1982. What no bedtime story means: narrative
skills at home and school. Language and Society, 11.
Current
Topics #1
11/19
Present:
(Re)Defining
Literacy(ies)
Moje, E.; McIntosh, K.; Kramer, K.; Ellis, L. & Carrill, R.
(2004). Working toward Third Space in Content Area
Literacy: An Examination of Everyday Funds of
Knowledge Reading Research Quarterly, 39(1), 38-70.
Current
Topics #2
11/21
11/26
NO CLASS
Future: (Re)Defining Andrews, R. & Smith, A. (2011). Chapter 8: Writing in
Literacy(ies)
the Digital Age. Developing Writers: Teaching and
Learning in the Digital Age. Open University Press.
[Begin Chapter 8 at the section called "Phase Three."]
11/28
Future: (Re)Defining Hull, G., Stornaiuolo, A., and Sahni, U. (2010). Cultural
Literacy(ies)
citizenship and cosmopolitan practice: Global youth
communicate online. English Education 42(4), 331-367.
12/3
Literacy-rich Lesson
Series
Presentations
12/10
Presentations
Final Due
Current
Topics #4
Discourse
Analysis #4
Presentations
12/5
12/12
Current
Topics #3
No class meeting. Final due via Blackboard.
Literacy-rich
Lesson Series
Part III & IV
Date: 09.10.12
Grading Scale and Rubric
Steinhardt School of Education Grading Scale
There is no A+
A
AB+
B
BC+
C
CD+
D
There is no DF
IP
IF
N
93-100
90-92
87-89
83-86
80-82
77-79
73-76
70-72
65-69
60-64
Below 60
Incomplete/Passing
Incomplete/Failing
No Grade
Letter Grade Rubric
A—Outstanding Work
An "A" applies to outstanding student work. A grade of "A" features not simply a command of material and
excellent presentation (spelling, grammar, organization, writing style, etc.), but importantly, sustained
intellectual engagement with the material. This engagement takes such forms as shedding original light on the
material, investigating patterns and connections, posing questions, and raising issues.
An "A" paper is excellent in nearly all respects:
It is well argued and well organized, with a clear thesis
It is well developed with content that is specific, interesting, appropriate and convincing
It has logical transitions that contribute to a fluent style of writing
It has few, if any, mechanical, grammatical, spelling, or diction errors
It demonstrates command of a mature, unpretentious diction
B—Good Work
A "B" is given to work of high quality that reflects a command of the material and a strong presentation but
lacks sustained intellectual engagement with the material.
A "B" paper shares most characteristics of an "A" paper, but
It may have some minor weaknesses in its argumentation
It may have some minor lapses in organization and development
It may contain some sentence structures that are awkward or ineffective
It may have minor mechanical, grammatical, or diction problems
It may be less distinguished in its use of language
Date: 09.10.12
C—Adequate Work
Work receiving a "C" is of good overall quality but exhibits a lack of intellectual engagement as well as either
deficiencies in the student's command of the material or problems with presentation.
A "C" paper is generally competent; it is the average performance. Compared to a "B" paper, it may have a
weaker thesis and less effective development.
It may have serious shortcomings in its argumentation
It may contain some lapses in organization
It may have poor or awkward transitions
It may have less varied sentence structures that tend toward monotony
It may have more mechanical, grammatical, and diction problems
D or F—Unsuccessful Work
The grade of "D" indicates significant problems with the student‚s work, such as a shallow understanding of the
material or poor writing.
It presents no clear thesis
It displays major organizational problems
It lacks adequate support for its thesis
It includes irrelevant details
It includes confusing transitions or lacks transitions altogether
It fails to fulfill the assignment
It contains ungrammatical or poorly constructed sentences and/or demonstrates problems with spelling,
punctuation, diction or syntax, which impedes understanding
An "F" is given when a student fails to demonstrate an adequate understanding of the material, fails to address
the exact topic of a question or assignment, or fails to follow the directions in an assignment, or fails to hand in
an assignment. Pluses (e.g., B+) indicate that the paper is especially strong on some, but not all, of the criteria
for that letter grade. Minuses (e.g., C-) indicate that the paper is missing some, but not all, of the criteria for that
letter grade.
Date: 09.10.12