EDN 418
Reading and Writing in a Second Language
Summer 2008
Catalog Description: This course introduces students to concepts and theories
connected to reading and writing in a second language. Students will learn how
to use a variety of interventions to improve academic outcomes and increase the
literacy skills of English language learners. The course includes a 20 hour field
experience component.
Conceptual Framework: This course is designed to focus on key components of
the Watson School of Education’s conceptual framework: The WSE develops
highly competent professionals to serve in educational leadership roles. All
educators must use data for decisions, reflect upon their practices, exemplify
their commitment to professional standards, implement appropriate
communication strategies, and strive to meet the needs of all learners and
constituents. Assignments in this course will assist students in preparing to be
competent professionals and effective leaders at the school district level and
beyond.
Course Objectives:
1. Candidates use their knowledge of the English language to facilitate the
English acquisition of others.
2. Candidates develop knowledge and skills specifically related to the
improvement of literacy outcomes for English language learners.
3. Candidates demonstrate a diverse knowledge of the different types of
strategies and methods used with English language learners.
4. Candidates develop an extensive knowledge of a variety of instructional
materials and their application in the classroom.
5. Candidates reflect on their own practices to improve the academic outcomes
of English language learners.
6. Candidates assess the validity of data collected on English language
learners.
7. Candidates assess and implement the most useful technologies to facilitate
educational opportunities and achievement of English language learners.
Course Outcomes/Projects:
1. Reflective Journals
2. Article reviews
3. Community resource project
Instructional Methods and Activities:
Students will learn in teams as well as individually to enhance course outcomes.
Inquiry techniques will be employed to gain knowledge from school and
community sectors. Community-based projects and activities will be
implemented to increase student awareness of course issues, concepts and
knowledge base.
Students will be expected to attend class either on-line or face-to-face dependent
upon the content delivery medium. Students will need to be proficient in their
understanding of computer access to enable them to interact with students,
access databases.
Evaluation and Grade Assignment:
Evaluation of student performance will include assessment of products including
on-line communication, projects, class activities, and tests.
Grading is based on the successful completion of the course requirements. The
grading scale will be based on the following percentages.
A = 90 - 100
B = 80 - 89
C = 70 -79
D = 60-69
F = < 59
Texts
Peregoy, S.F. & Boyle, O.F. (2005). Reading, writing and learning in ESL: A
resource book for K-12 teachers. (4th ed.). New York, NY: Pearson.
Related Sources for Resource Access, Development and Implementation
August, D. & Shanahan, T. (Eds) (2006). Developing literacy in second-language
learners: Report of the national literacy panel on language-minority children and
youth. Mahwah, NJ: Erlbaum.
Carrell, P.L., Devine, J., & Eskey, D.E. (1998). Interactive approaches to second
language reading. New York, NY: Cambridge University Press.
Ferdman, B.M, Weber, R.M. & Ramírez, A.G. (Eds.) (1994). Literacy across
languages and cultures. Albany, NY: SUNY Press.
Krashen, S.D. (2004). The power of reading: Insights from research. (2nd ed.).
Portsmouth, NH: Heinemann.
Kroll, B. (1990). Second language writing: Research insights for the classroom.
New York, NY: Cambridge University Press.
McCay, S.L. (1993). Agendas for second language literacy. New York, NY:
Cambridge University Press.
Moats, L.C. (2000). Speech to print: Language essentials for teachers. Baltimore,
MD: Brookes Publishing.
Smith, F. S. (2004). Understanding reading: A psycholinguistic analysis of
reading and learning to read. (6th ed.). Mahwah, NJ: Erlbaum.
Tompkins, G.E. (2003). Literacy for the 21st century. Upper Saddle River, NJ:
Merrill Prentice Hall.
Vasquez, V.M. (2004). Negotiating critical literacies with young children.
Mahwah, NJ: Erlbaum.