QATAR UNIVERSITY
COLLEGE OF EDUCATION
EDEC 512: LANGUAGE AND LITERACY DEVELOPMENT IN EARLY
CHILDHOOD (3CR)
SEMESTER AND YEAR:
INSTRUCTOR:
OFFICE NUMBER:
PHONE:
SEMESTER AND YEAR
EMAIL:
OFFICE HOURS:
CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this
course)
Teaching
1. Content: Demonstrate a deep and thorough understanding of the key theories and concepts of
the subject matter.
2. Pedagogy: Ensure effective planning for instruction and the use of multiple learning and
pedagogical content strategies to maximize student learning and promote critical thinking.
3. Technology: Evaluate and use current and emerging technologies in instructionally powerful
ways and to assist in the management of educational environment.
4. Diversity: Respond to every student’s uniqueness and foster successful learning experiences
by meeting individual differences.
Scholarship
5. Scholarly Inquiry: Understand the tools and methods of inquiry and use data-driven
decision making to maximize teaching and learning.
6. Problem Solving: Gather, analyze, and plan a sequence of steps to achieve learning
objectives: process a variety of factors in identifying solutions and making sound, wellinformed decisions.
Leadership
7. Ethical Values: Apply professional ethics in all educational contexts and have enduring
respect for self-confidence in teaching as a profession.
8. Initiative: Demonstrate the qualities of effective leadership to plan with vision and reason,
collaborate with all stakeholders, and communicate effectively in interpersonal and public
contexts.
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COURSE DESCRIPTION
This course provides students with an overview of current knowledge on children’s literacy and
language development, with an emphasis on planning appropriate curriculum to promote literacy
in early childhood classrooms. Other areas of emphasis include language acquisition theories,
core components of comprehensive early literacy programs such as print awareness and
supporting children’s writing, the importance of children’s literature and second language
learning issues.
Prerequisites:
Completion of diploma core courses
COURSE OBJECTIVES
1. Understand how young children acquire and develop the elements of language,
particularly in bilingual environments.
2. Investigate theories of the processes by which young children learn spoken and written
language.
3. Understand the need for print rich environments that are bilingual.
4. Explore a variety of experiences in early literacy (reading and writing) and language that
foster learning.
5. Demonstrate the ability to use informal assessment strategies in language arts.
6. Understand constructivism, emergent literacy and transactional theories as they relate to
language development.
7. Investigate assistive and augmentative technologies to support language development.
8. Appreciate the uniqueness of the emergent bilingual child, and an understanding of the
need to support the development of both languages.
COURSE LEARNING OUTCOMES
1. Name and describe at least three major theories of language acquisition.
2. Name and describe at least three major theories of bilingual and multilingual language
acquisition.
3. Describe the meaning of and advantages of a print-rich environment.
4. Evaluate classroom environments in terms of how they support literacy.
5. Evaluate learning plans in terms of the kinds of instructional strategies they incorporate
and their effectiveness in the language arts.
6. Design learning experiences for young children that incorporate informal assessment
strategies.
7. Choose appropriate technologies for use in literacy instruction.
8. Discuss the importance of a print rich environment.
9. Use informal assessment strategies to measure student achievement in language
development.
TEXTBOOKS & READINGS
Fields, M. V., Groth, L. & Spangler, K. (2007) Let's begin reading right: A Developmental
approach to emergentlLiteracy (6th Edition) New York: Prentice Hall.
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Pence, K. (2007). Assessment in emergent literacy. New York: Plural Publishing.
COURSE REQUIREMENTS
1. Each candidate is expected to attend class and contribute to the community of learners by
being a positive participant in discussions, presentations, and hands-on projects.
2. All assignments should be submitted on the specified due date. Assignments turned in
later are subject to point deductions.
3. All written assignments should have a cover sheet with assignment title, candidate name,
course title, and date.
4. All written assignments should be word processed, double spaced, and in 12 point
standard font.
5. All written assignments shall use appropriate citations and references in APA style.
6. All written assignments should use correct grammar and spelling
7. All students must access the Blackboard system at least three times a week, to check for
updates.
8. All students must have a working email QU address, to enable efficient communication.
USE OF BLACKBOARD
 Weekly quizzes will be taken on Blackboard.
 All lectures and power points will also be placed on Blackboard prior to each class.
Students are required to download and print notes before coming to class.
 Other than the syllabus, all handouts will only be available on Blackboard.
COURSE MATRIX
Unit
Learning
QNPS
Outcomes
Course
Learning
Outcomes
Content
2
1, 2, 3, 4
1, 2, 3
Content
Pedagogy
Technology
Diversity
3
5, 6, 7, 8, 9
5, 6, 7, 8, 9
Content
Pedagogy
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Course
Objectives
8
1-7
1, 2, 3, 4
3
Assessment (Tasks/ Artifacts)
Chapter Review
Final exam
Learning centers
Literacy circles
Lesson Plans
Chapter Review
Final exam
Literacy circles
COURSE OUTLINE
Week Topic
Introductions and course
1
requirements
Theoretical foundations of language
2
acquisition
Foundations of emergent literacy
3
4
5
6
7
8
9
10
11
12
13
14
15
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Readings and assignments
None
Chapter review
Emergent bilingualism
Chapter review
Components of language arts:
children’s literature; whole language;
print in the environment
Strategies to facilitate language:
receptive, expressive and
interpretative communication in early
childhood
Chapter review
Chapter review
Strategies for writing and prewriting
Chapter review
Stages and assessment of children’s
writing development
Planning, Organizing, & Assessing
Literacy Environments
Development of Reading and Prereading
Chapter review
Learning center plans due
Literacy circle 1
Literacy circle 2
Reading Methods and materials
Literacy circle 3
Integrating technology into all aspects Chapter review
of the literacy curriculum
Assessment activity due
Curriculum methods for bilingual
learners: interaction and
Chapter review
comprehensible input
Second language learners and the
Chapter review
writing process
Thematic unit due
The needs and role of families in
Chapter review
supporting literacies.
Wrap up and review
Final exam
Final exam
4
ASSESSMENTS
1. Chapter Reviews (10%). Students will complete an online chapter review for each assigned
chapter in both the assigned textbooks. These are to be turned in on Blackboard.
2. Learning centers (1=10%). Students will develop a plan for how they will create a reading
and writing center in their classrooms. Each center must be described as well as illustrated
visually. A short description of how the center will support learning for a one week period must
also be included as well as ideas as to how the center will change throughout the school year. A
list of developmentally appropriate materials for each center must also be included.
3. Literacy Circles (10%). This is a group assignment in which groups of students will select a
book from an approved list for intensive study. Three literature circles have been scheduled
during class time to facilitate group discussions of the book.
4. Assessment activity (20%). Students will be asked to create an authentic assessment activity
for assessing one component of literacy in the classroom (example knowledge of print). They
will also be asked to use this to rate the classroom environment in their field placement for the
semester.
5. Thematic unit (25%). Students must choose one children’s book from an approved list and
design a week-long literacy based unit around that book. The unit should include goals and
objectives for the entire week, an outline of how the week will unfold in different content areas,
as well as four complete learning plans, that show a variety of instructional strategies suited to
literacy instruction. The unit should also include ideas for how it can be continued, as well as
appropriate assessment procedures.
6. Final exam (25%). This course will include a comprehensive final exam that covers all
materials covered in the course.
GRADING SYSTEM
A
=
100 - 90
B+
=
89.99 - 85
B
=
84.99 - 80
C+
=
79.99 - 75
C
=
74.99 - 70
D+
=
69.99 - 65
D
=
64.99 - 60
F
=
59.99 - 0
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As members
of this community, students are expected to recognize and honor standards of academic and
intellectual integrity. The College of Education supports the ideals of scholarship and fairness
by rejecting all dishonest work when it is submitted for academic credit. Qatar University
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encourages students to be responsible and accountable for their decisions and actions. Any
attempt by students to present the work of others as their own or to pass an examination by
improper means is regarded as a most serious offense and renders those students who do so liable
to disciplinary action. Assisting another student in any such dishonesty, or knowing of this
dishonesty and not reporting it, is also considered a grave breach of honesty. Academic
dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook.
Appendix
QATAR NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS
1. Structure innovative and flexible learning experiences for individuals and groups of
students.
2. Use teaching strategies and resources to engage students in effective learning.
3. Foster language literacy and numeracy development.
4. Create safe, supportive, and challenging learning environments.
5. Construct learning experiences that connect with the world beyond school.
6. Apply information and communication technology in managing student learning.
7. Assess and report on student learning.
8. Apply knowledge of students and how they learn to support student learning and
development.
9. Apply teaching/subject area knowledge to support student learning.
10. Work as a member of professional teams.
11. Build partnerships with families and the community.
12. Reflect on, evaluate, and improve professional practice.
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In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of
all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University
seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special
needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact
the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate
reasonable accommodations for students with documented disabilities.
Special Needs Section
Student Activities building
Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email:
specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM
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