KEAN UNIVERSITY
Union, New Jersey
Pending, Fall, 2009
Developing Language and Reading Skills in a Bilingual Setting
(Applied Linguistics)
Course Number:
EMSE 5410
Semester Hours:
Three
Prerequisites:
Familiarity with a Second Language
Limitations on Enrollment:
20
Required:
For M.A. in Elementary Education (bilingual-bicultural)
Specialization
Catalog Description
A comparison of the process of acquiring language and reading skills for bilingual/bicultural
students in one’s native language and the process of learning them in a second language.
N.B. In order to insure full class participation, any student with a disability condition requiring
special accommodations (e.g., tape recorder, special adaptive equipment, special note taking or
test procedures) is strongly encouraged to contact the professor at the beginning of the course.
Kean University
Union, New Jersey
Developing Language and Reading Skills in A Bilingual Setting
(Applied Linguistics)
I. Course Objectives
The goal of this course is to provide the student with a broad exposure to the research, issues and
problems related to teaching content areas to second language learners by providing the
opportunity to acquire knowledge (k), apply skills (s) and develop values (d). The student will:
A. explain and analyze the differences between the processes of initial and second
language acquisition and development. (k, s, d)
B. evaluate alternative methods and techniques that will improve the
bilingual/bicultural student’s reading proficiency in English and in his/her native
language. (k, s, d)
C. explore and develop an understanding of the process of transferring
initial reading skills from the native language to reading in the second language of
students. (k, s, d)
D. evaluate the appropriate instructional materials and computer software in the
areas of language and reading in both the English and native language of students.
(k, s, d)
E. analyze and evaluate the special problems involved in testing the
bilingual/bicultural student’s level of proficiency and achievement in language and
reading skills in both the native and English languages. (k, s, d)
II. Course Content
A. Discussion and analysis of first and second language acquisition and
development theories
1. Language acquisition and development stages
2. Acquisition of phonology and syntax
3. Generative transformational theory
4. Cognitive code theory
5. Sentence reduction theory
B. Discussion and evaluation of alternative methods and approaches to the teaching
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of reading
1. Reading through the native language
2. Immersion approach
3. Linguistic summary approach
4. Language alternation approach
5. Consideration of pre-literate and literate students’ need
C. Discussion and analysis of language transfer
1. Contrastive linguistic analysis
a. False cognates
b. Phonemic discrepancies
c. Grammatical structures
2. Comparative linguistic analysis
a. Simple sentence structure
b. True cognates
c. Grammatical structure
D. Strategies for identifying and selecting appropriate instructional materials and
computer software
1. Analysis of commercial material
2. Analysis of teacher made material
3. Practice, through unit and lesson planning, in using commercial and
teacher made materials
4. Identification of computer software and practical experience with
computers
E. Strategies for analyzing and evaluating testing instruments
1. Analysis of oral and written tests
2. Analysis of cultural biases and/or other contaminated test items
III. Methods of Instruction
A.
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Lecture, demonstrations and discussions
B.
C.
D.
E.
Cooperative learning activities, class and laboratory experiences
Student unit planning and presentation of sample lessons including
material, methods and techniques
Required reading and reports
Internet research
IV. Methods of Evaluation
A.
B.
C.
Written exams and other written assignments (k, s)
Class participation and discussion (k, s, d)
Unit plan development and presentation (k, s, d)
IV. Suggested Text
Brisk, M.E. & Harrington, M.M., (2007). Literacy and Bilingualism. A Handbook for ALL
Teachers. Lawrence Erlbaum Associates, Mahwah, NJ
V. Bibliography
Books (Some of these books were recently acquired by the university library)
August, D., Shanahan, T. (Eds) (2006) Developing literacy in second-language learners: Report
of the national literacy panel on language minority children and youth. NY: Routledge
Bennett, C. (2007) Comprehensive Multicultural Education. Theory and Practice. 6th Edition.
NY: Pearson
Biancarosa, G., & Snow, C. (2004). Reading Next.A Vision For Action And Research In Middle
And High School Literacy - A report to Carnegie Corporation of New York. Washington:
DC, Alliance for Excellent Education.
Calderon, Margarita (2007) Teaching English To English Language Learners. Grades 6-12.
Thousand Oaks: CA. Corwin Press
Freeman, Y.S. & Freeman, D.E. (2006) Teaching Reading And Writing In Spanish And English
In Bilingual And Dual Language Classrooms. Portsmouth: NH. Heinemann
Genesee, F. Lindholm-Leary, Saunders, W. M. and Christian, D. (2006). Educating English
Language Learners: A Synthesis Of Research Evidence Cambridge: Cambridge UP, 2006.
NCELA. National Clearinghouse for English Language Acquisition . (November 2008). Dual
Language Learners In The Early Years: Getting Ready To Succeed In School. NCELA,
Washington D.C.
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Ovando, C., Combs, M.C., & Collier, V.P. (2006). Bilingual & ESL Classrooms. Teaching In
Multicultural Contexts. 4th Edition. NY. McGraw Hill
Short, D. & Fitzsimmons, S. (2007) Double the work. A report to Carnegie corporation of New
York. The Challenges And Solutions To Acquiring Language And Academic Literacy For
Adolescent English Language Learners. Washington: DC, CAL
Tomlinson, C.A. & McTighe, J. (2006) Integrating Differentiated Instruction plus
Understanding by Design. Connecting Content and Kids. Alexandria: VA. ASCD
Peer-Reviewed Articles
Burgoyne, K., Kelly née Hutchinson, J., Whiteley, H., & Spooner, A.. (2009). The
comprehension skills of children learning English as an additional language. British
Journal of Educational Psychology, 79(4), 735
Cirino, P., Vaughn, S., Linan-Thompson, S., Cardenas-Kagan, E. Fletcher, J., & Francis, D.
(2009). One-Year Follow-Up Outcomes of Spanish and English Interventions for English
Language Learners at Risk for Reading Problems. American Educational Research
Journal, 46(3), 744-781
Coleman, R., & Goldenberg, C. (2009). What Does Research Say about Effective Practices for
ENGLISH LEARNERS? Kappa Delta Pi Record, 46(1), 10-16
Cynthia L. Uline, Megan Tschannen-Moran, & Thomas DeVere Wolsey. (2009). The walls still
speak: the stories occupants tell. Journal of Educational Administration, 47(3), 400-426
DelliCarpini, M.. (2009). Success with ELLs. English Journal, 98(5), 116-119
DelliCarpini, M.. (2009). Success with ELLs. English Journal, 98(6), 100-103.
Greenleaf, C., & Hinchman, K.. (2009). Reimagining Our Inexperienced Adolescent Readers:
From Struggling, Striving, Marginalized, and Reluctant to Thriving. Journal of
Adolescent & Adult Literacy, 53(1), 4-13
Jewell, M.. (2009). Moving Beyond Intermediate English Proficiency. Journal of Adolescent &
Adult Literacy, 53(3), 259-262
Lara, L., & Moore, D.. (2009). Literacy Instruction for Adolescent English Learners: An
Interview With Lorenza Lara. Journal of Adolescent & Adult Literacy, 53(2), 173-175
Larrotta, C., & Ramirez, Y.. (2009). Literacy Benefits for Latina/o Parents Engaged in a Spanish
Literacy Project. Journal of Adolescent & Adult Literacy, 52(7), 621-630
Malatesha Joshi, R., Binks, E., Hougen, M., Dahlgren, M., Ocker-Dean, E., & Smith, D.. (2009).
Why Elementary Teachers Might Be Inadequately Prepared to Teach Reading. Journal of
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Learning Disabilities: Special Issue: Perceptions and Reality: What We Know
About, 42(5), 392-402
Moje, E., & Luke, A.. (2009). Literacy and Identity: Examining the Metaphors in History and
Contemporary Research. Reading Research Quarterly, 44(4), 415-437
Musetti, B., Salas, S., & Perez, T.. (2009). Working for and with Latino/Latina Immigrant
Newcomers in the English Language Arts Classroom. English Journal, 99(2), 95-97
Musti-Rao, S., Hawkins, R., & Barkley, E.. (2009). Effects of Repeated Readings on the Oral
Reading Fluency of Urban Fourth-Grade Students: Implications for Practice. Preventing
School Failure, 54(1), 12-23
Ro, Y., & Cheatham, G.. (2009). Biliteracy and Bilingual Development in a Second-Generation
Korean Child: A Case Study. Journal of Research in Childhood Education, 23(3), 290308
Schulz, M.. (2009). Effective Writing Assessment and Instruction for Young English Language
Learners. Early Childhood Education Journal, 37(1), 57-62
Sox, A., & Rubinstein-Ávila, E.. (2009). WebQuests for English-Language Learners: Essential
Elements for Design. Journal of Adolescent & Adult Literacy, 53(1), 38-48
Teale, W.. (2009). Students Learning English and Their Literacy Instruction in Urban
Schools. The Reading Teacher, 62(8), 699-703
Townsend, D.. (2009). Building Academic Vocabulary in After-School Settings: Games for
Growth With Middle School English-Language Learners. Journal of Adolescent & Adult
Literacy, 53(3), 242-251
Young, C., & Rasinski, T.. (2009). Implementing Readers Theatre as an Approach to Classroom
Fluency Instruction. The Reading Teacher, 63(1), 4-13
Zeece, P., & Wallace, B.. (2009). Books and Good Stuff: A Strategy for Building School to
Home Literacy Connections. Early Childhood Education Journal, 37(1), 35-42
Seminal Works
Ada, A. F. (1990). A Magical Encounter: Spanish Language Children’s Literature
in the Classroom. Compton, CA: Santillana Publishing Co.
Bialystok, E. (1991). Language Processing in Bilingual Children. New York:
Cambridge University Press.
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Cloud, N., Genesee, F. & Hamayan, E. (2000). Dual Language Instruction. A Handbook
of Enriched Education. Boston: Heinle & Heinle Publishers.
Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. 2nd
Edition. Los Angeles: California Association for Bilingual Education
Day, J., Spiegel, D. L., McLellan , J., & Brown, V. B. (2002). Moving Forward with Literature
Circles. Saint Louis, MO: Scholastic.
Flecther, R. & J. Portalupi. (2001). Writing Workshop. The Essential Guide. Westport, CT:
Heinemann.
Lavine, R. Z. (Ed) & Kassen, M. A. (Chair) (2001). Beyond the Boundaries: Changing Contexts
in Language Learning. NY: McGraw Hill
Moll, L.C., & Greenberg, J. (1990). Creating zones of possibilities: Combining social contexts
for instruction. In L.C. Moll (Ed.), Vygotsky and education (pp. 319-348). Cambridge:
Cambridge University Press.
Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching:
Using a qualitative approach to connect homes and classrooms. Theory into Practice,
31(2), 132-141.
Perez, B. & Torres-Guzman, M. (1992). Learning in Two Worlds. New York:
Longman Publishing Group.
Pinnell, G. S. & Fauntas, I. C. (2001). Leveled Books for Readers. Westport, CT: Heinemann.
Rámirez, A. G. (1995). Creating Contexts for Second Language Acquisition. Theory
and Methods. New York: Longman Publishers.
Reading Panel (2000). Teaching children to read. A report of the national reading panel.
Washington: National Institute of Children Health and Human Development.
Journals
American Education Research Journal
Adolescent Literacy Journal
Reading Research Quarterly
Bilingual Research Journal
Lectura y vida (An IRA publication for Latin America)
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