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Boise State University
Teacher Education Course Syllabus ED BLESL 302 Section: 001: TEACHING READING BILINGUALLY Schedule:
Tuesday 1:40-3:30 pm/E 223 Reading the world always precedes
reading the word and reading the word implies continually reading the
world. …this movement from the word to the world is always present; even
the spoken word flows from our reading of the world. In a way, however, we
can go further and say that reading the word is not preceded merely by
reading the world, but by a certain form of writing it, or rewriting it,
that is, of transforming it by means of conscious, practical work. For me,
this dynamic movement is central to the literacy process. Paulo Freire. (1987). Literacy: reading
the word and the world. p.34. Conceptual Framework: The Professional
Educator Boise State University strives to develop
knowledgeable educators who integrate complex roles and dispositions in
the service of diverse communities of learners. Believing that all
children, adolescents, and adults can learn, educators dedicate themselves
to supporting that learning. Using effective approaches that promote
high levels of student achievement, educators create environments that
prepare learners to be citizens who contribute to a complex world.
Educators serve learners as reflective practitioners, scholars and
artists, problem solvers, and partners. 2. Standards and Assessments
Course Description: This course will demonstrate and provide an understanding of the
importance of biliteracy by incorporating critical educational theories,
strategies and approaches that promote literacy in Spanish and English.
Students are expected to design lessons that promote cultural exploration,
listening, speaking, reading and writing skills in Spanish and in English
by adapting appropriate materials to meet the needs of language learners. textbooks:
Jiménez, F. (2000). Cajas de cartón: Relatos de la vida peregrina de un niño campesino. Boston: Houghton Mifflin. Cantú, N. E.
(1995). Canícula: Snapshots of a girlhood en la frontera.
Albuquerque: University of New Mexico Press. Readings/Articles To access the readings Link to BB, and access
“Class Documents.” PDF files of the assigned readings will be
available when BB appears next to the assigned reading(s). Bartolomé,
L. (1993). Effective transitioning strategies: Are we asking the right
questions? The power of two languages. Literacy and biliteracy
for Spanish speaking students. Josefina
Villamil Tinajero & Alma Flor Ada (Eds.) (pp.209-219). BB Carrasquillo, A. (1998). Teaching reading comprehension skills. The
teaching of reading in Spanish to the bilingual
students. La enseñanza de la lectura en el español para
el estudiante bilingüe (pp.71-85). Mahwah, New Jersey: Lawrence Erlbaum. BB Dávila de Silva, A. (2004). Emergent Spanish writing
of a second grader in a whole language classroom.
In Bertha Pérez (Ed.), Sociocultural contexts of
language and literacy (pp. 247-278). Mahwah, New Jersey Lawrence Erlbaum
BB Kaufman, A.M. (2005). Cómo enseñar, corregir
y evaluar la ortografía de nuestros alumnos…y no morir en el intento. Lectura y vida.
Revista Lationaemericana de lectura, Vol. 3, Año 26, pp.
6-19 BB
Ogle, D. (2004). Claves para una lectura eficaz en las areas de
contenido: contexto social.
Lectura y vida. Revista Lationaemericana de lectura,
Vol. 3, Año 25, pp. 44-45. BB Pérez,
B. & Torres-Guzmán, M. (2002). Early years
of reading and writing. In Bertha Pérez & María E. Torres-Guzmán
(Eds.). Learning in two worlds. An integrated Spanish/English
biliteracy approach (71-108). Boston, Massachusetts: Allyn &
Bacon.
BB
Villamil Tinajero, Calderon, Margarita,
& Hertz-Lazarowits, Rachel, (1993). Cooperative
Learning Strategies: Bilingual Classroom Applications. In The
power of two languages: Literacy and biliteracy for Spanish-speaking
students. (pp. 241-253). BB Class
Policies Papers: Papers
should be typed. All papers should be carefully proof read (use spell
check), and turned in as clean and clear of a form as possible. Work
received after a week of the due date will result in the loss of a letter
grade. Papers turned in electronically: Make sure your work is virus-free! The filename should be
YOUR name and the name of the assignment! (For example
claudianash_Actionplan.doc). You need to label your file “.doc” (dotdoc)
so I can read it. You should also write your email address at the top of
the assignment. Academic Dishonesty Cheating or plagiarism in any form is
unacceptable. The University functions to promote the cognitive and
psychosocial development of all students. Therefore, all work submitted by
a student must represent her/his own ideas, concepts, and current
understanding. Academic dishonesty also includes submitting substantial
portions of the same academic course work to more than one course for
credit without prior permission of the instructor(s). Students with disabilities If you need
accommodations because of a disability or if you have emergency medical
information to share with me, please make an appointment as soon as
possible, or see me during office hours. Expected
Course Outcomes
1) Reading interviews One good way
to find out what children and teens like to read is to ask them. Interview
a total of four young students (four children or two children and two
teen) regarding their readings preferences and their reactions to the
books they read for you. This information should help you plan your
lessons. Use Chapter 4 by Pérez & Torres-Guzmán as a guide. Document
available in BB. The interviews should be conducted within the first four
weeks of class, and they should be
documented by a teacher’s signature. 2) Presentation Small groups will take responsibility for leading
a discussion of readings/ or specific topics for the following dates:
September 8, September 15, September 22, and September 29. You will each
be in one small group. The discussion should help class
members better understand the concept and/or ideas in readings for that
day, express their perspectives about issues in the readings, and enable
everyone’s participation in a meaningful way. 3) Literacy lessons Teachers should have a
planned instructional goal when they teach a lesson. The goal or objective
is what they intend the students will know, understand, or be able to do
as a consequence of the instruction. The purpose of this assignment is to
give you an opportunity to plan lessons and to help you learn to apply the
instructional strategies learned in class. Taking into consideration the
language proficiency level of the students in your practicum design two
lessons (one in English for English language learners and one in Spanish)
to integrate with the ongoing curriculum in the classroom you are
conducting your practicum experience and based on the interviews
conducted. Make sure to review the electronic model provided in BB. The
lesson plans should include all of the components of effective instruction
included in the model. In addition to providing a copy of it to all class
members, you will be required to teach the lesson to your colleagues. Make
sure you use your creativity to engage your audience. Afterwards
a written reflection should be turned in within the week (via email)
answering the following question: What went well? What didn’t go so
well? What could I do differently the next time I teach the lesson to
students? What did I learn from the process? ·
Make sure you bring enough copies for all class
members. ·
For your lesson presentation, be creative; use a
variety of delivery and discussion techniques (i.e., (group
activities, role playing, trade books). Length of presentation: 25-30
minutes ·
A one-page reflection should be submitted within a
week of the presentation electronically. Make sure you answer the
outlined questions
You will be asked to comment on your peers’ presentation using a
rubric posted on BB
4) Attendance
and class participation Class participation requires all of us to give our
undivided attention to each speaker throughout the course. Part of my
responsibilities is to ensure that we all respect the right of the
speaker. My ongoing assessment includes monitoring this point. If you want
to comment to a neighbor, write down your comments and share them after
class. Attendance, punctuality and attentiveness to others count. We all
have an obligation with a reciprocal interaction format. 5) Interactive Journals You will be sharing weekly reflections with a
class peer; however, you will only be submitting to instructor three of
these reflections. Your journal becomes interactive when your peer
responds to your writing so please make sure that you have a response from
your peer for all weekly journal entries.
Your reflections should address readings, discussions,
presentations from class in addition to any AHA’s that you may have
encountered during the week that pertains to your epistemology. Dates, Topics, Readings and Assignments ( May be modified during
semester at instructor’s discretion)
EDBLESL
302 Reading Interview of English Learners Provide a
paragraph with information on the site, relationship with the students,
and when the interview was conducted. Under each question provide the
response given by each student interviewed. If you add a new question(s),
please make sure to include the question(s) in this report. Profiles: Interview at least four children and/or two children and two teens, or
four teens. Use synonyms
for students instead of their given name- Provide age, country of origin,
or ethnicity, years in U.S. and years in the U.S. educational system and
other educational system if applicable. Reading
Survey: You are welcome to add or modified the questions, but remember
that the purpose is to inform your practice. Are you a
good reader? Can you tell
me what good readers do? If you had a
choice between watching television or reading a new book, what would you
do and why? Do you have
a library card? Do you want one and why? Are you able
to read books in the language of your family? If so, from where do
you get them? What do you
think is the best thing about reading? What do you
think is the most difficult thing about reading books written in English?
Do you read
books in other language(s)? Why? Do you enjoy
talking about the books you read and with whom? What kind of
books do you like to read? Why? Does your
family read together? When and where? Do you like
to read if your teacher assigns reading as homework? Why or why not?
Are you a
good writer? What do good
writers do? Do you enjoy
writing? What kind of writing and how often? Do you think
of yourself as a person who enjoys reading or not? Why or why not?
Assumptions
for Instruction: Summarize in a few paragraphs how the interview
went, what you learned, and how it applies to your teaching.
References Bartolomé, L. (1993). Effective transitioning strategies: Are we
asking the right questions? The power of two languages. Literacy
and biliteracy for Spanish speaking students. Josefina Villamil Tinajero & Alma Flor Ada
(Eds.) (pp.209-219). Carrasquillo, A. (1998). Teaching reading comprehension skills. The teaching of reading in Spanish
to the bilingual students. La enseñanza de la lectura en el español para el estudiante bilingüe (pp.71-85). Mahwah,
New Jersey: Lawrence Erlbaum. Dávila de Silva, A. (2004). Emergent Spanish writing
of a second grader in a whole language classroom.
In Bertha Pérez (Ed.), Sociocultural contexts of
language and literacy (pp. 247-278). Mahwah, New Jersey
Lawrence Erlbaum
Freeman, Y., S., & Freeman D., E. (1998). La
enseñanza de la lectura y la escritura en español en el aula bilingüe. Heniemann: Portsmouth, NH.
Kaufman, A.M. (2005). Cómo enseñar, corregir y evaluar la
ortografía de nuestros alumnos…y no morir en el intento. Lectura
y vida. Revista Lationaemericana de lectura, Vol. 3, Año 26,
pp. 6-19
Ogle, D. (2004). Claves para una lectura eficaz en las areas de
contenido: contexto social. Lectura y vida. Revista Lationaemericana de
lectura, Vol. 3, Año 25, pp. 44-45.
Pérez, B. & Torres-Guzmán, M. (2002). Early years of reading and writing. In Bertha Pérez & María E.
Torres-Guzmán (Eds.). Learning in two worlds. An integrated
Spanish/English biliteracy approach (71-108). Boston, Massachusetts:
Allyn & Bacon. |
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