Instructor: Helena Janes, Ph.D.

Class: Fri. - Sat., to be arranged

Office hours: before and after class and by appointment

Office: CSUS 112, (209) 954-5777

e-mail: hjanes@toto.csustan.edu or hjlmtm@aol.com

Course Description: EDBL 4110 is designed to teach theories and practice of effective bilingual reading instruction in the elementary grades. Spanish is the primary target language for this class: the focus is the development of an integrated approach to languages and literacies which meets the needs of diverse populations and honors diverse forms of literacy.

Course Objectives: Upon successful completion of this class, the student will be able to demonstrate an understanding of each of the following components as they relate to bilingual theory and practice of an integrated language reading program:

1) the inter relatedness of language skills (listening, speaking, reading and writing) critical reflection, and study skills (reading in the content areas);

2) the act of reading as an interactive/constructive process, involving semantics, syntax, schemata, graphophonics and pragmatics;

3) the sociocultural influences, organizational structures, and affective factors that impact language and literacy;

4) identification of planning and delivery processes and materials for meeting language needs and for promoting language growth for all students (such as Literature-based or Cooperative Learning approaches);

5) developmentally appropriate language assessment for second language learners.

In addition, the student will demonstrate an understanding of the six CLAD/BCLAD competencies as they relate to bilingual reading:

1) language structure, acquisition and development in first and second languages;

2) methods: bilingual, English language development, and academic content;

3) culture and cultural diversity and its effect on languages, literacies and learning; (BCLAD)

4) methods of primary language instruction;

5) the culture of emphasis;

6) proficiency in the language of the specific culture.

Required text:

Pérez, B. & Torres-Guzman, M. E. (1992). Learning in Two Worlds: An integrated Spanish/English Biliteracy Approach. NY: Longman.

Highly recommended texts:

Krashen, S. (1993). The power of reading. CO: Libraries Unlimited.

Lessow-Hurley, J. (1991). A common sense guide to bilingual education. VA: ASCD.

Freeman, Y. & Freeman, D. (1997). Teaching reading and writing in the Spanish bilingual classroom. NH: Heinemann.

Recommended texts:

Au, K. (1993). Literacy instruction in multicultural settings. TX: Harcourt Brace.

Burciaga, J. A. (1993). Drink Cultura: Chicanismo. CA: Joshua Odell.

Crawford, J. (1991). Bilingual Education: History, politics, theory and practice. CA: Bilingual Educational Services. Inc. California Department of Education. (1987).

English-language arts framework for California public schools. Sacramento, CA: CSDE.

Costigan, S., Munoz, C., Porter, M. & Quintana, J. (1989). Sabelotodo. Hampton- Brown Books.

Damen, L. (1987). Culture Learning: The fifth dimension in the language classroom. MA: Addison-Wesley Publishing Company.

Dermon-Sparks & ABC Task Force. (1989). Anti-bias curriculum: Tools for empowering young children. Washington DC: NAEYC.

Edelsky, C. (1991). With literacy and justice for all: Rethinking the social in language and education. London: Falmer Press.

Escamilla, K. et al. (with Marie Clay). (1996). Instrumento de observaciÑn de los logros de la lecto-escritura inicial. NH: Heinemann.

Freire, P. & Macedo, D. (1987). Literacy: Reading the word and reading the world. MA: Bergin & Garvey.

Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. MA: Newbury House.

Goodman, K. (1986). What's whole about whole language? Heinemann Educational Books.

Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press.

Igoa, C. (1995). The inner world of the immigrant child. NY: St. Martin's Press.

Kagan, S. (1985). Cooperative learning. CA: Resources for Teachers.

Lankshear, C. & McLaren, P. (Eds.). (1993). Critical literacy: Politics, praxis, and the postmodern. NY: SUNY Press.

Olsen, L. (1988). Crossing the schoolhouse border: Immigrant students and the California public schools. California Tomorrow policy research report.

Tinajero, J. V. & Ada, A. F. (Eds.). (1993). The power of two languages: Literacy and biliteracy for Spanish-speaking students. NY: Macmillan/McGraw-Hill School Publishing Company.

Valdes, J. M. (Ed.). (1994). Culture bound: Bridging the cultural gap in language teaching.

[The recommended texts are available at UOP, CSUS or Delta libraries or (per sign-out sheet) from the instructor. Further reading materials will be provided in class.]

Evaluation criteria:

1) class attendance and punctuality; completion of assignments by due date; prior notification of instructor before any missed class;

2) active and informed participation in classroom discussions and activities;

3) engaging in out-of-class activities;

4) submission of professional quality written assignments, typed except for journal;

5) 8 - 10 hrs of weekly preparation for this 5-hour class; more if contracted for A or B;

6) a professional attitude and a respect for diversity.

Failure to meet any of these criteria may result in a lower final grade.

Grading: Class participants contract for their own grade. Please submit a signed and dated statement by Week 2, indicating which grade you want to achieve. Later in the semester if for any reason your situation changes you may contract for a lower grade by Week 11. However, it will be extremely hard to upgrade to a higher grade later in the semester. Interactive class communication: e-mail is the most efficient out-of-class method of communication: please visit the lab and sign up if you have not already.

Interactive journals should be maintained on each week's observations and interviews. Journals should be exchanged at the beginning of each class session for peer comments. Typewritten reflections on the interactive journaling process and its effects on teaching and learning are required of all class participants by Week 4 and Week 7.

Minimum course requirements and due dates: All class participants are required to complete the following minimum requirements. Those who successfully complete these requirements and meet the evaluation criteria will receive a C for the class.

1) Successful completion of all required readings and class activities;

2) Weekly field work. Approximately one hour a week of observation and participation (reading to children, teaching reading in small groups as suggested by teacher) in a bilingual/ multilingual classroom. Log hours each week and obtain teacher's signature on forms to be provided. Record field notes in your journal. These will form the data on which most of your written work for this course is based.

3) Portfolio. An ongoing, developmental personal literacy portfolio (10 % of grade). Due by Week 2 (to indicate categories to be addressed) and Week 14 (completed).

4) Two-page "How I learned to read and write" paper. Due Week 3.

5)Two written responses (at least one page each) to any two books from the recommended list. Your responses may take any written form you wish: a review, synthesis, letter to the author, etc (5% + 5% of grade). Due by Weeks 3 and 4.

6) Two written and presented lesson plans, of different formats, indicating ways in which the lesson can be related to different aspects of the school curriculum, 1 - 2 pages each (10% + 10% of grade). Due by Weeks 5 and 6.

7) Big books. The creation of a BIG BOOK in conjunction with a LEA (Language Experience Activity) with Spanish-speaking children (10% of grade). These books may be designed for any public school setting, provided it is a real classroom with real children. You will present these books to your peers and give evidence of classroom use in school. Due by the end of Week 7.

8) Journal syntheses. Two two-page typed journal summaries, including reflections on your own teaching and learning during the field-work and journaling process up to mid-semester (10%) and up to the end of the semester (10% of grade). Due by Week 8 and Week 15.

9) Resource file. Compilation of a set of index cards cataloging classroom reading strategies, methods and activities: this will be your Reading/Language Arts resource file (10% of grade). Take the cards with you every time you are visiting schools and participating in other coursework classes. Opportunity will be given to share new ideas every week. These cards should be completed and submitted by Week 11.

10) Community "funds of knowledge" literacy research. Research and document (in at least 2 pages) an aspect of literacy in the Latino community (biblioteca - use; la radio - variety of format; televisión, noticias - bias; periódicos - coverage; fotonovelas - sale and consumption; telenovelas - family viewing patterns, librerías - provision of texts in Spanish, lo que sea. Due by Week 12.

Class participants contracting for B must complete the above assignments and also:

11) Interview. During your fieldwork, interview a teacher, principal, administrator or student involved in an innovative language arts program or class and summarize your findings in a brief (approximately 3 page) synthesis by Week 9. Interview protocols will be presented in class. Class participants contracting for an A must complete the B-contract assignments and also:

12) Case study. During your fieldwork, observe, take notes and write up a reading case-study of a selected student (approximately 3 pages). Case-study procedures and presentation will be provided in class. [Use pseudonyms in your report.] Due by Week 10.

COURSE OUTLINE (subject to adaptation)

Week 1

Bienvenida; overview of syllabus; course expectations and focus on support of family literacy; orientation; personal and family narratives and identification, photos, sign-up for books and topics for community literacy project. Classbuilding activities.

Discussion: pretest - definition of literacy(ies); generative, constructivist and socially constructed. Bilingual children's literature. Initial class processing. Guidelines for: interactive journals; field work, portfolios, sharing reading/language arts methods for resource files.

Read and reflect for next week: Learning in Two Worlds (LTW), pps. xi - xxiv

Week 2

Interactive journals.

Class participants share reading/language arts methods for resource files. Team formation. Values clarification. Discussion: primary language and literacy development; print awareness; emergent literacy; family and intergenerational literacy; functional literacy; workplace literacy; transformative literacy; storybook reading. Guidelines for: community entrée; interviewing.

Due: Grading contracts. Portfolios (in beginning stages). Read and reflect for next week: LTW, pps. 3 - 16

Week 3

Interactive journals.

Class participants share reading/language arts methods for resource files.

Discussion: minority education and school literacy: English Language Arts framework; whole language; LEA; metacognition; invented spelling; cueing and miscue analysis; sheltered language in the content area; critical literacy; cultural literacy; early intervention; services mandated for second language learners. Due: "How I learned to read and write" paper. Book response #1 (shared in class). Read and reflect for next week: LTW, pps. 21 - 36.

Week 4

Interactive journals.

Class participants share reading/language arts methods for resource files.

Discussion: cultural variation; culture as capital and cultural transmission; diversity in childrearing belief-systems and patterns of behavior; culturally specific teaching and learning styles; funds of knowledge; guided participation; scaffolding; peripheral learning. Review/reflection of previous weeks' reading and fieldwork. Ongoing processing. Guidelines for: varieties of lesson plans

Due: Book response #2 (shared in class). Read and reflect for next week: LTW, pps. 39 - 56.

Week 5

Interactive journals.

Class participants share reading/language arts methods for resource files.

Discussion: ESL, ELD, LEA, sheltered English, and primary language; contextual analysis; phonemic awareness; pattern books.

Due: written lesson plan #1 (presented in class). Read and reflect for next week: LTW, pps. 61 - 87. 

Week 6

Interactive journals.

Class participants share reading/language arts methods for resource files.

Discussion: bilingual education - methods and programs; multicultural literature. Guidelines for: big books

Due: written lesson plan #2 (presented in class).

Read and reflect for next week: LTW, pps. 91 - 117.

Week 7

Interactive journals.

Class participants share reading/language arts methods for resource files. Review/reflection on last four weeks' reading and field work. On-going processing. Guidelines for: journal synthesis.

Due: big books Read and reflect for next week: LTW, pps. 119 - 147.

Week 8

Interactive journals.

Class participants share reading/language arts methods for resource files. In-class midterm - definitions of terms, short answers.

Discussion: immersion programs.

Due: journal synthesis #1 Read and reflect for next week: LTW, pps. 151 - 168.

Week 9

Interactive journals.

Class participants share reading/language arts methods for resource files.

Discussion: Assessment and evaluation, tests, portfolios, IRI. Review of course objectives. Guidelines for: case studies.

Due: A- and B-contracts' interviews.

Read and reflect for next week: LTW, pps. 171 - 180 (use lists as future resources).

Week 10

Interactive journals.

Class participants share reading/language arts methods for resource files.

Discussion: Writing tools and genres: process writing and writer's poetry workshop.

Due: A-contracts' case-studies.

Read and reflect for next week: individual articles to be assigned.

Week 11

Interactive journals. Class participants share reading/language arts methods for resource files. Recontracting for lower grade if necessary.

Discussion: Building community; affective and integrated learning:La familia y la literature oral.

Due: Resource file.

Read and reflect for next week: individual articles to be assigned.

Week 12

Interactive journals.

Class participants share reading/language arts methods for resource files.

Discussion: Hidden and alternative literacies. Individual presentations on community literacy findings.

Due: Community literacy reports.

Read and reflect for next session: individual articles to be assigned.

Week 13 - Thanksgiving break

Week 14

Interactive journals.

Class participants share reading/language arts methods for resource files.

Discussion: Integrating the new state-mandated guidelines for Reading/Language Arts; spelling and phonics. Catch-up presentations; review.

Due: Portfolio (completed).

Week 15 (Exam week)

Course evaluation. In-class final and despedida

Due: Final journal synthesis of readings, observations and individual learning.