M1 - Teaching literacy in bilingual settings 2300-GPTE-M1-TLBS
Full description Meeting_1: What is literacy and who are young learners: an introduction to the course. Definitions /components / similarities and differences /modalities of reading and writing in L1 / Ln. Dimensions of age group characteristics. Stages of development.
Meeting_2: Reading techniques and strategies in L1 and L2. The pedagogy of teaching reading in L1 (PL and/or other) and L2. Cross-linguistic differences between reading in L1 vs. English. Reading strategies, strategy training, transfer of strategies across languages. Top-down vs. bottom-up strategy.
Meeting_3: Research on reading: findings and applications. Readership and SES (socio-economic status), race, ethnicity.
Meeting_4: Implementing reading in the bilingual classroom (1/2). Investigating: story telling as an intro to reading, teacher-props and Learner-engagement, multi-media support for reading.
Meeting_5: Implementing reading in the bilingual classroom (2/2). Investigating: simplified readers, reading corners, book-reading projects.
Meeting_6: Materials evaluation for L2 reading. Assessing reading. An intro to materials evaluation. An overview of reading materials, incl. on-line sources (types of intervention/modification, potential problems with adopting). Assessment of reading skills (formative/summative).
Meeting_7: Students' tasks on reading (1/2): micro-teaching, task sharing, task-evaluation.
Meeting_8: Students' tasks on reading (2/2): micro-teaching, task sharing, task-evaluation.
Meeting_9: The role of awareness in teaching writing. Language / cross-linguistic awareness (incl. cognates). Developmental awareness vs. awareness training. Awareness of script / of communication (in L1 / Ln).
Meeting_10: The pedagogy of teaching writing in L1 and L2. Research on writing. Writing strategies. Degrees of teacher-support (cf. ZPD). Guided writing – free writing continuum.
Meeting_11: Implementing writing in the classroom. Catering for the dyslexic learner. Evaluating sample writing tasks. Dyslexia: an introduction.
Meeting_12: Feedback and assessment in writing. Principles and options of giving feedback on writing. Children's self-assessment. Formative/summative assessment in teaching writing.
Meeting_13: Students' tasks on writing (1/2): micro-teaching, task sharing, task-evaluation.
Meeting_14: Students' tasks on writing (2/2): micro-teaching, task sharing, task-evaluation.
Meeting_15: Final test.
Rodzaj przedmiotu
Tryb prowadzenia
Koordynatorzy przedmiotu
Kryteria oceniania
Methods and criteria of assessment No more than two absences per semester are acceptable. The third absence results in an additional assignment in the form of a paper based on the source readings. The paper, ca. 300 words long, should contain reflections on one or more aspects of the reading assigned for a class missed by the student.
The final grade depends on three components divided into Content and Language each:
1. Active participation in class (30%)
Content: quality of comments after reading home assignments, group discussion.
Language: student’s oral fluency and accuracy, including the use of appropriate keyword vocabulary.
Reading the texts selected for each meeting is obligatory and fundamental to the following in-class participation (e.g. discussion). I reserve the right to administer short pop-up quizzes to check understanding of the readings and/or topics discussed; during such quizzes you may refer to own copy of the text.
2. Portfolio assessment (40%)
Content: quality of reflection, quality of materials prepared.
Language: student’s fluency and accuracy, including the use of appropriate keyword vocabulary.
Reflecting on the texts selected for each class is essential to the deeper understanding of the issues discussed; (each portfolio task can earn you up to 10%). Presentation of class-oriented tasks is essential for teaching skills development and for actively including the knowledge gained in the teaching practice; (each presentation can earn you up to 10%).
The Teaching Portfolio comprises FOUR obligatory tasks: two reflection tasks and two activity tasks.
Reflection tasks
● Teacher's roles in developing reading skills in young learners in a bilingual setting: a reflection on the topics discussed during meetings no.2-8.
● Teacher's roles in developing writing skills in young learners in a bilingual setting: a reflection on the topics discussed during meetings no.9-14.
Classroom-oriented task
● Preparation of a practical classroom activity aimed at developing reading, in relation to meetings no.2-8. Activities may be designed for various age groups.
● Preparation of a practical classroom activity aimed at developing writing, in relation to meetings no.9-14. Activities may be designed for various age groups.
3. Final test results (30%)
Content: open-ended and closed-ended questions (True/False statements; multiple choice questions; cloze test). The final test will be based on readings and class discussions.
Language: student’s written fluency and accuracy, including the use of appropriate keyword vocabulary.
Final grade allocation:
5 – 93-100%
4+ – 85-92%
4 – 77-84%
3+ – 69-76%
3 – 60-68%
2 – less than 60%
Literatura
Bibliography Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (6th edition). Routledge.
Doughty, C. J. and Long, M. H. (eds.) (2003) The Handbook of Second Language Acquisition. Oxford: Blackwell.
Ediger, A. (2001) Teaching children literacy skills in a second language. In Celce-Murcia, M. (ed.) Teaching English as a Second or Foreign Language (3rd edition). Heinle & Heinle, 153-169.
Grabe, W. (2002) Dilemmas for the development of second language reading abilities. In Richards, J. C. and Renandya W. A. (eds.) Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: CUP, 276-286.
Janzen, J. (2002) Teaching strategic reading. In Richards, J. C. and Renandya W. A. (eds.) Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: CUP, 287-320.
Możejko, Z. P. and Krajka, J. (2011) A framework for evaluating digital coursebooks. Academic Exchange Quarterly, 15(1), 167-173.
Nijakowska, J. et al. (2013) Dyslexia for Teachers of English as a Foreign Language. Trainer's Booklet.
Penaflorida, A. H (2002) Nontraditional forms of assessment and response to student writing: A step toward learner autonomy. In Richards, J. C. and Renandya W. A. (eds.) Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: CUP, 344-353.
Pinter, A. (2006) Teaching Young Language Learners. Oxford: OUP.
Raimes, A. (2002)Ten steps in planning a writing course and training teachers of writing. In Richards, J. C. and Renandya W. A. (eds.) Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: CUP, 306-314.
Olshtain, E. (2001) Functional tasks for mastering the mechanics of writing and going just beyond. In Celce-Murcia, M. (ed.) Teaching English as a Second or Foreign Language (3rd edition). Heinle & Heinle, 207-217.
Samway, K. D. (2006) When English Language Learners Write. Connecting Research to Practice, K-8. Portsmouth, NH: Heinemann.
Seow, A. (2002) The writing process and process writing. In Richards, J. C. and Renandya W. A. (eds.) Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: CUP, 315-320.
Stevenson, M. (2018). Learning literacy. In A. Burns & J. Richards (eds.), The Cambridge guide to learning English as a second language. Cambridge: CUP, 242-250.
Więcej informacji
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