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Boise State University

Teacher Education Course Syllabus

Course: Teaching Reading Bilingually

Course Number: 302 Section: 001 Schedule: Tuesday 1:40-3:30 pm/E 524

Instructor: Dr. Elva Reza-Lopez Office: E-412 E Hours:

Mail: elvareza-lopez@boisestate.edu Phone 208-426-2846

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 

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.

Course Description:   This course will demonstrate and provide an understanding of the importance of biliteracy incorporating strategies and approaches that promote literacy in Spanish and English will also be addressed.  Design lessons that promote cultural exploration, listening, speaking, reading and writing skills in Spanish by adapting appropriate materials to meet the needs of language learners.

Recommended textbooks:

Richard-Amato, P. A. ((2003). Making it happen. From Interactive to participatory language teaching. NY: Pearson

Reyes, M. de la Luz & Halcón, J. J. (2001). The best for our children. Critical perspectives on literacy for Latino Students. New York:  Teachers College.

Cisneros, Sandra (1984). The House on Mango Street. New York: Vintagage Books, A Division of Random House, Inc. 

Readings:

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).

Class Policies

Papers: Papers should be typed. All papers should be carefully proof read (use spellcheck), 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).

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 18, September 25, October 2, October 9, and October 26. 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 three 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:  35-45 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.

      Dates, Topics, Readings and Assignments   

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.