CM1 -Teaching Literacy in bilingual settings

The course is intended to offer an overview of teaching literacy in bilingual settings. The course falls naturally into two major parts devoted to the two facets of literacy, to reading and writing. Before the course proper commences, the introductory meeting is dedicated to characterizing the target group, i.e. young learner; here, amongst others, Piagetan stages of development are discussed. The first meeting proper inspects the pedagogy of teaching reading in L1 and in L2, drawing on cross-linguistic similarities and differences between reading in L1 and reading in English, with the bottom line being that reading strategies, as part of regular LLS (language learning strategies) undergoes strategy training and can be transferred across languages.

The course is intended to offer an overview of teaching literacy in bilingual settings. The course falls naturally into two major parts devoted to the two facets of literacy, to reading and writing. Before the course proper commences, the introductory meeting is dedicated to characterizing the target group, i.e. young learner; here, amongst others, Piagetan stages of development are discussed. The first meeting proper inspects the pedagogy of teaching reading in L1 and in L2, drawing on cross-linguistic similarities and differences between reading in L1 and reading in English, with the bottom line being that reading strategies, as part of regular LLS (language learning strategies) undergoes strategy training and can be transferred across languages. Having examined the interplay of SES, race and ethnicity on readership, we then move on to implementing reading in the bilingual classroom. including storytelling and simplified readers. This part closes with an introduction to materials evaluation, followed by students' microteaching of own tasks. The meetings devoted to writing share a degree of parallelism with those devoted to reading and cover: cross-linguistic similarities and differences (L1 vs. L2), strategies, dyslexia, assessment and students' microteaching of own tasks.

Doughty, C. J. and Long, M. H. (eds.) (2003) The Handbook of Second Language Acquisition. Oxford: Blackwell.

Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (6th edition). Routledge.

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.

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

Upon finishing the course, the participants:

Knowledge

● will be able to recollect major similarities and differences between reading and writing in L1 and L2;

● will be able to name dimensions of age group characteristics;

● will be able to label stages of development of young learners;

● will be able to critically compare the pedagogy of teaching literacy skill in Polish and in English;

● will be able to list language learning strategies, including strategies fro developing reading and writing;

● will be able to extrapolate findings from SES research on the current circumstances of ELT

● will have developed a certain degree of awareness in the field of L2 script;

● will be able to restate strategies that can be employed in teaching writing;

● will be able to recognize the continuum of writing tasks from guided writing to free writing;

● will be able to recount a number of techniques that can be employed for dyslexic learners

● will be able to recount principles of assessment of writing tasks.

Skills

● will be able to employ the knowledge about stages of development of young learners during in-class teaching in bilingual settings;

● will be able to employ the knowledge about strategies during in-class teaching in bilingual settings;

● will be able to employ the knowledge about materials evaluation during in-class teaching in bilingual settings;

● will be able to implement reading and writing into the bilingual context;

● will be able to employ story telling, simplified readers, reading corners, etc.

● will be able to implement tasks from guided writing to free writing tasks;

● will be able to select appropriate remedies while helping a dyslexic learner;

● will be able to employ assessment and self-assessment while teaching writing.

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%).

3. Final test results (30%)

 Content: open-ended and closed-ended questions (True/False statements; multiple choice questions; cloze test; mini-essay items). 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%