EDCI 4423

Summer, 2000

TEACHING READING/LANGUAGE ARTS IN A MULTICULTURAL SOCIETY

Instructor:Dr. John G. Barnitz
University Research Professor and Chair
Department of Curriculum and Instruction
ED 342A/B, 280-6607

Course Prerequisite:EDCI 3420 or Departmental Permission

Objectives

The College of Education recognizes its mission to prepare professionals who practice in culturally
diverse settings in metropolitan area schools. This course is designed to facilitate disciplined
reflective inquiry through the interaction of theory and practice. Present and future teachers will:

1. Better understand linguistic and cultural aspects of literacy learners in diverse school
settings.

2. Better assess the language and literacy needs of linguistically diverse students and make
linguistically informed decisions about curriculum and instruction.

3. Use appropriate instructional strategies for developinglanguage and literacy of diverse
students.

4. Become familiar with research and theory related to firstand second language and
literacy acquisition.

5. Become more familiar with current trends in ESL and bilingual education related to
literacy instruction.

6. Appreciate and respect the linguistic and cultura diversity of learners within various
schools and communities.

7. Critically evaluate controversial trends and issuesconcerning the language and literacy
education of students from various cultural backgrounds.

8. Become familiar with national, state, and local standards in reading, English education,
and ESL education.

9. Continue to develop professional knowledge of theor and practice in teaching culturally
and linguistically diverse learners.

Note: This course meets the "Language and Culture" requirement for
ESL certification endorsement.
Textbooks(* = required** = optional)

** Adger, C., Temple, C., Christian, D., & Taylor, O. (Eds.).
Making the Connection:Language and Academic Achievement Among African
American Students.Center for Applied Linguistics and Delta Systems.

** Au, K. Literacy Instruction in Multicultural Settings.
Harcourt Brace Jovanovich, 1993.

** Barnitz, J. G. Reading Development of Nonnative Speakers ofEnglish, Center for Applied
Linguistics and Harcourt Brace
Jovanovich International, Republished by Prentice Hall Regents, 1985.

** Eggelston, E. The Hoosier School-Master, Hill and Wang,
English, 1986. (19th Century Novel)

** Hallcom, F. A Guide to Linguistics for E.S.L. Teachers.
Kendall/Hunt, 1995.

* Opitz, M. (Ed.). Literacy Instruction for Linguistically and Culturally Diverse Learners,
International Reading Association, 1998.

* Wolfram, W., Adger, C., and Christian, D. Dialects in Schools and Communities, Erlbaum, 1999.

Reading Assignments(flexible pacing with course calendar)

Part I:Au (Ch. 1, 6, 7, 8); Halcom (all of Part II)
Wolfram, Adger and Christian (all);Shuy (all)
Eggleston (all); Opitz (Part 1); Adger, Christian andTaylor (all).

Part II:Au (Ch. 9, 11);Halcom (Part I), Opitz (Parts 2, 5, 6)
Wolfram, Adger and Christian (all)

Part III: Au (Ch. 2, 3, 4, 5, 10); Barnitz (all); Opitz (Parts 3, 4) Eggleston (all)

Course Requirements

1. Active participation and regular attendance.
2. Portfolio on Language, Culture and Literacy Education
3. Examination Essays
4. Graduate Student Presentation

Grading

Portfolio Projec40%
Examination Essays50%
Presentation, Participation, Professionalism10%
PORTFOLIO PROJECT ON LANGUAGE, CULTURE AND LITERACY INSTRUCTION

This project is designed to help teachers reflectively integrate theory and research with
current practices for developing literacy in multicultural schools. This project is designed to aid
teachers in gathering and organizing professional knowledge relevant to teaching students from
various linguistic and cultural backgrounds. The project is designed to be the beginning of an
ongoing self-selected professional resource for teacher development. Use an expandable notebook
and standard dividers. Divide the portfolio into five parts:

1. Language and Culture of Non-Native Speakers of English
2. Language and Culture of English Vernacular Dialect Speakers
3. Summaries/Abstracts of Research Articles(two)

4. Summaries/Abstracts of Practitioner Articles (two)
5. Additional Information Related to Literacy Instruction

Description:

1. Include an outline of language and culture characteristicsof native speakers of a
language other than English oryour own native language. What essential knowledge should
teachers have about the language and culture of students they teach?

2. Include an outline of language and culture characteristics of native English speakers who
speak a particular variety of English. For example, what should teachers know about the language
and communication characteristics of African Americans, Cajuns, etc.? You may also consider
gender
differences.

3. Include summaries and reflections of research articles that address current topics related
to literacy of linguistically or culturally diverse learners. Suggested journals include: TESOL
Quarterly, Reading ResearchQuarterly, Research in the Teaching of English, Journalof Reading
Behavior, World Englishes, Studies in SecondLanguage Acquisition, Language Learning,
Linguistics andEducation, Journal of Literacy Research, etc.

4. Include summaries and reflections of current instructional practices from selected
practitioner articles from journals, such as: TESOL Journal, The Reading Teacher,
Language Arts, English Journal, Journal of Reading.

5. Include any additional information, such as literacy methods, materials, technology,
assessment materials, website materials. Consult national, state, or local content standards. Also
consult professional websites.

Graduate Student Presentation:

Each student enrolled through the Graduate School must complete additional work
reflecting higher expectations for graduate students than undergraduate students in 4000 level
courses with mixed enrollment. Graduate students will be expected to choose one of the following
options and prepare a 10-15 minute oral presentation with a two-page handout for each classmate.

Option 1:Persuasive Speech or Debate

Prepare an oral presentation on a controversial issue related to English language/literacy
instruction to students from diverse backgrounds. Support your position with relevant research
from professional publications. If you wish to collaborate with
another classmate, you may also stage a debate. Some suggestions:
pros/cons of bilingual education; pros/cons in the ebonics controversy;pros/cons of whole-
language/phonics; phonemic awareness, dyslexia, and balanced literacy instruction.

Option 2:Oral Mini-Term Paper(based on 5 articles/chapters)

Select a topic, research it, and orally present it:

Balanced Literacy Instruction in a Diverse Classroom
Vernacular Dialects and English Literacy Education
Thematic Teaching in Linguistically Diverse Classrooms
Literature-based Instruction with Culturally Diverse Literature