| Welcome |
| What is ACE? |
| Eligibility |
| Application |
| Students |
| Courses /Syllabi |
| Calendar 2007 |
| Faculty and Staff 2007 |
| Links |
| Portfolio Samples |
| Fulton School of Liberal Arts |
| R.E.M. |
Accelerated Career Enhancement (ACE TESOL Degree 2003)
USDE Grant: T195N020104
ENGL 532 – Literacy and ESOL Reading
Course Designer
and Instructor: Dr. Patricia O. Richards, Associate Professor
Office: Caruthers Hall 140
Office Phone: (410) 543-6379
Office Mailbox: CH 148 – Education Department
E-mail address: porichards@salisbury.edu
Office Hours: 8:00-8:30 am, 5:00-5:30 pm & by appointment daily
Course Description:
This course introduces students interested in questions of language acquisition to the theories and practices relating to learning to read in a second language. Topics include models for acquiring second language reading skills, teaching strategies for second language literacy development, evaluating literacy materials, evaluating literacy development, current research on second language literacy development, and the political and social implications of second language literacy. The primary focus of this course is on Standard 3.a. Planning for Standards-Based ESL and Content Instruction (NCATE/NCTE/TESOL). It emphasizes the role of teacher as communicator. The overarching goal of this course is to develop ESOL teacher candidates’ instructional proficiency in second language reading.
Objectives:
Students completing ENGL 532 will have the opportunity to:
 | Develop an understanding of the theoretical and empirical foundations of ESOL reading and how literacy practices are mediated by social interaction and culture. |
| Develop sensitivity to the background, needs, and expectations of a culturally and linguistically diverse population. |
| Develop an understanding of the fundamental concepts of second language learning and reading. |
| Become acquainted with, read, and critically review relevant research literature on ESOL reading. |
| Become acquainted with various models and definitions of reading. |
| Acquire fundamental knowledge needed to make program and classroom decisions about proficiency, placement, instruction, and instructional assessment. |
| Become acquainted with effective instructional practices and procedures in second language reading development. |
| Evaluate educational materials and resources of various educational publishers. |
| Plan and teach reading lessons for narrative and expository print and nonprint materials. |
| Examine and evaluate the Maryland Language Arts Standards and Maryland Learning Outcomes for Reading and Language Arts in order to consider their implications for ESOL students. |
| Become acquainted with various literacy assessments and their role in diagnosis, instruction, and evaluation of reading development. |
| Understand the role of cognitive, contextual and affective factors that influence reading development. |
| Identify strategies for involving parents/guardians in fostering reading development. |
| Examine the role of professional development and professional collaboration in literacy development. |
| Develop a compendium of instructional practices and procedures, supported by national standards and the professional literature, that foster optimal reading development for ESOL learners. |
Textbooks and Resources:
Primary Text:
Peregoy, Suzanne F. and Boyle, Owen, F. (2001). Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers. 3rd Edition. NY: Addison, Wesley, Longman.
Supplemental Texts:
Burke, Jim. (2001). Illuminating Texts: How to Teach Students to Read the World. Portsmouth, NH: Heinemann.
Garcia, Gilbert, G. (Editor). (2003). English Learners: Reaching the Highest Level of English Literacy.Newark, DE: International Reading Association.
Opitz, Michael. F. (Editor). (1998). Literacy Instruction for Culturally and Linguistically Diverse Students: A Collection of Articles and Commentaries. Newark, DE: International Reading Association.
Additional Professional Resources:
Anderson, Neil. (1999). Exploring Second Language Reading: Issues and Strategies. Boston: MA: Heinle & Heinle Publishers.
Butler-Pascoe, Mary Ellen & Wiburg, Karin.M. (2003). Technology and Teaching English Language Learners. Boston, MA: Allyn & Bacon.
Cooper, J.David. (2003). Literacy: Helping Children to Construct Meaning. 5th edition. Boston, MA: Houghton-Mifflin.
Eanes, Robin. (1997). Content Area Literacy: Teaching for Today and Tomorrow. Albany, NY: Delmar Publishers.
Echevarria, Jana, Vogt, MaryEllen, & Short, Deborah J. ((2000). Making Content Comprehensible for English Language Learners: The SIOP Model. Boston, MA: Allyn & Bacon.
Hadaway, Nancy.L, Vardell, Sylvia.M. & Young, Terrell.A. (2002). Literature-Based Instruction with English Language Learners K-12. Boston, MA: Allyn & Bacon.
Hurley, Sandra R. & Tinajero, Jesefina Villamil. (2001). Literacy Assessment of Second Language Learners. Boston, MA: Allyn & Bacon.
Meeks, Lynn.L. & Austin, Carol.J. (2003). Literacy in the Secondary English Classroom. Boston, MA: Allyn & Bacon.
Spangenberg-Urbschat, Karen & Prichard, Robert. (Editors). (1994). Kids Come in All Languages: Reading Instruction for ESL Students. Newark, DE: International Reading Association.
Course Requirements:
ESOL Reading Instruction and Assessment Plan – Your culminating project is a draft ESOL Reading Instruction and Assessment Plan. The plan will be a compendium of instructional strategies, techniques, and procedures that foster optimal reading development and assessment for ESOL learners. The plan will be structured around the domains of the national standards for TESOL: Language, Culture, Planning and Managing Instruction, Assessment and Professionalism. The learning experiences and course requirements will contribute to this culminating project. The ESOL Reading Instruction and Assessment Plan emphasizes reading for the purposes of this course. The Plan can be extended and refined in additional ACE courses such as ENGL 534, 528, 543, and 547. This is a collaboratively developed project that may be tailored to individual situations.
Due: July 11
Environmental Scan of Reading Encounters Outside of School – Make note of the reading you do as you go about your daily life. What do you read? For what purposes? Be sure to consider nonprint texts, such as environmental print (symbols, signs, graphics, illustrations) and media, as well as traditional print. Be prepared to discuss your findings and their significance in the context of ESOL literacy development and reading instruction with your ACE colleagues.
Due: July 7
Reader Autobiography – In order to explore reader response theory and to select and analyze reading materials for others, you will examine your own personal literacy. Who are you as a reader? What are your reading attitudes, habits and preferences? What are the implications of the answers to these questions to you as an educator?
Due: July 7
Analysis and Critique of Prepared Educational Materials- You will have the opportunity to review curriculum and instructional resource materials produced by educational publishing companies currently used in public and private school K-12 classrooms. You will critique, modify where necessary, and present to your colleagues the adaptations that support ESOL students. Your conclusions must be supported by the professional literature. Materials will include narrative and expository selections across a range of grade levels K-12.
Daily, July 7, 8, 9, 10, 11.
Learning to Read Lesson – You will adapt and teach a reading lesson in the emergent or early stages for ESL readers. The lesson will be approximately 20 minutes in length and will be developed and executed with a colleague. Appropriate before, during, and after reading strategies will be included in the lesson plan, even though all may not be executed in the demonstration lesson. Specifics and a lesson plan format will be given in class. After each microteaching session, presenters and participants will offer critiques and reflections. These may be oral or written. A schedule of form and content will be provided in class.
Due dates will vary, July 8-11
Reading to Learn Lesson- You will adapt and teach a lesson in one of the content areas for ESL readers. The lesson will be approximately 20 minutes in length and will be developed and executed with a colleague. Appropriate before, during, and after reading strategies will be included in the lesson plan, even though all may not be executed in the demonstration lesson. Specifics and a lesson plan format will be given in class.
After each microteaching session, presenters and participants will offer critiques and reflections. These may be oral or written. A schedule of form and content will be provided in class.
Due dates will vary, July 8-11
Assigned Readings – In addition to the primary textbook, there will be assigned readings in the supplemental texts by Burke, Garcia, and Optiz. You will be the primary reader and presenter for your assigned readings. You may be asked to do this individually or with a colleague. The primary objective is to become acquainted with the main ideas in the selections and to consider their implications for educators. The majority of the selections explain instructional approaches and teaching procedures. It will be your responsibility to familiarize your colleagues with the approaches or procedures through discussion and demonstration, and to determine if and how the readings contribute to the ESOL Reading Instruction and Assessment Plan.
Daily.
Discussion Director- You will be responsible for leading a discussion daily on an assigned article or reading selection. In addition to ensuring that the main points, or issues, are highlighted and discussed, you should be prepared to assist your group in articulating the implications for educators and classroom instruction of the main points and in deciding if and how the reading contributes to the ESOL Reading Instruction and Assessment Plan.
Due dates will vary, July 7-11.
Discussion Participant- You will have a number of opportunities to participate in formal and informal discussions. Your contributions should be informed by the assigned readings, personal experience directly-related to the issues being discussed, and by careful listening to and serious consideration of the other participants’ contributions.
Daily
Professional Demeanor and Commitment - Dependability, attention to detail, active participation, initiative, productive collaboration with colleagues, professional interactions, and timeliness in meeting deadlines are essential and will be considered. Attendance is crucial in a course of this nature. Time does not permit making up missed in-class assignments. Oral and written communication skills are vitally important and will be considered in the evaluation of all work and interactions.
Writing: Among the critical skills of the effective educator is communication in written form. Such communication must be convincing, clear, correct and appropriate to a variety of audiences. To demonstrate this skill, each student is required to meet high standards of clarity and correctness in all written work submitted in this course. The evaluation of all written assignments will take into account content, organization, style, grammar, usage, spelling and punctuation.
Course Evaluation:
The following course requirements constitute the final grade as indicated:
Culminating Project 20%
Instructional Analysis, Planning and Microteaching 45%
Reading and Discussion 30%
Other Assignments 5%
Letter grades will be designated as follows based on the course requirements:
90 - 100 % A
87 - 89 % B+
80 - 86 % B
77 - 79 % C+
70 - 76% C
60 - 69% D
59 % and below F
Special Needs
Any students with disabilities or other special needs, who need special accommodations and adjustments in this course, are invited to share these concerns or requests with the instructor as soon as possible.
Attendance Policy
You are responsible for coming to every class meeting barring any emergencies. There will be unannounced in-class work assignments, so always be sure to do the assigned readings. Your in-class work assignments will constitute part of the grade awarded for class participation/review. If you are absent on a day of an in-class assignment, you will receive a zero for that assignment. If the reason for the absence is valid (such as sickness or any such unforeseen circumstance), make-up work will be assigned. Otherwise, missed in-class work may not be made up. You are responsible for coming to class prepared every day. If you miss a class, please contact one of your classmates or me, to find out what was covered in class and what announcements were made.
Writing Across the Curriculum (WAC):
All written work in this course including but not limited to the formal assignments such as the written assignments is in support of the University’s Writing Across the Curriculum Program.
Academic Dishonest/Plagiarism Policy
The English Department takes plagiarism, the unacknowledged use of other people’s ideas, very seriously. As outlined in the Student Handbook under the “Policy on Student Academic Integrity,” plagiarism may receive such penalties as failure on a paper or failure in the course. The English Department recognizes that plagiarism is a very serious academic offense and professors make their decisions regarding sanctions accordingly. Since the research paper is a very important component of this class, please familiarize yourself with the details below.
Each of the following constitutes plagiarism:
1. Turning in as your own work a paper or part of a paper that anyone other than you wrote. This would include but is not limited to work taken from another student, from a published author, or from an Internet contributor.
2. Turning in a paper that includes unquoted and/or undocumented passages someone else wrote.
3. Including in a paper someone else’s original ideas, opinions or research results without attribution.
4. Paraphrasing without attribution.
A few changes in wording do not make a passage your property. As a precaution, if you are in doubt, cite the source. Moreover, if you have gone to the trouble to investigate secondary sources, you should give yourself credit for having done so by citing those sources in your essay and by providing a list of Works Cited or Works Consulted at the conclusion of the essay. In any case, failure to provide proper attribution could result in a severe penalty and is never worth the risk.
Students Seeking Certification in ESOL/TESOL:
NCATE Standards:
Please refer to Domain 3 – Planning, Implementation and Managing Instruction in the document: http://www.ncate.org/standard/new%20program%20standards/tesol.pdf
Standard 3.a. Planning for Standards Based ESL and Content Instruction.
Also please refer to the Rubric for Standard 3a. http://www.ncate.org/standard/new%20program%20standards/tesol.pdf
Another very useful site is:
http://www.cal.org/ericcll/teachers/teachers.pdf
MSDE/NCATE Technology Requirements: All students seeking TESOL certification should establish an electronic portfolio, and include at least one project/paper from this course in this portfolio. Detailed hypermedia presentations done for this course can be included in this electronic portfolio. When including your portfolio selection be sure to include:
1. A brief narrative argument explaining why the content of the selection will be integrated into your classroom pedagogy—explain why is it of importance.
2. The extent to which the selected material meets the outlined course objectives—show its connection to the actual course.
3. A brief synthesis of the extent to which you feel that your selection meets a specific standard in the above cited NCATE/TESOL standards and your evaluation of whether it:
a). Approaches the specific Standard
b). Meets the specific Standard
c). Exceeds the specific standard
Please consult the following web page: http://trc.salisbury.edu/portfolio/Portfolio.htm
Structure of the Course:
In keeping with the program goal of exposing students to theory, research, and application in literacy and ESOL reading, each class meeting will focus on the three areas of theory/research, application, and praxis.
Course Schedule
Institute 1 Setting the agenda
Overview of literacy and ESOL reading
Differing definitions of reading
Models of reading
Points of agreement among reading experts
Relationship between oral language development and literacy
development
Reading in school and outside of school
Peregoy & Boyle, Chapter 4 – Oral Language Development in
Second Language Acquisition.
Garcia, Chapter 1 - Reading and the Bilingual Student: Fact and
Fiction by Cummins
Garcia, Chapter 2 - Teaching English Learners to Read: Learning
or Acquisition? by Freeman and Freeman
Burke, Chapter 1 - Reading the World.
Institute 2 Learning to read
Emergent and early reading
Decoding
Fluency
Comprehension
Reading skills and strategies
Effective instructional practices
Model lesson using storytelling and wordless picture books
Peregoy & Boyle, Chapter 5 - Emergent Literacy
Garcia, Chapter 3 – Three Roles for Reading for Minority-Language
Children by Krashen
Garcia, Chapter 4 – Orthographic Development and Learning to
Read in Different Languages by Bear, Templeton, Helman,
& Baren.
Burke, Chapter 3 – Reading Textbooks
Opitz, assigned article
Institute 3 Reading to learn
Motivation and interest
Concept development
Vocabulary development
Model lesson – Motivating adolescent readers using
popular culture
Content area reading
Reading skills and strategies for narrative texts
Effective instructional practices
Peregoy & Boyle, Chapter 7 – Reading and Literature
Instruction for English Language Learners
Garcia, Chapter 5 – Scaffolding Reading Experiences
for Multilingual Classrooms by Graves & Fitzgerald
Burke, Chapter 5 - Reading Literature
Burke, Chapter 7 – Reading Images
Opitz, assigned article
Institute 4 Reading to learn
Motivation and interest
Content area reading
Reading skills and strategies for expository texts
Effective instructional practices
Peregoy & Boyle, Chapters 8 & 9 – Content Reading: Prereading,
During Reading, and After Reading Strategies
Garcia, Chapter 6 – Making Content Instruction
Accessible for English Language Learners by
Hernandez
Garcia, Chapter 9 – Revisioning the Blueprint Building for the
Academic Success of English Learners by Garcia & Beltran
Burke, Chapter 6 – Reading Information
Opitz, assigned article
Institute 5 Materials for Reading - Trade Books and Media
Technology and Reading
Assessments of Reading - Standardized Tests and Informal Tests
Balanced Assessment
Peregoy & Boyle, Chapter 10 – Reading Assessment and Instruction
Garcia, Chapter 13 – Connecting Children, Culture, Curriculum
and Text by George, Raphael, & Floiro-Ruane
Burke, Chapter 2 – Reading the Internet
Burke, Chapter 4 – Reading a Test
Opitz, assigned article