ENGL 725/825: Second Language Literacy Week 1 September, 2 nd  2009
<ul><li>Introduction of the course </li></ul><ul><li>Getting to know your colleagues </li></ul><ul><li>Reading the course ...
<ul><li>Examining the dominant schools in second language reading and writing pedagogy; </li></ul><ul><li>Understanding cu...
<ul><li>Learning to analyze and critically evaluate ideas, arguments, and interpretations, and engaging in scholarly dialo...
<ul><li>Casanave, C. (2003) Controversies in second language writing. Dilemmas and Decisions in Research and Instruction. ...
<ul><li>Discussion Facilitation </li></ul><ul><li>Blog Reflections </li></ul><ul><li>Research Proposals </li></ul><ul><li>...
<ul><li>In groups, define your own teaching and learning practices. </li></ul>
<ul><li>L2 writing as a neglected area– 1940s </li></ul><ul><li>The first intensive English programs in US: ALM—focus on s...
<ul><li>L2 writing issues were non-existent in composition programs and scholarship </li></ul><ul><li>Earlier pedagogies a...
<ul><li>Sentence level structure </li></ul><ul><li>Discourse-Level structure: Focus on the Rhetorical Structures (Kaplan, ...
<ul><li>Writing as autonomous </li></ul><ul><li>Writing as individualistic (habit formation, error correction)  </li></ul>...
<ul><li>Open a blog account. </li></ul><ul><li>Check the main course blog once a week. </li></ul><ul><li>Sign up for TWO p...
<ul><li>Guiding Questions: </li></ul><ul><li>How did you learn reading and writing in your second language? What was your ...
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Copy Of 825 Session #1

  1. 1. ENGL 725/825: Second Language Literacy Week 1 September, 2 nd 2009
  2. 2. <ul><li>Introduction of the course </li></ul><ul><li>Getting to know your colleagues </li></ul><ul><li>Reading the course objectives </li></ul><ul><li>Course Materials </li></ul><ul><li>Course Blog </li></ul><ul><li>Introduction to Second Language Literacy: An Overview </li></ul>
  3. 3. <ul><li>Examining the dominant schools in second language reading and writing pedagogy; </li></ul><ul><li>Understanding current theory and research about becoming literate in a second language; </li></ul><ul><li>Understanding how literacy works in a multiliterate and multicultural globalized world; </li></ul><ul><li>Developing a broad understanding of literacies, their importance in contemporary society, culture, and economies; </li></ul>
  4. 4. <ul><li>Learning to analyze and critically evaluate ideas, arguments, and interpretations, and engaging in scholarly dialogues and interdisciplinary conversations about second language literacies; </li></ul><ul><li>Becoming more aware of critical second language literacy and see difference in literacy practices as a resource rather than a deficit; </li></ul><ul><li>Developing advanced skills in written and oral expression; </li></ul><ul><li>Improving the teaching of second language literacy (i.e., reading, writing, speaking and other media connections).   </li></ul>
  5. 5. <ul><li>Casanave, C. (2003) Controversies in second language writing. Dilemmas and Decisions in Research and Instruction. </li></ul><ul><li>Matsuda, P. K., Ortmeier-Hooper, C., You, X., Eds. (2006). The politics of second language writing: In search of the promised land. West Lafayette,IND: Parlor Press. </li></ul><ul><li>Hirvela, A. (2004) Connecting Reading and Writing in Second Language Instruction. Michigan Series on Teaching Multilingual Writers </li></ul><ul><li>Additional Articles in a CD-ROM (some will be sent electronically. </li></ul>
  6. 6. <ul><li>Discussion Facilitation </li></ul><ul><li>Blog Reflections </li></ul><ul><li>Research Proposals </li></ul><ul><li>Annotated Bibliography </li></ul><ul><li>Critical Literature Reviews </li></ul><ul><li>Final Manuscripts </li></ul><ul><li>Informal Research Presentations </li></ul>
  7. 7. <ul><li>In groups, define your own teaching and learning practices. </li></ul>
  8. 8. <ul><li>L2 writing as a neglected area– 1940s </li></ul><ul><li>The first intensive English programs in US: ALM—focus on spoken speech </li></ul><ul><li>Increasing number of international students after WWII </li></ul><ul><li>First English language Institute was established in Unv. Of Michigan in 1941 by C.Fries. </li></ul><ul><li>Early 60s: ESL become a part of the US universities. </li></ul>
  9. 9. <ul><li>L2 writing issues were non-existent in composition programs and scholarship </li></ul><ul><li>Earlier pedagogies and scholarship: “influence of native traditional views”. Errors that are transferred from L1 should be avoided (Behaviorism). </li></ul><ul><li>No freedom to make mistakes!(Pincas, 1982) </li></ul>
  10. 10. <ul><li>Sentence level structure </li></ul><ul><li>Discourse-Level structure: Focus on the Rhetorical Structures (Kaplan, 1966) </li></ul><ul><li>Writing as a process (Zamel, 1976) </li></ul><ul><li>Writing as a situated and contextual activity (genre studies etc., EAP, in late 90s) </li></ul><ul><li>SLW as an interdisciplinary field. </li></ul>
  11. 11. <ul><li>Writing as autonomous </li></ul><ul><li>Writing as individualistic (habit formation, error correction) </li></ul><ul><li>Writing as cognitive and writing instruction as product-focused </li></ul><ul><li>Writing as situated and historical </li></ul><ul><li>Social, Cultural and Political. It’s dialogical and includes multiple actors. </li></ul><ul><li>Writing as material and social. Writing instruction as process-oriented. </li></ul>
  12. 12. <ul><li>Open a blog account. </li></ul><ul><li>Check the main course blog once a week. </li></ul><ul><li>Sign up for TWO presentations. </li></ul><ul><li>Do the assigned readings and post your first set of reflections. </li></ul><ul><li>Blog Assignment: Literacy Autobiography (see the next slide) </li></ul><ul><li>Any questions, feel free to send me an email message or see me in my office hours. </li></ul><ul><li>Best wishes for a productive academic year. </li></ul>
  13. 13. <ul><li>Guiding Questions: </li></ul><ul><li>How did you learn reading and writing in your second language? What was your learning context like? (e.g. fluency vs. accuracy, focus on reading-writing and focus on speaking; product vs. process oriented?) </li></ul><ul><li>What challenges and rewards did you encounter as you were acquiring a second language? </li></ul><ul><li>What was your learning/teaching context like? </li></ul><ul><li>(for those of you whop had L2 teaching experience)How did you teach second language reading and writing? What were the standards like? </li></ul>
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