Section II Instruction and AssessmentObserved by Prof. David I. HanauerENG 825-Second Language LiteracyPresented by: Maha AlawdatOctober 12th, 2011
Agenda LayoutOpening • Definition of C&ISection I • Curriculum Purposes and ContextsSection II • Options for Curriculum OrganizationSection III • Conceptual Foundation of L2 Writing Curricula Closing • Summing up and Questions
increase student how studentsA field within achievement learn and the best education within & outside ways to educate school
AssessmentCurriculum How will we know when each student has learned it?What will students learn? Learning Motivation Intervention Acceleration Engagement Teaching Instruction What research based instructional practices will we use to teach?
I Curriculum Purposes and ContextsAcademicPurposes Work Purposes CulturalAdaptation
II Organization of L2 Writing Curricula Teaching L2 writing for specific purposes Teaching L2 writing separately or Focus on instructional activities or general L2 literacyIntegrating it with other aspects of language Widdowson (1983) and Leki and Carson (1997)
Options for Curriculum Alternatives for Curriculum Organization OrganizationTeaching L2 separately or separate L2 learners from theirintegrated with other aspects mother-tongue equivalents or notof language, content, or subject-matter studyTeaching L2 for specific introduce literacy program forpurposes related to one minority populationssituation or to develop generalcapacities and full L2 literacy possible resistance toFocus on instructional developing L2 writing on the partactivities of both teachers and learners
III Conceptual Foundation of L2 Writing Curricula Curricula have a practical process to help L2 students develop their textual, cognitive, and discoursal abilities.Producing Engagingmeaningful, Composing in discourses accurate effectively for specific texts purposes
“Curriculum policies should draw on and synthesize Linguistic & Psychological of theoretical ideas diverse sources Rhetorical Theory Theories and empirical evidence.” (Luke,2005) Political,“There is no single grand theory of L2 writing, nor could Sociocultural ,there probably ever be one, because of the competing Pragmatic, Critical and conflicting demands, contexts, and interests the Theories theory would have to satisfy” (Grabe,2005) Hyland Silva Lado Cumming Krashen 2003 1990 1964 2011 1984
Vygotskian sociocultural theoryHornberger’s continua of biliteracy Freirian emancipatory principles
Closure …..Summing up…..Recommendation Certain theories have influenced the conceptualizations of L2 writing Curricula. The organization and instruction of L2 writing curriculum have appeared to be pragmatic and eclectic rather than comprehensively principled. Few substantive guidelines for designing and implementing L2 literacy instruction have been produced. More researchesare needed to investigate the pedagogical More researches are needed to investigate the pedagogical practices of teaching L2 writing and the development of of practices of teaching L2 writing and the development teachers’ knowledge in this domain. teachers’ knowledge in this domain.
“A different language is a different vision of life.”Federico Fellini