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SIMON FRASER UNIVERSITY
EDUCATION 472-4
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DESIGNS FOR LEARNING: LANGUAGE ARTS (K-12) ?
(D1.00)
Regular Summer Semester, 1992 ?
Instructor: Mary Kooy, Ph.D.
(May 4— July 3l) ?
Office:
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MPX8667
Thursdays, 8:30 - 12:20 p.m. ?
Phone: ?
291-4348 (office)
Location: MPX 9511 ?
538-9114 (home)
PREREQUISITE:
EDUC 401J402
COURSE DESCRIPTION
Education 472 will provide opportunities for teachers to examine the theoretical
foundations and the practices arising out of current research and theory of language
learning.
Language activity as both a means of communcating and making meaning provides
the focus for this course. Although language learning is a complex process, children
come to school language-smart. As Halliday (1982) says, children know what
language is because they know what language does. Consequently, informed
language instruction "enables children to use their language resources and build on
them" (Jaggar, 1985,
p.
3).
Albeit language works integratively, we will initially explore the elements
individually, always recognizing the inherent dangers in such an enterprise. The
processes of writing and reading constitutes the bulk of the course. Languaging to
make meaning will inform the questions: How do children make meaning in
writing? reading? listening? speaking? What does the current research in language
acquisition imply for teaching practices?
This course will consist of various activities: lectures; workshops and
demonstrations; seminars; individual writing tasks; collaborative learning groups.
The class structure will reflect the repertoire of strategies applicable to actual
classroom experiences.
OUTLINE OF THE TOPICS
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Literacy: language growth and development
- Learning to Write/Writing to Learn
- The Process of Writing (from Prewriting to Publishing)
- Conventions: usage, spelling, grammar
- Learning to Read/Reading to Learn
- The Role of Literature in the Curriculum
- Basal Readers
- Writing/Reading Connections
- Evaluation
- Designing 'Whole Language' Curriculum
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COURSE REQUIREMENTS
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Attendance and participation in all aspects of the course
- Completion of assigned professional readings
- Weekly Double-Entry Journals in response to readings
- Response Log: Young Adult Novel
- Additional Written/Oral Presentation
REQUIRED
TEXTS
1.
Student-Centered Language Arts (K-12) 4th Ed. James Moffett, Betty Wagner.
Heinemann, Boynton/Cook, ISBN: 0-86709-292-0.
2.
[Grades K-5 Teachers] Living Between the Lines Lucy M. Calkins. Irwin:
Toronto, 1991 ISBN: 0-7725-1816-5.
3.
[Grades 6-12 Teachers] Coming to Know: Writing to Learn in the Intermediate
Grades Nancie Atwell, Ed. Irwin: Toronto, 1990
ISBN: 0-7725-1775-4.
4. [Grades
K-7 Teachers] Other Worlds: The Endless Possibilities of Literature
Trevor Cairney, Heinemann, 1991 ISBN: 0.-435-08531-X.
5.
[Grades 8-12 Teachers] Transactions with Literature: A Fifty Year Persuective
Frarrell, E., Squire, J. Editors. Urbana, Ill.: NCTE, 1990.
ISBN:
SUGGESTED READINGS
1.
Language and Thinking in Schools: A Whole Lan
guage
Curriculum Goodman
K.; Smith, E.; Meredith, R.; Goodman, Y. New York: Richard C. Owen Pubi.,
1987 ISBN: 0-913461-81-4.
2.
When Students Have Time to Talk: Creating Contexts for Learning Language
Dudley-maing, Curt; Searle, Dennis. Heinemann, 1991 ISBN: 0-435-08588-3
[Elementary Teachers]
3.
Persoectives on Talk and Learning Hynds, Susan; Rubins, Donald, Editors
[Secondary Teachers]
