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SIMON FRASER UNIVERSITY
EDUCATION 472-4 ?
DESIGNS FOR LEARNING: LANGUAGE
ARTS ?
(E1.0O)
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(cat. # 90938)
Fall Semester, 1992
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Instructor: Louise Towill
(September 8— December 4)
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Phone: ?
594-5640
Tuesday, 4:30 - 8:20 p.m. ?
594-5686 (answering
Location: MPX 7600
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machine)
e-mail
PREREQUISITE:
EDUC 401i402
COURSE DESCRIPTION
This course will focus on developing the knowledge, skills and strategies needed to create
a rich and stimulating language arts program in the classroom. Issues surrounding the
core elements of reading, writing, speaking and listening will be examined through
current theory and teaching practice. Language acquisition will be viewed as a holistic
and integrated process which will allow communication skills to develop naturally as
children make meaning of their world.
You will have the opportunity to examine your personal beliefs pertaining to the child, the
teacher and the Language Arts curriculum as well as to examine and explore the
congruency between current theory and practice. This course will provide you with a
framework in which to examine and reflect upon your beliefs regarding learning and
teaching language and your role as teacher in engaging children in communicating and
in searching for meaning.
The course will comprise of a broad range of experiences. These activities will include
professional readings (discussion and written and oral reflections), seminars,
demonstrations, individualized tasks and small-group work threaded through cooperative
learning strategies. Upon completion of this course you should have an extensive
repertoire of strategies and materials which will augment language learning in the
classroom.
TOPICS INCLUDED
- the acquisition of language
- the process of reading
- the process of writing
- the development of oral language and listening skills
- the linking of reading and writing
- the integration of the four Language Arts strands
- reading and writing across the curriculum
- assessment and evaluation
- children's literature in the Language Arts classroom
- developing an effective Language Arts program
(PLEASE TURN OVER)
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COURSE REQUIREMENTS
-
regular attendance and participation
- completion of assigned professional readings
- completion of short written assignments (including a professional journal)
- completion of one oral and one written project
REQUIRED TEXTS
Wells, Gordon. The Meaning Makers. London: Heinemann, 1986.
Goodman, Ken. What's Whole in Whole Language? Ont.: Scholastic, 1986.
Waterland, Liz. Read With Me: An A
p
orenticeshiD Arnroach to Reading. Glouchester,
Eng.: Thimbe Press, 1988 (Revised Edition).
Choose between
one of the two
following texts:
Calkins, Lucy (ed.). The Art of Teaching Writing. Portsmouth, NH: Heinemann
Educational Books, 1986. (for student teachers or teachers new to the writing
process.)
Calkins, Lucy. Living Between the Lines. Portsmouth, NH: Heinemann Educational
Books, 1991. (for experienced teachers or those who feel fairly knowledgeable about
the writing process.)
Choose between
one of the
two following texts:
Atwell, Nancie. In the Middle. Portsmouth, NH: Heinemann Educational Books, 1987.
(For teachers focusing on the teaching of reading and writing in the Intermediate
grades.)
Routmann, Regie. Transitions. Portsmouth, NH: Heinemann Educational Books, 1988.
(For teachers focusing on the teaching of reading and writing in the primary
grades.)
,CENTRE FOR DISTANCE SJCATION
Distance Education Course
Simon Fraser University
EDUCATION 472
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DESIGNS FOR LEARNING: LANGUAGE ARTS
Educ 472—Designs for Learning: Language Arts is an instructional course
organized for self-study. It is written for teachers and teachers in training,
librarians, youth workers, parents and, indeed, anyone interested in learning
something about that broad field of language, literacy and learning and its
pedagogical application.
Speaking, listening, reading and writing—the essentials of Language Arts—are
acts of mind by which we communicate as well as construct meaning.
Languaging, as both a means of communicating and making meaning, provides
the focus of this course.
The first goal of the course is to introduce you to a (necessarily) small but
representative sample of the range of questions comprising the field of language,
literacy and learning. By the very nature of the field, however, this cannot be a
survey
course of what is, obviously, an enormous area: it can only be an
introduction.
That is to say, rather than attempting to cover the entire field, the
course aims to give you the opportunity to explore and understand a
sample
of
questions and areas, though in some
depth.
This sample, however, has been
selected with an eye to its
representative
quality. Thus, you will examine issues
that are traditional as well as questions that are as fresh as this morning's news,
and questions of both theoretical and practical significance.
A second major goal of this course is to intorduce you to a representative sample
of the major ways of looking at language, learning and literacy and a
representative cross section of some of the literature in the field. At the same
time, the course aims to be of immediate and practical use to you, the classroom
teacher, by giving you opportunities to extrapolate from and apply your readings to
your daily work in the classroom.
The course will provide you with a framework in which to examine and reflect
upon: your beliefs regarding learning and teaching language; your role as
teacher in engaging children in communicating and searching for meaning; the
means by which you can enhance language learning in your classroom. The
course is designed to enable you to reflect on your classroom experience and assist
you to develop a new repertoire of methods and materials that will enhance
language learning in your classroom.
PREREQUISITE: The only formal prerequisite is Education 401i2 or an equivalent
teaching practicum.
COURSE INSTRUCTOR RESERVES THE RIGHT TO MAKE CHANGES WITHOUT NOTICE.
J.GENTRE FOR DISTANCE *CATION
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Faculty of Education
Distance Education Course
Simon Fraser University
OUTLINE OF TOPICS:
The course comprises an introduction and overview,
followed by six units of work that focus on the following topics:
Unit 1
Units 1&2
Units 1&3
Units 1&4
Unit 5
Unit 6
Language, Literacy, and Learning
Talk
Reading
Writing
Assessment & Evaluation
Child, Teacher, and Curriculum
COURSE REQUIREMENTS:
Completion of professional readings and written assignments (including a
professional journal) that, in each case, require you to: prepare for reading; read;
reflect on your readings; and, lastly, extrapolate from and apply your readings in
a variety of ways; for example, in acquiring certain skills through frequent and/or
extended practice in real-life contexts with children.
REQUIRED READINGS:
The
Study Guide
and the
Course Reader
(which includes the professional
readings which are not separate textbooks).
(For Unit 1) Gordon Wells. The Meaning Makers: Children Learning Language
and Using Language to Learn.
Heinemann Educational Books, 1986. ISBN 0-435-
08247-7.
(For Unit 2) Dorothy Butler,
Cushla and Her Books.
The Horn Book Inc., 1980.
ISBN 0-14-009261-7.
(For Unit 3) Liz Waterland, Read with Me: An Apprenticeship Approach to
Reading.
Thimble Press, 1988. (Revised Edition). ISBN 0-903355-27-2.
(For
Unit 3) Liz Waterland (ed.),
Apprenticeship in Action: Teachers Write about
Read with Me.
Stroud, Glos., U.K.: Thimble Press, 1989. ISBN 0-903355-31-0.
(For Unit 4) Lucy McCormick-Calkins. (ed.).
The Art of Teaching Writing.
Heinemann Educational Books, Inc., 1986. ISBN 0-435-08246-9.
(For Unit 5) Kenneth Goodman. Yetta M. Goodman and Wendy J. Hood (eds.).
The Whole Language Evaluation Book.
Irwin Publishing, 1988. ISBN. 0-7725-1711-
8.
(For Unit 6) Max van Manen.
The\Tone of
Teaching.
Scholastic-TAB
Publications, 1988. ISBN 0-590-71631-X.
(For Unit 6) Dorothy Watson, Carolyn Burke and Jerome Harste.
Whole
Language: Inquiring Voices.
Scholastic-TAB Publications Limited, 1988. ISBN 0-
590-73371-0.
