SI464 FRASER UNIVERSITY

Fall Semester

1998

EDUC 342 - 3

C. Rodriguez

Contemporary Approaches to

Office: TBA

Literacy Instruction ?

Tel: 291-3395

E01.00

PREREQUISITE

Corequisite: Educ 341

COURSE DESCRIPTION

OBJECTIVES

• To reflect on the literacy theory studied in Education 341 and its application to the field of literacy instruction.

• To reflect on historical, economic, social and political realities and their relationship to literacy/ illiteracy issues.

• To arrive at a critical understanding of the development of different approaches to adult literacy instruction.

• To survey current approaches to literacy instruction.

TOPICS

• Literacy/ illiteracy issues: review of the theory, application to literacy instruction

• The purposes of literacy instruction, the role of the instructor

• The adult literacy learner

• An historical overview of literacy instruction: the "bottom-up" approach, language experience,

whole language, Freirian education, popular education

• The reading process, the writing process

• Literacy programs in Canada, the U.S. and Latin America

REQUIREMENTS

Student evaluation will be based on completion of:

Midterm take-home exam - 30%

2. Group presentation - 30%

3. A final assignment - 30%

Class participation - 10%

REQUIRED READINGS

(Also available on 24 hr reserve at the library).

Joyce Cameron, A Guide for Tutoring Adult Literacy Students

Adult Basic Literacy Curriculum Guide and Resource Book

Audrey Thomas,

Exemplary Adult Literacy Programs and Innovative Practices in Canada

Paula Davies & Ann McQuaid,

Whole Language and Adult Literacy Instruction

Fundamental Level English Theme-Units

Carmen Rodriguez,

Educating for Change: Community-Based/Student-Centred Literacy Programming with First

Nations Adults

Katherine Kennedy and Stephanie Roeder,

Using Language Experience with Adults: A Guide for Teachers

In addition to the above, the instructor will provide a package of required readings and a list of recommended texts.