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SIMON FRASER UNIVERSITY

EDUCATION 472-4

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DESIGNS FOR LEARNING: LANGUAGE ARTS (K-12)

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(D2.00)

Regular Summer Semester, 1992

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Instructor: Mary Kooy, Ph.D.

(May 4— July 31) ?

Office: ?

MPX 8667

Tuesdays, 1:00 - 4:50 p.m.

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Phone: ?

291-4348 (office)

Location: MPX 8620 ?

538-9114 (home)

PREREQUISITE:

EDUC 4011402

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-S 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 Cair.ney, Heinemann, 1991 ISBN: 0-435-08531-X.

5.

[Grades 8-12 Teachers] Transactions with Literature: A Fifty Year Perspective

Frarrell, E., Squire, J. Editors. Urbana, Ill.: NCTE, 1990.

ISBN:

SUGGESTED READINGS

1.

Language and Thinking in Schools: A Whole Lan

g

uage 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.

Perspectives on Talk and Learning Hynds, Susan; Rubins, Donald, Editors

[Secondary Teachers]