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Graduate Course Proposal Form Submission Detail - FLE6639

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Current Status: Approved by SCNS - 2016-07-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Returned for revision 10/12/15: Repeatable (No); Obj/LO; Descr rev; Online % info. Updated. To GC 1/26/16. Better; questions on FtoF. Emailed 3/11/16. Changed to 100% face to face. GC approved; To USF Sys 4/21/16; to SCNS after 4/28/16. Apprd eff 7/1/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5219 2015-04-12
     
    Department College Budget Account Number
    Teaching and Learning (T&L) ED 0171400
     
    Contact Person Phone Email
    Deoksoon Kim 8139743353 deoksoonk@usf.edu

  2. Course Information

    Prefix Number Full Title
    FLE 6639 Second Language Reading and Literacy

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    L2 Reading and Literacy
     
    Course Online? Percentage Online
    L - Blended (1-99% online) 30

    Prerequisites

    None

    Corequisites

    None

    Course Description

    Explores theoretical issues in L2 language and literacy learning from a sociocultural perspective an covers seminal perspectives on L2 language development.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Replacing Selected Topics with Permanent number; already listed in program

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    Replacing Selected Topics with a permanent number; already listed in the program. This is an elective course for SLATE (formerly SLA/IT) and changed to TESLA program students. TESLA students and other graduate students will take this course to complete their program of studies, but until now the course has only been offered as a special topics course.

    This course has been offered in the SLA/IT program (the precursor to the TESLA program), and the proposed TESLA program of studies form is attached.

    2. This course would serve a vital role in preparing TESLA students’ and graduate students, exposing them to the theories and practices of second language reading and literacy. This course will outline the fundamental theories, so students will be able to develop their own theoretical frameworks and apply these in their own research, scholarship, and teaching.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 1 time

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    A terminal degree (doctoral degree) is required to teach this course


  4. Other Course Information

    A. Objectives

    1. Identify key concepts, theories, research, and practices in second-language reading and literacy and develop an understanding of how language proficiency impacts learning in school.

    2. Identify theories and research on literacy in first and second languages.

    3. Discuss methods for helping English language learners develop language and literacy skills in a second language.

    4. Discuss appropriate research methods for assessing English language learners’ language and literacy skills.

    5. Learn to develop a language-rich, supportive environment that promotes English language learners’ second-language acquisition and self-confidence.

    6. Discuss how to support diverse learners by developing appropriate policies for educating them.

    B. Learning Outcomes

    1. Students will identify theories and research on literacy in first and second languages.

    2. Students will understand methods for helping English language learners develop of language and literacy skills in a second language.

    3. Students will learn appropriate research methods for assessing English language learners’ language and literacy skills.

    4. Students will learn how to develop a language-rich, supportive environment that promotes English language learners’ second-language acquisition and self-confidence.

    5. Students will learn how to support diverse learners by developing appropriate policies for educating them.

    C. Major Topics

    What is literacy? Defining literacies; Power and pedagogy; Literacy practices in various contexts; Learning in semiotic domains; Language and literacy; Language, action, and semiotics; Literacy across contexts; Language learning and culture; Language learning in the classroom; Social literacies; Multimodality in second language reading;Second language writing; Second language literacy and digital practices; Social media and media literacy; Online/electronic literacy pratices

    D. Textbooks

    Street, B. V. (2005). Literacies across educational contexts: Mediating learning and teaching. Philadelphia: Caslon Pub.

    Selected articles

    This text critically examines research in and theories of second language literacy across contexts. It extends SLA studies in an interdisciplinary fashion to anthropology and cultural studies. It also provides insights into the future of SLA research. The text is recognized as seminal and relevant, despite its age, and offers an excellent introduction to the field of SLA.

    E. Course Readings, Online Resources, and Other Purchases

    Au, K. (1993). Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt Brace Jovanovich. Chapter 1.

    Delpit, L. The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280 – 298

    Phillips, S. (1972). Participant structures and communicative competence: Warm Springs children in community and classroom. In C. Cazden, V. John, & D. Hymes (Eds.), Functions of language in the classroom (pp. 370 – 394). Prospect, Ill: Waveland Press.

    McCarty, T.L. (2006). Voice and choice in Indigenous language revitalization. Journal of Language, Identity, and Education, 5(4), 308-315.

    McCarty, T.L., Romero-Little, M.E., & Zepeda, O. (2006). Native American youth discourses on language shift and retention: Ideological cross-currents and their implications for language planning. International Journal of Bilingual Education and Bilingualism, 9(5), 659-677.

    Gee, J. (2002). Learning in semiotic domains: A social and situated account. In D. L. Schallert, C. M. Fairbanks, J. Worthy, B. Maloch, and J. V. Hoffman (Eds.), 51st Yearbook of the National Reading Conference (pp. 23-32). Oak Creek: Wisconsin, National Reading Conference, Inc.

    Wertsch, J. The voice of rationality in a sociocultural approach to mind. In L. Moll (Ed.) Vygotsky and Education (pp. 111 – 126).

    Cambridge: Cambridge University Press.

    Gee, J. (2002) Identity as an analytic lens for research in education.

    In W. Secada (Ed.), Review of research in education, 25 (pp. 99 – 125). Washington DC: AERA.

    Smith, F. (1997). Reading without nonsense, 3rd Edition. New York: Teachers College Press. Chapters 1, 2, 6.

    Goodman, K. (1984). Unity in reading. In A. Purves & O. Niles (Eds.), Becoming readers in a complex society: 83rd yearbook of the National Society for the Study of Education (pp. 79 – 114). Chicago: University of Chicago Press.

    Perez, B. (1998). Language, literacy & biliteracy. In B. Perez (Ed.), Sociocultural contexts of language and literacy (pp. 21 – 48).

    Mahwah NJ: Erlbaum.

    Holdaway, D. The foundations of literacy. Sydney: Ashton Scholastic. Chapters 1 & 2.

    Halliday, MAK. (1978). Language as social semiotic. Baltimore, MD: University Park Press. Chapter 1.

    Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, XXXI(2), 132 – 141

    Kim, D. (2011). Dialogic meaning construction and reading domains among four young English learners in second-language reading. Multilingual Education, 1(2), 1-21.

    Gebhard, M., Austin, T., Nieto, S. & Willett, J. (2002). "You can't step on someone else's words": Preparing all teachers to teach language minority students. In Z. Beykont, (Ed.). The power of culture. Teaching across language difference (pp.219-243).Cambridge, MA: Harvard University Press.

    Freire, P. (1970). Cultural action and conscientization. Harvard Educational Review, 40(5), 452 – 477.

    Shuy, R. (1988). Identifying dimensions of classroom language. In J. Green and J. Harker (Eds.), Multiple perspective analyses of classroom discourse (pp. 115 – 134). Norwood, NJ: Ablex.

    Bloome, D. (1989). Beyond access: An ethnographic study of reading and writing in a seventh grade classroom. In D. Bloome (Ed.) Classrooms and literacy (pp. 53 – 104). Norwood, NJ: Ablex.

    Lather, P. Getting smart: Feminist research and pedagogy with / in the postmodern. New York, NY: Rutledge. Framing the Issues (Chapter 1) & Staying Dumb… (Chapter 7)

    Stuckey, J. E. (1991). The violence of literacy. Portsmouth: Heinemann. Chapter 1, Chapter 4 and Conclusion.

    Street, B. (2013). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Longman. Chapter 5: The Schooling of Literacy

    Duff, P. (2002). Pop culture and ESL students: Intertexuality, identity, and participation in classroom discourse. Journal of Adolescent and Adult Literacy, 45(6), 482-487.

    Norton, B., & Vanderheyden, K. (2004). Comic book culture and second language learners, In B. Norton, & K. Toohey, Critical pedagogies and language learning (pp. 201-221). Cambridge: Cambridge University Press.

    Lee, J., & Schallert, D.L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance. TESOL Quarterly, 31 (4), 713-739

    Lewis, C., Fabos, B. (2005). Instant messaging, literacies, and social justice. Reading Research Quarterly, 40(4), 470-501.

    Kim, D. (2011). A young English learner’s L2 literacy practice through dialogue journal. Journal of Reading Education, 36(1), 27-34.

    Polio, C. (2003). Research on second language writing: An overview of what we investigate and how. In. B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 35-66). Cambridge University Press.

    Yi, Y. (2010). Adolescent multilingual writer’s transitions between in- and out-of- school writing practices. Journal of Second Language Writing, 19, 17-32.

    Hull, G., & Schultz, K. (2002). Connecting schools with out-of-school worlds: Insights from recent research on literacy in non-school settings. In G. Hull, & K. Schultz (Eds.), School’s out!: Bridging out-of-school literacties with classroom practice. (pp. 32-57). New York: Teachers

    Black, R. W. (2005). Access and affiliation: The literacy and composition practices of English-language learners in an online facfiction community. Journal of Adolescent and Adult Literacy, 49(2), 118-128.

    Lam, W. S. E. (2000). L2 literacy and the design the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34(3), 457-482.

    Lewis, C., & Fabos, B. (2005). Instant messaging, literacies, and social identities. Reading

    Research Quarterly, 40(4), 470-501. ** (E-resource in UA lib)

    Guzzetti, B.J. & Gamboa, M. (2005). Online journaling: The informal writings of two adolescent

    girls. Research in the Teaching of English, 40(2), 168-206.

    Park, H. & Kim, D. (2011). Reading-strategy use by English as a second language learners in online reading tasks. Computers and Education, 57(3), 2156-2166.

    Wang, S. & Kim, D. (2014). Incorporating Facebook in an intermediate-level Chinese language course: A case study. IALLT, 44, 38-78.

    Black, R. W. (2005). Access and affiliation: The literacy and composition practices of English-language learners in an online facfiction community. Journal of Adolescent and Adult Literacy, 49(2), 118-128.

    Gee, J. (2005). The classroom of popular culture: What video games can teach us about making students want to learn. Harvard Education Letter, November/December.available at

    http://www.edletter.org/current/gee.shtml

    Yi, Y. (2011). Relay writing in an adolescent online community, Welcome to Buckeye City. Journal of Adolescent and Adult Literacy, 51(8), 670-680.

    F. Student Expectations/Requirements and Grading Policy

    Grading Scale:

    Above 100=A+ 94-100=A 90-93=A-

    88-89=B+ 84-87=B 80-83=B-

    78-79=C+ 74-77=C 70-73=C-

    68-69=D+ 64-67=D 60-63=D-

    0-59: F

    1. Attendance/ In Class (10%)

    2. Articles/Books/Chapters, Leading Discussion (15%)

    3. Weekly syntheses of and reactions through Blogs (3-page maximum) to the readings assigned (10 times X 2.5 points = 25 points, 25%).

    4. Supplementary Texts Discussion (10%)

    5. Annotated Bibliography, Midterm Project (15%)

    6. Final Project (25%)

    G. Assignments, Exams and Tests

    1. Attendance/In class (10%): Presence and participation are crucial facets of a seminar. Participants should make every effort to attend all sessions. Students missing more than two class sessions may be withdrawn from the course. Lateness or early departure may be considered an absence. In-class writing, reading, and discussing are considered one facet of assignments.

    2. Articles/Books/Chapters, Leading Discussion (15%): You will be responsible for leading a discussion on an assigned article or reading selection. You will present a summary and analysis of a reading on the course syllabus. During your presentation, you should highlight and discuss the main points or issues and be prepared to assist the class in articulating the implications for educators and classroom instruction of the main points. You will also be expected to help them determine if and how the readings contribute to the L2 or foreign-language literacy instruction.

    3. Weekly syntheses of and reactions through Blogs (3-page maximum) to the readings assigned (10 times X 2.5 points = 25 points, 25%): Prepare a 400–750-words synthesis (not a summary) based on each week’s required readings, following the guidelines below. Post your synthesis on Blackboard by 5:00 pm on Tuesday (24 hours prior to class) and bring the hard copy of your synthesis and you will usually be asked to exchange your synthesis with your peers, and read and discuss them together briefly. The ideas and experiences thus shared will contribute to the discussion on the topic of the day. These texts will become part of the text of the seminar. If we read more than one piece, only one response is due, except when supplementary texts are read. Those require a different format in addition to response to readings.

    4. Supplementary Texts Discussion (10%): Choose one supplementary text and discuss the summary and reflect on the text with classmates. It can be a pair project. If you have another text you would like to use on different topics, please consult with the instructor at the beginning of the semester.

    5. Annotated Bibliography, Midterm Project (15%): Choosing from the list provided or from texts approved by the instructor, seminar participants will locate, read, respond to, and present supplementary readings. These are text-length readings (more than 10 articles) in areas relevant to the seminar, focusing on specific topics and of interest to the participants. You will create an annotated bibliography on the topic of your choice from the list below (include at least 10 citations). You can learn more about how to write an annotated bibliography from the websites below. Remember that it should be both descriptive and evaluative.

    6. Final Project (25%): The culminating paper for the seminar may be composed in a manner selected by the participants and approved by the instructor. Some options include primary research into a seminar-relevant topic, library research into a seminar-relevant topic, a literature review of a specific topic, a position paper, or other as approved.

    Option A. The Review of the Literature (25%)

    You will write a 10-15 page “final paper” (not including references) on a selected topic related to second/foreign language literacy in depth. The paper should include synthesis and a critical appraisal of the strengths and limitations of the existing research and suggestions for future research on the topic selected.

    Option B. Literacy Research Project (25%)

    You will carefully observe and interview the student (K–adult), keeping a reflective journal of your experiences, and collecting documents, interactions, and interviews with the student, particularly with regard to literacy issues. When you write a final paper, you are expected to follow a format of a case study report. Detailed guidelines for this project will be given in class.

    Presentation of final paper: Your presentation should follow the format of a professional conference presentation (20-minute presentation, 10-minute Q&A session). Handouts and visual support (e.g., OHP, power point) are highly encouraged.

    Possible topics:

    Academic literacy (literacies) practices and development

    Adolescent literacy

    Content-based literacy

    Electronic (online) literacy

    Family or community literacy practice

    Non-academic (non-school, out-of-school) literacy

    http://www.usna.edu/Library/Fp130/Annotated.html

    Guidelines for writing the syntheses:

    You do not need to respond to every reading assigned in the designated time period, but you should respond to most of the readings. You need to be selective about what detail you choose to include. Please do not write summaries of the articles or book chapters. Here are some ideas for what you might include in your syntheses:

    (1) Comment on new or surprising thoughts/ideas. What new ideas (theories, methods, etc.) did you learn? What was your favorite/most meaningful or useful idea from the readings? Why? From your experience as an L2 teacher, what features of these accounts or the points they made did you especially agree or disagree with? What did they leave out? What did you learn from these accounts that was new or surprising? You might want to quote a short piece that you feel is a really important idea, or something that you'd like to remember for yourself and/or to share with others. If you didn't learn anything new, tell us that, too.

    (2) Share experiences/memories. Comment on whether and how the readings relate to your own experiences as a student or a teacher. Does the reading remind you of anything? What comes to mind as you are reading this selection? Write about these experiences or memories.

    (3) Connect and apply. How does this reading relate to other materials you have already read, including materials from other courses as well as from this course? How and to what extent do you think you will apply what you learn to your own work (both teaching and researching)?

    (4) Ask questions. What don't you understand? What confuses you? What don't you agree with? any questions that you want to discuss during class?

    (5) Above all, react. Write about your reactions to the readings, giving examples and reasons for your reaction. Do you think others will feel the same way?

    NOTE: The assignments are intended to satiate the intensely curious and be respectful of difference in learners. Participants in this course should plan on spending a minimum of nine hours on this course between class meetings.

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Make-up Policy on Missed Work: Any late work will be evaluated and the overall course grade will be lowered by one-half a letter (e.g. from A to A-). Any late work will not be accepted more than one week past the due date. The university policy on academic integrity and plagiarism will be followed. Academic Dishonesty: “Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.” “Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.” Detection of Plagiarism: It is very important to state in your syllabus that you plan to submit student assignments to SafeAssignment.com in order to detect plagiarism. This will give you the legal right to submit student assignments to SafeAssignment.com. If you pan to submit assignments to Safe Assignment, use the statement below: The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized. Web Portal Information: Every newly enrolled USF student receives an official USF e-mail account that ends with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Go to the Academic Computing website and select the link "Activating a Student E-mail Account" for detailed information. Information about the USF Web Portal can be found at: http://www.acomp.usf.edu/portal.htm. ADA Statement: “Students with disabilities are responsible for registering with the Office of Student Disabilities Services in order to receive special accommodations and services. Please notify the instructor during the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from the USF Disability Services Office must accompany this request.” USF Policy on Religious Observances: “Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.”

    J. Program This Course Supports

    Ph.D. in TESLA (Formerly SLA/IT) and M.Ed in TESOL


  5. Course Concurrence Information



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.