Teaching Reading and Writing to Limited English Proficient Students

This course examines literacy issues related to the acquisition of English and the use of home language by Second Language Learners (SLL) in all second language programs. It also presents processes and strategies to enhance the biliteracy skills of SLL students.

Topics and Objectives

Program Models for Biliteracy Development

  • Identify characteristics/indicators of effective biliteracy development programs.
  • Examine a variety of educational programs that enhance biliteracy skills.

Language Acquisition

  • Analyze various theories of language acquisition.
  • Describe processes and factors of learning a second language in the school setting.

Oral Language Development

  • Identify characteristics of oral language production for beginning and intermediate SLL.
  • Examine instructional strategies that strengthen oral language development.
  • Analyze the influence of oral language proficiency in content areas.
  • Identify classroom assessments of second language oral development.

Emergent Biliteracy

  • Identify factors that influence early literacy development.
  • Examine theoretical perspectives and research on emergent literacy.

The Reading Process for Second Language Learners

  • Examine research regarding second language reading and biliteracy.
  • Identify characteristics and instructional strategies of beginning and intermediate readers.
  • Describe instructional reading strategies for SLL students.

Writing as a Process

  • Identify the steps of process writing.
  • Describe the benefits of process writing for SLL students.
  • Evaluate the use of peer collaboration and editing in writing.
  • Identify characteristics of beginning and intermediate writers.
  • Analyze strategies to enhance writing skills.

Reading and Writing Across the Curriculum

  • Examine research on integration of reading and writing.
  • Integrate content area strategies for reading and writing.
  • Analyze how thematic units enhance reading and writing skills.

Classroom Practices for Biliteracy

  • Describe the benefits of scaffolding for biliteracy development.
  • Analyze the characteristics of Sheltered Instruction (SI) or Specially
  • Designed Academic Instruction in English (SDAIE) that promote biliteracy development.
  • Examine the pre-, during-, and post-reading strategies that promote biliteracy development.

Assessment of Reading and Writing

  • Describe theoretical approaches to literacy assessment.
  • Identify a variety of assessment tools.
  • Examine the use of multiple measures of assessment.

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