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Syllabus Biliteracy Development

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16 views2 pages

Syllabus Biliteracy Development

Uploaded by

Guillermo Balseiro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Biliteracy Development

National Taiwan Normal University


Fall 2023

Instructor: Yi-Chien Lee Office: 誠 827


E-mail: [email protected] Office hours: by appointments

Course Description:
This graduate-level course examines theory, research, and practice related to bilingualism and
biliteracy development. It will explore the process of language and literacy development of
children or people exposed to more than one language. Topics to be addressed will include, but
not be limited to, emergent biliteracy, transfer theory, family literacy, individual and contextual
factors, sociocultural influences, biliteracy in the classrooms.

Required Readings:
There is no required textbook for this course. Each week students will be assigned several
journal articles and/or book chapters to read that are related to the theme of the week.

Schedule

Week Date Topics Readings


1 9/7 Overview & Introduction
2 9/14 Foundation of Literacy
3 9/21 Context of Bilingualism and Biliteracy Hornberger (2004)
4 9/28 Emergent Biliteracy Buckwalter & Lo (2002)
Hu & Commeyras (2008)
Song (2016)
5 10/5 L1/L2 transfer Parry (1996)
Sun, Alperin & Wang (2011)
Zan, Koda & Sun (2014)
6 10/12 Bilingual reading and writing Garcia & Godina (2017)
Jimenez, Garcia & Pearson
(1996)
7 10/19 Academic language Cho (2010)
Davis, Huang & Yi (2016)
Turnball (2019)
8 10/26 Midterm – Field Work
9 11/2 Contextual and individual factors Li (2006)
Pu (2010)
10 11/9 Biliteracy and identity Barlett (2007)
Kibler (2017)
Wallace (2008)
11 11/16 Sociocultutral approach & critical literacy Heath (1983)
12 11/23 Sociocultutral approach & critical literacy Batista-Morales DeJulio
(2019)
Clarke & Whitney (2009)
Fersten (2008)
13 11/30 Family biliteracy Bayley, Schecter & Torres
Ayala (1996)
Kim & Song (2019)
Zhang & Koda (2011)
14 12/7 Wrapping up and individual conference
15 12/14 Biliteracy in Action Round Table
16 12/21 Final Project

Grading
Class Participation 30%
Leading discussion 25 %
Special class contribution 15 %
Biliteracy in Action 30%

⚫ Class Participation
The evaluation of class participation will include active participation in class discussion,
group activities, and jigsaw reading activity. In addition, you will also be responsible to lead
discussion on assigned weekly topic(s). You can do this in pairs. While you do not have to
present the articles as everyone is supposed to complete assigned readings, questions should
be prepared to lead class discussion. Handouts should be prepared if necessary.

⚫ Special Class Contribution


You are required to submit a real bilingual/biliteracy example related to the assigned topic
for class discussion. It can be speaking, listening, reading, writing, or something that
happened that illustrate factors affecting biliteracy development. SIGN UP for the day you
want to bring a sample. E-mail the instructor by Tuesday 5:00pm so the example(s) can be
incorporated into the lecture.

⚫ Bilingualism/Biliteracy in Action (Including Concept Map)


Length: 8-10 pages, references and appendixes not included
For this assignment, you will have the opportunity to observe and analyze real-life bilingual/
biliteracy practices of your choice. Spend a few hours in a community in which bilingualism
and/or biliteracy is clearly present. Note the languages you hear spoken and see written on
the street, store fronts, printed materials etc. If possible, enter a supermarket, community
center, bank, restaurants, or other public building and observe what happens there as well.
The goal here is for you to be an ethnographer, and to write a detailed description of what
you see and hear with respect to degrees of societal bilingualism. You should write it as if
you were showing the reader a video of your walk through the community/context. Conclude
with an analysis and synthesis of what you saw and relate to the literature. Present a concept
map that demonstrate the link between your observation and the literature.

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