Syllabus

Intended primarily for elementary and secondary pre-service language-arts teachers, this course focuses on the nature of linguistic development and performance.  We’ll read works that reflect a range of scholarly approaches to language study, explore language use both in and out of school, and consider implications for classroom teaching.  Class activities will include a reading-writing partnership with diverse middle-school students and production of a digital multimedia project intended to foster language study among young learners.  Students will be expected to reflect thoughtful habits of mind in class activities and discussions, complete a variety of research and writing assignments, and demonstrate understandings of young people’s language practices and learning.

Required:

* Schleppegrell, M. (2004).  The language of schooling: A functional linguistics perspective. Mahwah, NJ: Erlbaum.

* Harmon, M. & Wilson, M. (2006).  Beyond grammar: Language, power, and the classroom.  Mahway, NJ: Erlbaum.

* Baugh, J. (2002).  Beyond Ebonics:  Linguistic pride and racial prejudice.  NY:  Oxford University Press.

* Sender, R. (1997). The cage. NY: Simon Pulse. [To read with middle-school partners.]

* Haussamen, B., Benjamin, A., Kolln, M., & Wheeler, R. (2003).  Grammar alive!:  A guide for teachers.  Urbana, IL:  National Council of Teachers of English.  (Selected chapters)

Group choices: 

A LEVEL-APPROPRIATE METHODS TEXT:
* Kahn, E., Johannessen, L., McCann, T., & Flanagan, J. (2006).  Talking in class:  Using discussion to enhance teaching and learning.  Urbana, IL: National Council of Teachers of English.  (Secondary level)
               OR
* Goodman, Y. (2003).  Valuing language study:  Inquiry into language for elementary and middle schools.  Urbana, IL:  National Council of Teachers of English.  (Elementary level)