George Mason University
Graduate School of Education
Program: UTEEM Early Childhood Education Program
EDUT 513: Language Development and Emergent Literacy
for Diverse Learners Ages 3?5
Fall, 2001
Instructor:           M. Susan Burns, PhD
E-mail:                  mburns2@gmu.edu
Phone:                  703/993-2017
Office Hours:      Monday 2pm to 4pm or by appointment
Office:                  214B Krug

I.        COURSE DESCRIPTION:

          This course provides students with an understanding of first and second language acquisition and its application in the
          various contexts in which children develop, explore the impact of disability and second language acquisition, and better
          understand the inter-relationship of speaking, listening, and writing. They will also gain an understanding of diversity of
          communication styles in families, communities, and cultures.
 

II.      STUDENT OUTCOMES:

         At the completion of this course, students will:
        1. Demonstrate understanding of typical and atypical language development in young diverse children.
        2. Demonstrate knowledge of the developmental, social, cultural, affective, and cognitive factors that play a role in early
            language development.
        3. Demonstrate knowledge of the various factors which play a role in first and second language acquisition.
        4. Demonstrate the ability to apply current research on typical and atypical language development, second language
            acquisition, home language, family communication, play, story telling, and emergent literacy to various settings.
        5. Demonstrate the ability to select children's literature and design meaningful literacy activities which reflect and
            appreciate cultural, linguistic, and ability diversity.
        6. Demonstrate the ability to create and promote a print rich environment for diverse young children.
 

III.    RELATIONSHIP TO PROGRAM GOALS AND PROFESSIONAL ORGANIZATION

         This course is offered as one of the strands in the Unified Transformative Early Education Model (UTEEM), a teacher
         training program providing an integrated approach to preparing teachers to work with diverse young children and their
         families. Teachers are prepared to work with diverse learning needs in a variety of school and community settings.  The
         course is aligned with the following integrated standards of the Council For Exceptional Children and National
         Association for the Education of Young Children as listed below
 

            · Child Development and Learning - Course prepares early childhood special educators to meet part of:

                o Apply theories of child development, both typical and atypical, and apply current research with emphasis on
                   cognitive, motor, social-emotional, communication, adaptive, and aesthetic development in learning situations and
                   family and community contexts.

                o Identify specific disabilities, including the etiology, characteristics, and classification of common disabilities in young

                   children, and describe specific implications for development learning in the first years of life.

                o Apply knowledge of cultural and linguistic diversity and the significance of sociolcultural and political contexts for

                   development and learning and recognize that children are best understood in the contexts of family, culture, and
                   society.

            · Curriculum Development and Implementation - Course prepares early childhood special educators to meet part of:

                o Incorporate information and strategies from multiple disciplines in the design of intervention strategies.
                o Support and facilitate family and child interactions as primary contexts for learning and development.
 

IV. REQUIRED TEXTS

 

    Ballenger, C.  (1999).  Teaching Other People’s Children: Literacy and Learning in a Bilingual Classroom.  New York: Teachers College Press.

 

    Burns, M. S., Griffin, P., & Snow, C. E.   (1999).  Starting Out Right: A Guide to Promoting Children’s Reading Success.  Washington, DC:  National Academy Press.

 

    Dickinson, D. K. & Tabors, P.O.  (2001).  Beginning Literacy with Language.  Baltimore, MD: Paul H Brookes.

Heath, S. B. (1983).  Ways with Words.  New York: Cambridge University Press.
 

Access From GMU Library Reference Section

 

    Campbell, G. L. (1991).  Compendium of the World’s Languages. New York: Routledge.

 

Optional Text

 

    Berko Gleason, J. (2001).  The Development of Language (Fifth Edition).  Needham Heights, MA: Allyn & Bacon.

 

V. MODE OF COURSE DELIVERY

 

    Distributed instruction including lecture, small group activities, web based activities, observations, and assessment of young

    children.
 

VI. COURSE REQUIREMENTS, ASSIGNMENTS, AND EVALUATION CRITERIA

 

    All students must obtain and use an electronic mail account with access to the Internet.   GMU makes such accounts

    available and provides training at no cost to the student.
 

    1. INVESTIGATING VARIOUS LANGUAGES (5 points)

 

        Students will become familiar with various languages that are often used in preschool programs in our community.  Each

        student will become closely familiar with one particular language and share that information with classmates (Rubric will be
        provided for evaluation of this activity.)
 

    2.  GATHER MEASURE (5 points)

 

        Gather a language assessment measure that are used with children between age three and five.  Bring it to class on the

        indicated day and be prepared to described it (Rubric will be provided for evaluation of this activity.)
 

    3.  LANGUAGE SAMPLE #1 (25 points)

 

        Observe and collect a natural language sample (approximately 10 to 15 minutes in length) on 1 child.  This child must be

        one who has been identified as having a home language other than English, a disability, or both.  Transcribe the sample.
        Guidelines of how to do this will be completed through class activities.
 

        Describe the child's language using the language systems covered in class up to this point (functions of language,

        phonology, pragmatics, written language [literacy]).  Avoid judgments.  Link your description to the class readings and to
        assessment devices examined in class.  In your comments make it clear that you understand language development of
        diverse learners, that is, children who have a home language other than English, a disability, or both.  Cite your
        references.  Use examples from your child's language sample to provide specific evidence for your description.
 

        Take the time to consider some of the problems you might have in attempting to collect natural language samples.  Plan for

        the possible challenges.  Use a recorder/camcorder and anecdotal records to collect the exchanges and record the
        situation, gestures, and expressions that contribute to understanding the communicative activity involving the child.  Each
        assignment must be typed and double spaced.  Use APA style.  Submit the transcript from your observation, the audio or
        video cassette, and a 3-5 page integrated description.
 

    4.  LANGUAGE SAMPLE #2 (25 points)

 

        Follow the guidelines presented in Language Sample #1 in collecting a language sample for a second child who has been

        identified as having a home language other than English, a disability, or both.  This second sample must be collected on a
        different day from the first sample.  When you describe the child's language use all of the language systems discussed in
        class (i.e., those addressed in the 1st sample plus semantics, syntax, morphology.)
 

    5.  RESEARCH BASED INSTRUCTIONAL STRATEGIES PROJECT (40 points)

 

        Most aspect of this assignment will be discussed in your small group sessions.  An important task, however, is to read the

        handout on the activities and rank order your preference for further examination.  The five possibilities are
                 Buddy System for Increasing Communicationi
                 Dialogic Reading
                 Family Handbook
                 Literacy Enhanced Socio-Dramatic Play
                 Scaffolded Writing
                 Speaking and Listening Standards
                At your first small group meeting, you will receive more information on the specific steps involved in each activity.
 

        Grading Scale:

        94-100=A; 90-93=A-; 86-89=B+; 80-85=B; 70-79=C; Below 70=F.
 

VII. PROPOSED CLASS SCHEDULE

 
 
Class Date and Format
Topic
Readings Due
Assignments Due
1 – 
September 5th
Whole Group/ breakout in pairs		 Introduction to class objectives, topics, readings, assignments and format (including Blackboard).Introduction to Language and Literacy for Diverse 3- to 5 year old children.  Examination of the functions of language and literacy, early literacy and phonological development Starting Out Right – Beginning to page 60 Language other than English form. 
2 – 
September 19th
Pairs/Whole Group/ breakout in small groups Small Group Sessions		 Review Chosen Language for PhonologyLanguage in Social Context: PragmaticsIntroduction - Specific Research Based Techniques for Support Language and Early Literacy Development.Project Work.  Beginning Literacy with Language – Beginning to page 73 Posttest – Emergent Literacy and Phonological Development?Bring in language analysis for assigned language.Bring to ALL future classes.Bring in a favorite children’s book.
3 – 
October 3rdSmall Group SessionsOn-Line Work		 Specific Research Based Techniques for Support Language and Early Literacy DevelopmentLanguage Use in Context Ways With Words – Beginning to page 112Reading  - Specific Research Based Techniques for Support Language and Early Literacy Development Posttest – Pragmatics? Bring baseline dataBring in language assessment measure.On-line work to be completed by the end of the day, October 5th
4 – 
October 17th
Small Group Sessions Whole Group/ breakout in pairs
On-Line Work		 Review and follow-up on Specific Research Based Techniques for Support Language and Early Literacy Development Semantic DevelopmentLanguage Use in ContextLanguage in Context Ways With Words – page 113 to page 262Beginning Literacy with Language – Page 75 to 147. Language Sample #1 due On-line work to be completed by the end of the day, October 24th Bring project information. 
5 – 
October 31st
Whole Group/ breakout in pairs
On-Line Work
Small Group Sessions		 Individual Differences in Language and Early Literacy Development, synthesize information from previous readings and class work.Development of Syntax and Morphology Concluding directed session on Specific Research Based Techniques for Support Language and Early Literacy Development Beginning Literacy with Language – Page 149to 334.Teaching Other People’s Children – entire book. Posttest – Semantic Development?Bring in a favorite children’s book.On-line work to be completed by the end of the day, November 2nd
6 – 
December 5th
Whole Group/Group Presentations		 Project JIGSAW Posttest –Development of Syntax and Morphology?Language Sample #2 DueProject should be completed.

* Please note that this posttest will be examined for the entire group rather than for any individual.  They do not count in your grade.