______________________________________________________________________________________________

INSTRUCTOR:     Dr. Julie Kidd                                         Phone Number: (703) 993-8325
                              MSN 4B3                                              Fax Number: (703) 993-2013
                              Graduate School of Education                 E-Mail: jkidd@gmu.edu
                              George Mason University
                              Fairfax, VA  22030
                              Office hours: Mondays, 3:00 – 5:00 p.m. and by appointment
                              Office: Central Module, Room 13

REQUIRED TEXTS
1.  American Psychological Association. (2001). Publication manual of the American Psychological
Association. (5th ed.). Washington, DC: Author.

2.  Harding, E., & Riley, P. (1986). The bilingual family. New York: Cambridge University Press.

3.  Hulit, L., & Howard, M. (1997). Born to talk. Needham Heights, MA: Allyn & Bacon.
Selected Readings

NATURE OF COURSE DELIVERY

This course utilizes a seminar format. Students attend each class for six hours. Students are expected to complete all class readings prior to each session so as to engage in active dialogue and sharing of ideas. Activities will include small group discussions and presentations, whole class sharing, and reflection through journaling and quick writes. Students are expected to utilize their course readings during class sessions to respond to thought questions and engage in productive learning. Students are expected to integrate course readings and class information into their written assignments to demonstrate knowledge of content matter.

Note: This syllabus is subject to change based on the needs of the class. If you need course adaptations or accommodations because of a disability, need, or special circumstance, please inform your instructor as soon as possible.

______________________________________________________________________________________________

COURSE PURPOSE

This course is offered as one of the strands in the UTEEM Early Childhood program, an integrated approach to preparing teachers to work with culturally, linguistically, and ability diverse young children and their families. Teachers are prepared to work with infants and toddlers with diverse learning needs in a variety of inclusive community settings. This strand is offered in conjunction with three other courses and is linked to a full-time field placement with diverse infants and toddlers. Students participating in this course are enrolled full time in the UTEEM program.

COURSE DESCRIPTION

This course provides students with an understanding of early language development in terms of each of the five major components of language. Speech, language, and communication will be discussed, particularly in terms of its interrelatedness with cognitive and socio-cultural development. The importance of adult-child interaction and the impact of bilingualism, cultural diversity, cognitive ability, and language disorder will also be explored. Students will further their understanding of diversity of communication styles in families, communities, and cultures.

COURSE OBJECTIVES

At the completion of this strand, students will:

1. Discuss the major patterns of early language development in terms of each of the five components of language as well as individual and cultural differences that may be exhibited in infants and toddlers;

2. Discuss the developmental, social, cultural, affective, and cognitive factors that play a role in early first and second language acquisition;

3. Apply current research on early first and second language acquisition, including the research on language and cognition, language and culture, language disorders and communication deficits, adult-child interaction, and culture/environment;

4. Support the early communication efforts of infants and toddlers in a culturally and developmentally responsive manner; and

5. Design and implement varied communicative activities that support the interaction between diverse infants and toddlers and their families.

RELATIONSHIP TO PROFESSIONAL COMPETENCIES

SPECIAL EDUCATION
· Understanding of speech and language development and intervention methods, including the effects of disabling and at-risk conditions on young children

CHILD AND FAMILY
· The ability to understand children in the context of family, culture, and community

READING/LITERATURE
· Demonstrate an understanding of the role of the family in developing literacy
· Demonstrate the ability to appreciate the written word and the awareness of the printed language and writing system
· Develop an understanding of the linguistic, sociological, cultural, cognitive, and psychological basis of the reading process
· Be proficient in strategies to increase vocabulary
· Demonstrate the ability to foster the appreciation of a variety of literature
· Understand the importance of promoting independent reading and reading reflectively by selecting quality literature, including fiction and nonfiction, at appropriate reading levels

ENGLISH AS A SECOND LANGUAGE
· Knowledge of the effects of socio-cultural variable in the instructional setting
· Knowledge of general linguistics and English linguistics
· Proficiency in spoken and written English
· Understanding of and proficiency in grammar, usage, and mechanics and their integration in writing

ORAL COMMUNICATION
· Be proficient in the knowledge, skills, and processes necessary for teaching oral language (including listening and speaking)
· Demonstrate an understanding of the unique needs of students with language differences and delays
· Demonstrate the ability to promote creative thinking and expression, as through storytelling, drama, choral/oral reading, etc.
 
 

Assignments	Due Dates	Points
Participation	ongoing	10
Language and Literacy Reflections	ongoing	10
Research Paper and Oral Presentation	April 3	25
Video, Transcription, and Language Analysis	April 12	25
Family Literacy Project and Presentation	May 7	30

 

Grading Scale

A                 94-100

A-                 90-93

B+                88-89

B                  80-87

C                  70-79

F              Below 70

GENERAL REQUIREMENTS
1. The completion of all readings assigned for the course is assumed. In addition, reading in professional journals is required for the research paper. Because the class will be structured around discussion and small group activities pertaining to infant and toddler language and literacy development, it is imperative that you keep up with the readings and participate in class.

2. Class attendance is important. If, due to an emergency, you will not be in class, call the instructor and leave a message.

3. Turn off pagers and cell phones before class begins.

4. It is expected that assignments will be turned in on time (the beginning of the class in which they are due). However, it is recognized that graduate students occasionally have serious problems that prevent work completion. If such a dilemma arises, please speak to the instructor in a timely fashion.

5. Blackboard is an online resource that will be used throughout the semester. To access Blackboard-GSE enter the URL http://blackboard.gmu.edu into your browser location field.

GUIDELINES FOR PARTICIPATION

Because active participation and engagement are imperative for optimal learning, preparation for and participation in in-class activities will be evaluated based on the following criteria:

· Readings are completed prior to class as is evidenced by the ability to discuss and write about the concepts presented and examined in the texts.
· Outside preparation for in-class activities is apparent as is evidenced by materials brought to class and the ability to participate fully in related activities.
· Active involvement in in-class learning experiences is apparent as is evidenced by (1) participating in all activities, (2) engaging in small and large group discussions, (3) completing written work related to the activities, and (4) supporting the participation and learning of classmates.

Evidence of preparation for and participation in selected activities and experiences will be collected in the folders that are distributed and collected during each class.

GUIDELINES FOR WRITTEN ASSIGNMENTS

All written assignments prepared outside of class will be evaluated for content and presentation as graduate-level writing. The American Psychological Association (APA) style (5th edition) will be followed for all written work. All written work unless otherwise noted must be completed on a word processor and should be proofread carefully. (Use spell check!) If you are not confident of your own ability to catch errors, have another person proofread your work. When in doubt, check the APA manual. Portions of the APA manual appear at the Style Manuals link on the GMU library web guide at http://library.gmu.edu/resources/edu/.

Expectations

1. Present ideas in a clear, concise, and organized manner. (Avoid wordiness and redundancy.)
2. Develop points coherently, definitively, and thoroughly.
3. Refer to appropriate authorities, studies, and examples to document where appropriate. (Avoid meaningless generalizations, unwarranted assumptions, and unsupported opinions.)
4. Use correct capitalization, punctuation, spelling, and grammar.

The University Writing Center (Robinson A114) 703-993-1200 is a free writing resource open to everyone involved in the George Mason community, including graduate students. The Writing Center offers individual, group, and online tutoring sessions in a comfortable, supportive atmosphere. GMU students may register for the On-Line Writing Lab (OWL), the distance arm of the Writing Center that allows students to submit papers electronically. Access to a writing tutor, plus assistance with writing, editing, and composition are available at http://writingcenter.gmu.edu.

ONLINE LIBRARY RESOURCES (Information from Full Text, a publication of the library)

The University Libraries has streamlined its website, http://library.gmu.edu. The website now provides quicker and easier access to the most frequently used resources and information.

This new design is more user friendly and allows visitors, whether or not they have visited the site previously, to access the wealth of information instantly. Highlights include

· Events & News
· Databases—Lists over 300 databases to search for journal articles, newspaper articles, statistics, and bibliographical information. Includes access to web-based resources instantly. (Note: Because of licensing restrictions, Web access is primarily restricted by IP address. If not using the Mason network, off-campus users must use the proxy service at http://magik.gmu.edu/lso/proxy.html.)
· Help with Research—Need assistance with research? Here's the place to go. You may email your question, take a library class, or use the online Research Guide to get you started.
· E-journals—A selective list of full-text electronic journals arranged alphabetically.  Check to see if the particular issue you need is online. (See note above for off-campus use.)

COMMUNICATION AND FAMILY CULTURE RESEARCH PAPER

ASSIGNMENT
Write a research paper that synthesizes current research on a cultural group’s communication style, factors that impact their language system, and their literacy uses and practices. As appropriate and relevant, also compare the library research with findings about your focus family from gathering their family stories. Share and discuss information in a round-table presentation.

PURPOSE
The purpose of the language component of the research paper and presentation is to become familiar with the research on a cultural group’s communication style and language practices and to compare this information to what you have learned about your focus family through the gathering of family stories.

FORMAT
For the development and language strands, you will conduct a library search on a cultural community of your choice and will share your findings in a written research paper. For the language strand, you will synthesize what research says about your focus group in respect to (a) communication style (e.g., use of space, time, questions, turn taking, etc.); (b) factors that impact communication and language development and use (e.g., historical and geographical factors, role of adults in language acquisition, etc.); and (c) language and literacy practices and uses (e.g., oral and written traditions and practices, religious practices, storytelling and reading, etc.). Include, as appropriate and relevant, comparisons of your findings from the library research to information about your focus family gathered through their family stories.
After writing the paper, write a reflection that shares the insights you gained by engaging in the research process and comparing the published research with the communication style and language and literacy practices and uses of your focus family.
In addition to the written paper, you will make a 10- to 12-minute presentation to classmates based on the language section of the research paper. The presentation will take place in a round-table format; therefore, you should plan for audience interaction and questions throughout the presentation and allow time after the presentation for additional questions and comments. A handout should accompany your presentation.

CRITERIA FOR EVALUATION
1. The paper meets the guidelines outlined above and provides the reader with an accurate and detailed understanding of the topic investigated.

2. Information gathered from a variety of sources (e.g., research studies, interviews, family stories) is synthesized and analyzed accurately and appropriately.

3. References are cited accurately throughout the text and are accurately listed in the reference list.

4. The paper is written in a clear and professional manner, with evidence of thoughtful organization and careful editing.

5. The information is shared orally and in a handout in a clear, concise, and accurate manner.

6. The reflection provides insight into the learning and professional growth that occurred as a result of your involvement in the research process and the gathering of family stories.

LANGUAGE SAMPLE AND ANALYSIS

ASSIGNMENT

Videotape an infant/toddler with other children and/or adults in a natural setting, transcribe the tape, and write a four- to five-page analysis of the language sample of your focus child.

PURPOSE

The purpose of this assignment is to provide an opportunity for you to collect, transcribe, and analyze spontaneous language samples of an infant or toddler in a natural communicative context.

FORMAT

Videotape your focus child with other children and/or adults in a natural setting, transcribe the interactions, and submit a four- to five-page analysis of your findings.

1. Videotape your focus child for approximately 10 to 12 minutes (may include more than one setting). Maintain anecdotal records of the situation around the time of the videotaping. These records should include information such as (a) the date, time, and setting; (b) the people present at the time of data collection; and (c) background information on the child that may affect the language sample (e.g., child’s mood, home language/dialect, gender, racial and ethnic variables, etc.). Submit the videotape with your transcription and written analysis.

2. Transcribe your language sample. Submit transcriptions of (a) the vocalizations and gestures, (b) the possible intent of the communication, and (c) the responses of the child’s communicative partner(s).

3. Analyze the language sample and submit a four- to five-page analysis of your data written in APA style and using reference citations. Your analysis should include specific examples from the language sample to support your conclusions and should link your findings to the readings. The analysis should include the following:

· Background information necessary to understanding the context, children, and any other factors that might affect the analysis.
· An analysis of your focus child’s patterns of language development. Present evidence of the child’s knowledge of linguistic rules or principles (i.e., pragmatic, semantics, syntax, morphology, and phonology) that underlie the verbal and non-verbal behavior.
· An analysis of the functions of language most commonly used by the child. Present evidence to support your conclusions and link your findings to your readings.
· A description of linguistic elements that may be in the child’s repertoire but were not observed during your language sample.

4. Write a one- to two-page reflection that provides insight into your learning and professional growth as a result of transcribing and analyzing the language sample.

CRITERIA FOR EVALUATION

1. Ten- to twelve-minute videotape is submitted with the written work.

2. Transcriptions accurately convey the vocalizations and gestures of the child and clearly describe the possible intent of the communication as well as the response of the child’s communicative partner(s).

3. The four- to five-page analysis thoroughly discusses the language development of the child and the child’s use of language by addressing the required points outlined above.

4. The analysis is accurate and is supported by evidence from the language sample and is linked to appropriate references. It is written in a clear and professional manner, with evidence of thoughtful organization and careful editing.

5. The one- to two-page reflection provides insight into the learning and professional growth that occurred as a result of transcribing and analyzing the language sample.

FAMILY LITERACY PROJECT

ASSIGNMENT
Create a project that can be shared with families and conveys your understandings and beliefs about language and literacy development in diverse infants and toddlers. Include (a) beliefs about and practices related to typical and atypical language development, including second-language acquisition, (b) a list of children’s literature that can be shared with families, and (c) a collection of culturally and developmentally appropriate activities that are written in a family-friendly manner and can be shared with diverse families.

PURPOSE
The purpose of this assignment is to (a) synthesize the information addressed throughout the semester and share it in a family-friendly manner, (b) create a database of children’s literature, and (c) develop language and literacy experiences for infants and toddlers and their families that are designed to support and enrich language and literacy development as well as adult-child interactions.

FORMAT
Part I: Develop a written presentation of your beliefs about and practices related to language and literacy development, use, and practices in diverse infants and toddlers and their families. Ways to present the information and possible topics to be addressed will be explored collectively in class. Because these beliefs and practices are to be based on research, sources of information will be cited using APA style.

Part II: Create a database of at least 10 books that are appropriate for infants and toddlers. The database should include the bibliographic information (title, author, copyright date, city of publication, and publisher) and a brief, family-friendly description of each book.

Part III: Describe at least five activities that support language development in the home and community. These activities should
· provide a vehicle for authentic, meaningful communication between infants and toddlers, their families, and their communities;
· be structured flexibly enough to implement with various developmental levels, cultural backgrounds, and linguistic environments;
· be creative yet practical; and
· be written in a family-friendly manner;
· include a brief rationale and sufficient detail.

Culminating Activity: Share your project with classmates and demonstrate one of your activities. The demonstration of the activity should be approximately five minutes in length and should include your rationale for including it in the family literacy project and an explanation of how it supports language and literacy development in a culturally and developmentally appropriate manner. Create a one-page handout to distribute to the class. Submit the one-page handout with your family literacy project.

CRITERIA FOR EVALUATION

1. The family literacy project meets the guidelines outlined above and is written in a clear and professional manner that shows evidence of careful organization and editing.

2. The written presentation of beliefs and practices reveals an accurate understanding of early language and literacy development, use, and practices and provides appropriate links between theory and practice.

3. The information is explained, synthesized, presented, and cited in an appropriate manner.

4. The database of children’s literature includes the information outlined above. The descriptions are written in a family-friendly manner and include sufficient information.

5. The family activities are creative, practical, and flexible enough to meet the diverse needs of the children and their families, are written in a family-friendly manner, and contain sufficient detail.

6. The family literacy project and selected activity are shared with classmates in a clear and concise manner and follow the guidelines outlined above.

7. The one-page handout is prepared in a professional manner and provides sufficient detail.

LANGUAGE AND LITERACY REFLECTIONS

ASSIGNMENT

Write a minimum of nine reflections that provide your thoughts and insights on language and literacy development, use, and practices. At least four should focus on language and literacy at your internship site, and at least four should reflect on the language and literacy development, use, and practices that emerge as you gather family stories from your focus family. A final reflection should be written towards the end of the semester that reflects on what you have learned about language and literacy development, use, and practices through all of the semester experiences (class, internship, gathering family stories, etc.). E-mail the reflections to the jkidd@gmu.edu throughout the semester.

PURPOSE

The purpose of the reflections is to provide an opportunity for you to take time to think and write about your students’ and focus family’s language and literacy experiences and practices and what you have learned as a result your observations and interactions.

FORMAT

Nine times throughout the semester, you will e-mail reflections about your students’ and focus family’s language and literacy development, use, practices, and activities. The specific content of the reflections is open-ended because the reflections should represent your thoughts and reactions to your language and literacy experiences with the students and your focus family. In each reflection, you should include (a) a brief description of the context or situation upon which you are reflecting, (b) your thoughts and reactions to and about the situation, and (c) thoughts about how it impacted your growth and learning. The first eight reflections will account for eight of the ten points. The final reflection will be two points and should include thoughts and insights about language and literacy as impacted by the semester’s experiences.

CRITERIA FOR EVALUATION
1. The reflections meet the guidelines outlined above.
2. Substantive thought, reactions, and ideas are evident in the reflections.
 
 

Date	Topics	Readings & Assignments
Jan. 23-25	Semester Overview
January 28	Library Orientation
January 30	CommunicationCommunication Style and CultureLanguage Acquisition Theories	Hulit & Howard: Chapters 1 & 2
February 13	Adult-Child Interactions in Language     and Literacy DevelopmentLanguage and CognitionLanguage Development in Diverse Infants and Toddlers  “Dorothea”  Speaker:  Laura Gerke	Harding & Riley: Chapter 1Hulit & Howard: Chapters 3 & 4  Morrow (2001) Excerpts Nash (1997) Article Spreadbury (1998) Chapter
February 27	Language Development Continued Linguistic Continuity vs. Discontinuity     Speaker: Dr. Sylvia Sánchez Second-Language Acquisition:  Infant and Toddler Bilingualism  Speaker: Kim Amenabar	Harding & Riley: Chapters 2 – 5 &      two case studies Hulit & Howard: Chapters 5 & 8 Sánchez & Thorp (1998) Article
March 13	Spring Recess	Note: If your site takes a spring break on a different date, then you will report to your site on March 13 and take your spring break when your site does.
March 20	Phonological Development Speech Disorders Language Analysis	Hulit & Howard: Chapter 7 &      Appendix A Draft of Language Transcription
April 3	Communication and Family Culture Atypical Language Development:  Delays and Disorders	Hulit & Howard: Chapter 9 Prizant et al. (1993) Excerpt Research Paper and Presentation
April 12	Curriculum Class Meeting	Language Analysis
Completed May 1	Internship E-mail entries to jkidd@gmu.edu	Language Observations and      Reflections
May 7 (Tuesday)	Supporting Home Language and Culture  Speaker: Jodi Drizos Culturally and Developmentally  Appropriate Activities and Materials	Family Literacy Project and Activity Presentation