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QATAR UNIVERSITYCOLLEGE OF EDUCATIONEDUC 313: Developing Literacy in Children INSTRUCTOR: EMAIL: OFFICE NUMBER:OFFICE HOURS: PHONE:CLASS MEETING TIME/LOCATION: COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORKTogether We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.COLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course)Teaching√ Content: Demonstrate understanding of the key theories and concepts of the subject matter√ Pedagogy:. Plan effective instruction to maximize student learningTechnology. Use current and emerging technologies in instructionally powerful ways√ Diversity:. Foster successful learning experiences for all students by addressing individual differences.ScholarshipScholarly Inquiry:. Actively engage in scholarship by learning from and contributing to the knowledge base in education. 6. Problem Solving: Arrive at data-informed decisions by systematically examining a variety of factors and resources.Leadership 7 .√ Ethical Values:. Apply professional ethics in all educational contexts 8 . Initiative: Lead positive change in education.COURSE DESCRIPTIONThe goal of this course is to develop students’ knowledge of how language and literacy is acquired by young children and the relationship between them. In particular, students will develop an understanding of the various theories of language acquisition and development. Individual differences in learning will be examined against instructional approaches in order to maximize language outcomes. Students will demonstrate their in-depth understanding and analyses of concepts and constructs applied to important issues that have implications for the home, school, and community, particularly in Qatar.Prerequisite: Admission into the B.Ed. in Education Primary Education ProgramCOURSE OBJECTIVESUnderstand the central concepts that undergird literacy education in early childhood and primary education.Understand that there are various theories of language development and critically reflect on their application to Qatari contexts. Understand the critical place of the early years in language development.Understand and uses a variety of instructional strategies based on theories of language development to support language growth in primary aged children. Have knowledge of how language development among children of linguistic diversity both supports and differs from monolingual language acquisition theories.Understand the special issues related to language development for preschool, kindergarten and primary aged children and identify strategies used to support each age group appropriately.Understand and uses formal and informal assessment strategies to evaluate and ensure appropriate language developmentReflect upon the roles of the home and community in supporting language development.COURSE LEARNING OUTCOMESStudents will demonstrate an understanding of the role of language in children’s lives.Students will be able to identify the major aspects of language knowledge, such as phonetic, semantic and pragmatic knowledge.Students will comprehend at least four major theories of language development.Students will compare traditional theories of language development with local knowledge about language development in children.Students will demonstrate mastery of at least three instructional strategies appropriate for supporting language development for preschool, kindergarten and primary aged children.Students will conduct informal assessment of children’s language development and analyze the data they collect.Students will create a tool designed for parents of primary aged children, to enhance their language development.TEXTBOOKS & READINGSOtto, B. (2010). Language Development in Early Childhood (3rd edition). Merrill Prentice Hall: Upper Saddle River, NJ.The textbook which was requested for this semester is:Ruddell, Robert, B. (2009). How to Teach Reading to Elementary and Middle School Students: Practical Ideas from Highly Effective Teachers (first Edition). Allyns & Bacon – Pearson. Boston: MA. USAUse of Blackboard – VERY IMPORTANT!Course materials, announcements, and grades will be posted to Blackboard.All assignments and communications should be submitted using Blackboard.Students are expected to access Blackboard at least once per week. If you do not, there is a chance you will miss important information in support of class work.NOTE: The above list is contingent on student accessibility to the Blackboard website.COURSE MATRIXUnit Learning OutcomesQNPSCourse ObjectivesCourse Learning OutcomesAssessment (Tasks/Artifacts)Content1, 2, 31, 2, 3, 5, 61, 2, 3, 4Chapter summariesFinal examClassroom participationPedagogy5, 9, 114, 6, 7, 85, 6, 7Field experience paperFamily literacy toolDiversity112, 5, 81, 4, 7Language and Culture ProjectChapter summariesFinal ExamEthical Values1, 57, 11, 121, 4, 6Language and Culture ProjectChapter summariesFinal examCOURSE OUTLINEWeek 1:Introductions and Syllabus Overviews.Week 2:The role of language in the world. Types of language knowledge.Week 3: Theories of language development: Behaviorist and nativist perspectivesWeek 4: Theories of language development: Cognitive perspectives. The role of family and community in language developmentWeek 5: Language development among children of linguistic diversity. Linguistic theories from QatarWeek 6:Language development in infants and toddlers and instructional strategies to support it.Week 7:Language development among preschoolers and strategies for enhancement.Week 8: Language development among kindergarten childrenWeek 9:Strategies for supporting language in kindergarten. Developmentally appropriate practices.Week 10:Language Development in the Primary Years.Week 11:Instructional Strategies appropriate for Primary Aged ChildrenWeek 12:Assessment and Language. Formative and Summative Assessments. Informal and formal assessmentsWeek 13:Portfolios as tools for assessment. Communicating with Parents about Assessments.Week 1 4:Working with FamiliesWeek 15:Review and Final exams.COURSE ASSIGNMENTS FIELD EXPERIENCESThere is a 10 hour field experience requirement for this course. Students will be requested to observe a child (Age group 1-6 years) for 10 hours in several home visits. The observation process is to first, build the ability of defining the child developmental stage (see Piaget) particularly in terms of language and to collect data that support the student’s judgment. Second, the students will have the chance to meet the parent(s) and hence to collect data pertaining to the role that parents play in their language development (see details below).Quizzes and classroom presentations: 10%There shall be three quizzes given during this course and students will also be requested to prepare certain chapters from the textbook and present that in class using technology.Chapter Reviews: 10%Each student must submit a 1-2 page review of at least 5 of the assigned chapters over the semester. The review must address the main points of the chapter and raise at least three questions for discussion.Field Experience Report: 25%: This task is divided into four minor subtitles. A Child observation: students will be assigned to observe a preschool child (1-4 years old) at home for 10 hours on different intervals. The objective of this observation is to collect data on an anecdotal observation form that include: the child room characteristics, the child language ability, the language resources available in the child surrounding environment: toys, games, books, stories, etc. The general purpose of this first-hand experience is to train students on Piaget developmental stages in as much as language growth level is concerned. Grade 5%. A parent interview: the students are requested to lead informal interviews and meetings with the parent(s) during the observation process. This shall provide answers for the following questions: 1- how much time do parents spend with the child?, who spends more time with the child? (parents, maid, brothers or sisters), 3- how much TV is allowed and what programs?, how do parents buy toys or games to the child?, what are the first sounds and words made by the child and at what age? The general purpose of this task is twofold: helping students realize the importance of the family role in the child social and linguistic development, and to saliently transmit to the parents the value placed on their role in their child language development, especially for parents who may not have given this subject any serious thinking. Grade 5% A recollection of own second language experience. Each student is asked to look back at her second language acquisition experience and write a short recollection. The objective is to find answers for the following questions: what were the stages that the student’s second language learning and acquisition has gone through?, When did the student start to speak in the second/foreign language?, was there a silent period and why?, what was mastered first: speech or writing?, when did the student start grasping grammar? Grade 5% A Reading Assignment: students are requested to do an extensive reading of several articles related to the various theories and approached of language development, language acquisition and language learning provided by the instructor. A Reflection Essay: Individually, students are asked to write a reflection essay linking the first four parts together and answering the following question: to what extent are the readings assigned reflected in the child observation, the parent interview and your own second language experience? Provide examples to support your answer. 10%Family Literacy Tool: 15%Students (in groups)will work on developing a literacy tool that can be used for teaching literacy to children. An example could be to create an activity book that helps preschoolers learn the words that name the parts of the body. Specific directions for how to use the tool must be included as well as a brief paper that describes the theoretical foundation for the tool, which age group it is designed for use with and a list of resources that were used in developing the tool as well as a bibliography of helpful resources for parents. This should be linked with the first task done for the field experience and it must be presented by the group in class. Students are advised to use the college Resource Center for helpful material to create the tool.Language and Culture Project: 10% Students in groups will be requested to meet with KG teachers for the purpose of collecting data on the following: 1-Tthe nature of the students’ linguistic and cultural background in the classes she teaches; 2- How does the teacher deal with the language and culture diversity in the classroom, and 3- to what extent does what the students have learned on how to deal with culture and language diversity is common knowledge to the interviewed teacher? Final Exam: 30%This will be a comprehensive exam that covers all material taught in the course.GRADING SYSTEM A=100 - 90 B+=89.99 - 85 B=84.99 - 80 C+=79.99 - 75 C=74.99 - 70 D+=69.99 - 65 D=64.99 - 60 F=59.99 - 0 SPECIAL NEEDSIn accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all".? Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities. Special Needs SectionStudent Activities buildingMen’s?Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax:? 44839802; Email: specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM STUDENT COMPLAINTS POLICY?Students at Qatar University have the right to pursue complaints related to faculty, staff, and other students.? The nature of the complaints may be either academic or non-academic.? For more information about the policy and processes related to this policy, you may refer to the students’ handbook.ACADEMIC HONESTYQatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook. LEARNING SUPPORTQatar University operates Learning Support Centers on each campus to provide services to students to supplement their in-class instruction and ability to meet course requirements. These services include tutoring, acquiring efficient learning skills and strategies, academic and learning assessment (in conjunction with the Counseling Center), and writing labs and workshops. Information about the Learning Center may be found at? National Professional Standards for Teachersstudents in effective learningStructure innovative and flexible learning experiences for individuals and groups of students.Use teaching strategies and resources to engage students in effective learning.Foster language literacy and numeracy development.Create safe, supportive, and challenging learning environments.Construct learning experiences that connect with the world beyond school.Apply information and communication technology in managing student learning.Assess and report on student learning.Apply knowledge of students and how they learn to support student learning and development.Apply teaching/subject area knowledge to support student learning. Work as a member of professional teams.Build partnerships with families and the community.Reflect on, evaluate, and improve professional practice.. ................
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