BECOMING LITERATE IN AND OUT OF SCHOOLS

CURRIC 312

Addresses social, cultural, and educational issues related to schooling for young English learners. Provides an overview of multiple factors that impact teaching and learning. Issues include but are not limited to: theories relating to language use and learning; registers and varieties of English; program structures and designs; school and classroom environments, and connections between families and schools.

CURRIC 317

Surveys critical literacy issues for elementary teachers. Provides understandings related to literacy and language learning, insights into cultural differences related to literacy and language, and knowledge of the social dimensions of literacy. Addresses various theories that inform literacy teaching including deficit versus strength models of literacy learning, meaning-based models, systematic instruction, and sociocultural approaches.

CURRIC 315

Provides early childhood educators with information, strategies, and activities for instructing young children with literacy. Teachers explore the multiple sources of information that young readers must orchestrate as they learn to read.

CURRIC 347

Focuses on written and oral language development of children from infancy through early adolescence. Explores the cognitive, social, cultural, and political implications of literacy education.

CURRIC 500

Survey and critical analysis of language and literacy development in and out of school, with a focus on the elementary school years.