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Section II
Instruction and Assessment
Observed by Prof. David I. HanauerENG 825-Second Language LiteracyPresented by: Maha AlawdatOctober 12th, 2011
Agenda Layout
Opening
Section I
Section II
Section III
Closing
• Definition of C&I
• Curriculum Purposes and Contexts
• Options for Curriculum Organization
• Conceptual Foundation of L2 Writing Curricula
• Summing up and Questions
A field within education
increase student achievement
within & outsideschool
how students learn and the best ways to educate
Learning Motivation
Intervention Acceleration
Engagement
Teaching
Assessment How will we know when each
student has learned it?
Instruction What research based instructional
practices will we use to teach?
Curriculum What will students learn?
ICurriculum Purposes and
Contexts
Academic Purposes
Cultural Adaptatio
n
Work Purposes
Teaching L2 writing separately or Integrating it with other aspects of language
Teaching L2 writing for specific purposes or general L2 literacy
Widdowson (1983) and Leki and Carson (1997)
Focus on instructional activities
II Organization of L2 Writing
Curricula
Options for Curriculum Organization
Alternatives for Curriculum Organization
separate L2 learners from their mother-tongue equivalents or not
introduce literacy program for minority populations
possible resistance to developing L2 writing on the part of both teachers and learners
Teaching L2 separately or integrated with other aspects of language, content, or subject-matter study
Teaching L2 for specific purposes related to one situation or to develop general capacities and full L2 literacy
Focus on instructional activities
IIIConceptual Foundation of
L2 Writing Curricula
Curricula have a practical process to help L2 students develop their textual, cognitive, and discoursal abilities.
Producing meaningful,
accurate texts
Composing effectively
Engaging in discourses
for specific purposes
Linguistic & Rhetorical Theories
PsychologicalTheory
Political, Sociocultural ,
Pragmatic, Critical Theories
“Curriculum policies should draw on and synthesizediverse sources of theoretical ideas and empirical evidence.” (Luke,2005)
“There is no single grand theory of L2 writing, nor couldthere probably ever be one, because of the competing and conflicting demands, contexts, and interests the
theory would have to satisfy” (Grabe,2005)
Hyland Silva Lado Cumming Krashen2003 1990 1964 2011 1984
Hornberger’s continua of biliteracy
Vygotskian sociocultural theory
Freirian emancipatory principles
Closure …..Summing up…..Recommendation
Certain theories have influenced the conceptualizations of L2 writing Curricula.
The organization and instruction of L2 writing curriculum have appeared to be pragmatic and eclectic rather than comprehensively principled.
Few substantive guidelines for designing and implementing L2 literacy instruction have been produced.
More researches are needed to investigate the pedagogical practices of teaching L2 writing and the development of teachers’ knowledge in this domain.
More researches are needed to investigate the pedagogicalpractices of teaching L2 writing and the development of teachers’ knowledge in this domain.
“A different language is a different vision of life.” Federico Fellini