The purpose of this course is to provide opportunities for you to think, read, and write about the teaching of reading and writing---and to explore some of the growing literature on second/foreign language literacies. Throughout the course, you will be keeping a journal and sharing your thoughts with other members of the class. The” culminating experience” will be the development of a reading/writing lesson (for inexperienced students); or, if you are an experienced teacher, preparing a literature review or section of your thesis.

By the end of the class, you, the students, will be able to:
• Reflect upon some of the history of L2 reading and writing theory and teaching.
• Identify, discuss, and critique some of the important research in the teaching of second/foreign language reading and writing.
• Recognize reading and writing theories—and understand how theory and research can influence curricula and classroom approaches.
• Compare and contrast first and second language reading and writing research and practice.
• Discuss one or more topics in L2 teaching and research: text form (discourse, grammar/error), technology (and multiliteracies), social construction (genre), contrastive rhetoric, teaching literature and/or assessment.
• Observe and report on a reading/writing classroom (for inexperienced teachers), review a current second/foreign language reading or writing textbook (for the experienced), or complete additional sections of your thesis.
• Develop a lesson plan (for inexperienced teachers) or pursue a subject of interest (for experienced teachers) that demonstrates an understanding of literacy issues and their application.
Note: Those who will benefit most from the class are students who have had some experience with teaching ESL/EFL/bi-lingual/Gen. 1.5 reading and writing. If you have not been a teacher or are not teaching now, please make arrangements to observe or facilitate in a class throughout the term.

These are great texts! No doubt you will want to keep them for your personal library.)
• [GS] Grabe, William and Fredrika Stoller (2002). Teaching and researching reading. Harlow, England: Pearson/Longman.
• [BK] Kroll, Barbara [Ed.] (2003).Exploring the dynamics of second language writing. New York: Cambridge University Press.
• [ER or B] Other readings will appear on Blackboard or electronic reserves.

General requirements: (Since this will be a small class, requirements may vary depending upon student need and interest.)
• (15%) Keeping a weekly journal in which you respond to the readings and share those responses with the class. If you are an experienced teacher, you may be asked to present not only your responses but literacy activities in class.
• (10%) Consistent attendance and thoughtful, prepared class participation.[Note: Some weeks will be devoted to individual conferences, depending upon need and interest.]

Assignments:
• Assignment 1: (25%) An oral report on a published research article in the L2 reading or writing literature.
• Assignment 2: (25%) Written and oral presentations on a teaching observation, a book review, or a literature review on a topic in reading and/or writing: Experienced instructors will be:
Completing and mailing out a review of a current ESL, bilingual or foreign language textbook or completing sections of their thesis for presentation to their fellow students—and their faculty committee.
New instructors will be writing up a teaching observation.
• Assignment 3: (25%) Completion of a final project (a lesson or an additional section of a thesis in process.)   

Scoring: 90% – 100% = A; 80% - 89% = B; 70% – 79% = C.

BK, Chap 2

GS, Chap 1