Fall 2000	Instructor:Susan Huss-Lederman
Language & Literacy680-481-01 Room:HH 212 Meeting:Tuesday evenings, 6:15-8:45	Office: HH 434
	Phone: 262-472-5038  Fax:262-472-1037
Prerequisites:680-101 or 680-161 & 680-102 or 680-162 & 680-281 or special permission from instructor. Graduate student prerequisite:680-581 or permission from instructor.	E-mail:hussleds@mail.uww.edu
	Web:http://facstaff.uww.edu/hussleds
	Office Hours: Tues. & Thurs. 2-4, Tues 5-6, and gladly by appointment.

Course Description:In Language and Literacy, students examine the interconnectedness of language and social context, with a special focus on the relationship between literacy and speech.This course meets the DPI requirement for studying other cultures, required for ESL teachers, but should also be of interest to other professional educators and anyone who is interested in topics concerning language and social context.

Objectives:

·to gain an understanding of sociocultural variables of language use;

·to examine speech and literacy events in different social contexts;

·to analyze the relationship between language and literacy in different institutional contexts;

·to investigate the impact of relationships between language and literacy on learners in school contexts;

·to conduct a mini-ethnographic project in which at least the first three objectives are practiced.

Note 1:Last year, a student in this class won an outstanding research writing award from the Department of Languages and Literatures for her final project write-up.The student has given me permission to make this project available to students in this class.I will have it on reserve in Andersen library.I suggest that you consider it a model paper.

Note 2:Depending upon where you choose to conduct your project, you might need a memo from me, stating that you are a student enrolled in this course and conducting this study as part of your course requirement.If you need such a letter, please let me know.

Course Materials:

Heath, Shirley Brice. 1983. Ways with words. New York: Cambridge University Press.

McKay, Sandra Lee and Nancy H. Hornberger, eds. 1996. Sociolinguistics and language teaching. New York: Cambridge University Press.

Other readings will be available on the web (through the web page for this course) and on reserve in Andersen Library.

Note 3:Graduate students should contact me about obtaining course texts.

Class Participation & Attendance:The following factors constitute appropriate class participation:

·Regular attendance.Accumulating two or more unexcused absences results in the lowering of your grade by one letter.Do not miss class. Your participation is valuable.

·Participating in small group and class discussion.This means speaking up as well as listening.

·Asking for clarification when needed.

·Being prepared for discussion.

Grading Schedule:

 

Assignment	Worth
Class Participation	15 points
Homework/Responses on a 0-3 scale	30 points
Ethnographic Study Stages	35 points
Final Project Write-Up	15 points
Final Project Presentation	5 points

Grading Scale:

 

A = at least 90 points	C = at least 65 points	F = anything less than 50 points
B = at least 80 points	D = at least 50 points

Reading Responses:Reading responses are to help you synthesize theory with practical application. Throughout the semester, we will rely upon readings in McKay and Hornberger to give us a theoretical background for Heath's classic ethnographic study and for our own work.For many in the class, social science writing may be a new genre.Reading responses should help you personalize what you have read.Throughout the term each student will be assigned a partner, and two sets of partners will be assigned to present their responses and to lead discussion with 1/2 of the class.When it is your pair's turn to discuss a reading, you must be capable of directing a 25 minute discussion of key points with the group that you can summarize for the whole class.Through discussion and writing, everyone should come to an understanding of the readings.Students are required to write 10 reading responses during the semester.However, all readings must be critically read and students should come with questions to discuss on the night that a reading is assigned(no slacking).Reading responses are due the week after the reading is discussed.

Format for the reading response:To write the reading response, start with a quotation or a summary of part of the reading that you find interesting, puzzling, or challenging.Comment on the text, explaining your reaction to it.Include class discussion.Link your discussion of the reading either to Heath or to your own project (later in the semester).Reading responses should be 1-2 pages, typed, double-spaced, and carefully proofread.

Ethnographic Study Stages:Conducting an ethnographic study is messy!You will be immersed in data, trying to figure out the best way to see a coherent thread or story running through everything. To help you to organize yourselves, you will be required to present and hand in each stage of your project.You will present to groups in class, and hand in write-ups to me.The feedback from classmates and from me will help you to organize the write-ups into a final paper.It will also keep you from procrastinating.

Undergraduate Research:In this course, all students conduct a type of ethnographic research project.By the end of the course, you will have a product that you can present at Undergraduate Research Day and at NCUR, a national undergraduate research conference.I would be delighted to sponsor any students who are interested in presenting their work.You can find out more information from the UWW Undergraduate Research Web Page:http://acadaff.uww.edu/URP/unres.htm, or you can see me at any time for guidance.I strongly encourage all students to consider this opportunity.

Plagiarism:Plagiarism, the act of intentionally using the work of another writer without citation, intending the reader to believe that it is your own work, is a serious violation of academic conduct.Engaging in plagiarism will result in your failing the assignment and/or the course.

Religious Observances:If you are absent due to the observance of a religious holiday, please let me know so that we can reschedule your assignments.

Special Needs:If you have special needs due to physical or learning disabilities, please let me know so that I can make the appropriate accommodations for you.

Finally, please stop by to see me during office hours or schedule an appointment if I can help you in any way.My door is always open.

UWW Required Statement:The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment.It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events.(For details please refer to the Undergraduate and Graduate Timetables; the "Rights and Responsibilities" section of the Undergraduate Bulletin; the "Academic Requirements and Policies" and the "Facilities and Services" sections of the Graduate Bulletin; and the "Student Academic Disciplinary Procedures: [UWS Chapter 14]; and the "Student Nonacademic Disciplinary Procedures" [UWS Chapter 17]).

Schedule of Major Assignments:The schedule is subject to change by advance notice.Be advised that I am date-impaired.Please point out any errors to me, and we'll fix them right away! ?

 

	Dates		To be covered in the week
	Sept. 5		Introduction/Grounding Ourselves in the Ethnographic Approach
	Sept. 12		The Speech Community Readings:Heath: "Prologue,""The Piedmont: Textile mills and times of change" and "'Gettin' on' in two communities, " pp. 1-72.Saville-Troike: "The Ethnography of Communication" in McKay and Hornberger, pp. 351-382. Assignment:Students respond to Heath, based on concepts learned from reading Saville-Troike and from class discussion/lecture.
	Sept. 19		Analysis of Communicative Competence Readings:Heath: "Learning how to talk in Trackton." Erickson:"Ethnographic microanalysis," in McKay and Hornberger, pp. 283-306. Assignments:Students respond to Heath, based on concepts learned from Erickson and class discussion/lecture.Statement of intention to do mini-ethnographic project in order to examine the relationship between language and literacy is due.
	Sept. 26		Speech Acts Readings:Heath: "Teaching how to talk in Roadville," pp. 73-148.Cohen: "Speech acts" in McKay and Hornberger, pp. 383-420. Assignment:Students respond to Heath, based on concepts learned from Cohen and class discussion/lecture.
	Oct. 3		Spoken Language/Literacy Reading:Heath:"Oral traditions," pp. 149-189. Assignment:Students respond to Heath, based on their own experiences and observations.
	Oct. 10		Spoken Language/Literacy Readings:Heath: "Literate traditions," pp. 190-235.McKay, "Literacy and literacies" in McKay and Hornberger, pp. 421-445. Assignment:Students respond to Heath, based on McKay and class discussion/lecture.
	Oct. 17		Taking Action Readings:Heath:"The townspeople" and "Teachers as learners," pp. 236-314. Assignment:Students respond to Heath, based on class discussion/lecture.
	Oct. 24		Taking Action Readings:Heath:"Learners as ethnographers," and "Epilogue":pp. 263-369.Doorn, "Family collaboration in children's literacy:When journals go home," in Immigrant Learners and theirFamilies, edited by Weinstein-Shr and Quintero (Andersen reserve). Assignment:Students respond to Heath, based on Doorn and class discussion/lecture.Project status report due in tonight's class.
	Oct. 31		Interactional Sociolinguistics in Institutional Settings Reading:Schiffrin, "Interactional sociolinguistics" in McKay and Hornberger, pp. 307-328. Assignment:Students respond to their own project, based on Schiffrin and class discussion/lecture.
	Nov. 7		Discourse and Social Institutions Reading:Find a reading that pertains to your study. Assignment:Write a response that demonstrates the link between the published research and your own work.Project status report due in tonight's class.
	Nov. 14		Class canceled.One-on-one project discussions.Sign-up sheet will be circulated in class.
	Nov. 21		Intercultural Communication Reading:Chick, "Intercultural communication," in McKay and Hornberger, pp. 329-348. Assignment:Students respond to their own project, based on Chick and class discussion/lecture.
	Nov. 28		Language and Gender Reading:Freeman and McElhinny: "Language and gender," in McKay and Hornberger, pp. 218-280. Assignment:Students respond to their own project, based on Freeman and McElhinny and class discussion/lecture.
Dec. 5		Instructional Conversations Reading:Goldenberg, "Instructional conversations and their classroom application."Available on-line:http://www.ncbe.gwu.edu/miscpubs/ncrcdsll/epr2/index.htm. Assignment:Students respond to their own project, based on Goldenberg and class discussion/lecture.
Dec. 12		Final Presentations Panels
Dec. 19		Final Presentations Final Presentations Panels Final project write-ups due.

 
 

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