SRJC Course Outlines

5/22/2019 4:13:27 PMCHLD 55.5 Course Outline as of Fall 2017

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  CHLD 55.5Title:  FOUND. OF LANG. AND LIT.  
Full Title:  Foundations of Language and Literacy
Last Reviewed:2/27/2017

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  CHILD 55.5

Catalog Description:
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This course provides an overview of current research and pedagogy related to first and second language acquisition and early literacy of children from birth through age eight. Students will observe and document children's language and literacy in classroom settings, create literacy activity plans, compare tools for evaluating language development, and analyze strategies for scaffolding language and literacy.

Prerequisites/Corequisites:


Recommended Preparation:
Eligibility for ENGL 1A or equivalent and Course Completion of CHLD 10

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This course provides an overview of current research and pedagogy related to first and second language acquisition and early literacy of children from birth through age eight. Students will observe and document children's language and literacy in classroom settings, create literacy activity plans, compare tools for evaluating language development, and analyze strategies for scaffolding language and literacy.
(Grade or P/NP)

Prerequisites:
Recommended:Eligibility for ENGL 1A or equivalent and Course Completion of CHLD 10
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Inactive:
 Area:
 
CSU GE:Transfer Area Effective:Inactive:
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:TransferableEffective:Spring 1989Inactive:
 
UC Transfer:Effective:Inactive:
 
C-ID:

Certificate/Major Applicable: Both Certificate and Major Applicable



COURSE CONTENT

Student Learning Outcomes:
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1. Use observation and documentation to analyze young children's language development.
2. Create distinct activity plans for scaffolding the language and literacy development of young
    children.
3. Discuss theoretical frameworks and current research related to children's emerging language
    and literacy development, including learning multiple languages.
4. Compare various tools for evaluating young children's language and literacy development.

Objectives: Untitled document
Upon completion of the course, students will be able to:
1. Explain the five elements of language acquisition (phonetic, semantic, syntactic, morphemic,
    and pragmatic) and discuss how each contributes to young children's developing language.
2. Observe, document, and analyze young children's language in various educational settings and
    cultural contexts.
3. Create, demonstrate, and explain an activity plan for scaffolding language development.
4. Explain the role of culture and home language in the development of language competence.
5. Describe the unique and related characteristics of learning one or multiple languages.
6. Compare several informal and formal language and literacy assessment tools and explain their
    respective educational value.
7. Explain how language interactions in routine activities are a source of language socialization.
8. Describe criteria for selecting and presenting age-appropriate books and other literacy
    materials, including digital media.
9. Describe the developmental progression of typical and atypical emerging literacy from birth
    through age eight.

Topics and Scope
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I. Five Elements of Language
    A. Phonetic
    B. Semantic
    C. Syntactic
    D. Morphemic
    E. Pragmatic
II. Typical Language Development
    A. Universal sequence
         1. receptive language
         2. expressive language
    B. Influence of culture
    C. Second language acquisition
         1. simultaneous bilingualism
         2. sucessive bilingualism
         3. language loss
    D. Stages of learning first and second language
         1. observation and listening
         2. telegraphic and formulaic speech
         3. fluid language use
         4. writing and reading
III. Theories of Early Language Acquisition
    A. Nativist perspective
    B. Cognitive Developmental Perspective
    C. Behaviorist Perspective
    D. Interactionist Perspective
IV. Varieties of Language
    A. Standard language
    B. Registers
    C. Dialects
V. Language and Literacy in Early Childhood Settings
    A. Observation and documentation
    B. Appropriate literacy materials
     C. Developmentally appropriate activity plans
    D. Formal and informal assessments of children's language
         1. purpose and types of assessment tool
         2. connections to classroom use
         3. sharing assessment results with parents
         4. California Preschool Learning Foundations
VI. Communicative Disorders
VII. Home-School Connections

Assignments:
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Assignments may include the following:
1. Weekly reading assignments (approximately 25-30 pages)
2. Observations, recording and written analysis of children's (from birth through age eight)
    language and literacy in multiple settings (approximately 2-4 papers of 2-4 pages each)
3. Interview parents about home language use: written report of interview (2-4 pages)
4. Written activity plans that scaffold children's language and literacy development at different
    ages (2-4 papers, at 2-4 pages each)
5. Exams (1-4)
6. In-class presentation on a current tool used to assess children's language development
7. Research paper on current topics related to children's language development
    (approximately 3-5 pages)

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
30 - 50%
Interview report, observation analysis, activity plans, research paper
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
10 - 20%
Observations
Exams: All forms of formal testing, other than skill performance exams.Exams
20 - 40%
Exam(s)
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
10 - 30%
Classroom participation, in-class presentation on language assessment tool


Representative Textbooks and Materials:
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Language Development in Early Childhood. 4th ed. Otto, Beverly. Pearson. 2014
Early Childhood Experiences in Language Arts: Early Literacy. 11th ed. Machado, Jeanne M. Wadsworth Publishing. 2015
Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning. 2nd ed. California Department of Education. 2009 (classic)
Instructor prepared materials

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