CI 590

Fall 2015

Part of Term 1
Aug 24-Dec 9
Sem for Adv Stu of Education
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Credit: 0 TO 8 hours.

Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.

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CRN Type Section Time Day Location Instructor Section Details
49639
Lecture-Discussion
IL
4:00PM -6:50PM
T
Education Building
Smith, P
Part of Term:
1
Date Range:
08/24/15-12/09/15
Section Title:
Intro to Language
Section Info:
This doctoral course introduces language and literacy educators to the study of language from an integrated cognitive, sociocultural, and critical perspective. The course focuses on the language and literacy development and practices of children, families, schools, and communities in linguistically diverse settings.
60104
Lecture-Discussion
LLS
4:00PM -5:50PM
F
Education Building
Smith, P
Part of Term:
1
Date Range:
08/24/15-12/09/15
Credit:
1 hours
Section Title:
Language & Literacy Seminar
Section Info:
This doctoral seminar introduces students to the Language and Literacy program area. Faculty will present and lead discussion of key topics for new scholars, including program policies, procedures, and milestones; professionalism and ethics in the academy; publications and editorial boards; and presenting at scholarly conferences. We will meet on Friday afternoons (4:00-6:00) four times during the semester.
61135
Lecture-Discussion
RL
1:00PM -3:20PM
W
1207 W Oregon
Romero, R
Part of Term:
1
Date Range:
08/24/15-12/09/15
Credit:
4 hours
Section Title:
Bilingual US Latina/o Culture
Section Info:
This graduate course on "Bilingualism in US Latino Culture" explores how mainstream popular culture reads the practice of bilingualism. It confronts the idea of a national language and analyzes how bilingualism disrupts the normativity of linguistic homogeneity. The course explores the ideologies involved in the stewardship of bilingualism and the construction of the cultural canon. It analyzes the different labels assigned to US Latino Spanish (Spanglish, Chicano Spanish, New Rican Spanish, Mock Spanish, etc.) and sets the nomenclature in its historical discursive context. Students will be encouraged to engage in cultural readings of popular media offerings where Spanish-English bilingualism is present.
55512
Lecture-Discussion
RTL
5:00PM -7:50PM
T
Education Building
Moller, K
Part of Term:
1
Date Range:
08/24/15-12/09/15
Section Title:
Response to Literature
Section Info:
Response to Literature: Theory, Research, and Practice? explores theoretical perspectives and pedagogical practices as they intersect with classroom-based research in the field of response to literature in education. Given the extensive impact of the concept of ?reader response? on the fields of literacy education and literature study and the current push for ?close reading? of literary texts in the Common Core State Standards, it is important for today?s literacy researchers, educators, and library specialists to have historical grounding in theories on and empirical research into response to literature in classrooms across decades. Course participants will consider questions such as: What theories of response undergird current understandings regarding literature use in schools? What role does response to literature play in instruction in today?s schools? What is the intersection between literature use, response opportunities, and attention to and celebration of diverse voices? How are current digital tools impacting children?s understandings and enactments of response to literature? Doctoral students and highly motivated master?s students are encouraged to enroll.
58590
Lecture-Discussion
SL2
4:00PM -6:50PM
R
Education Building
Bauer, E
Part of Term:
1
Date Range:
08/24/15-12/09/15
Section Title:
Second Language Literacy II
Section Info:
This course is designed for doctoral students who are interested in second-language literacy research. Second Language Literacy II builds on previous courses and further extends the discussion on becoming biliterate by focusing on studies that have influenced the field as well as current efforts to broaden the dialogue. We will critically evaluate and reflect on the topic of second-language literacy by examining cross-disciplinary research in sociolinguistics, psycholinguistics, education, cognitive psychology, and neuroscience. Included will be issues related to motivation, strategic competence, prior knowledge, social factors and the general impact of bilingualism on learning. Students will be given multiple opportunities to lead and participate in discussions and to synthesize what they have learned.
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