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