MCCCD Program Description

Language and Literacy in the Context of Culture and Relationships

Course: EED225

First Term: 2021 Fall

Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Subject Type: Academic
Load Formula: S- Standard

Description: Introduces children`s language acquisition and literacy development. Exploration of the relationships among language, literacy, family, culture, and community. Study of educational practices and advocacy opportunities that support language acquisition, literacy development and the preservation of heritage languages.

MCCCD Official Course Competencies
1. Define language acquisition and literacy development. (I) 2. Describe the continuum of language acquisition and literacy. (I) 3. Describe applicable strategies associated with different philosophies of learning. (I) 4. Document from observations childrens` language and emerging literacy development. (I) 5. Compare traditional and diversity theories of language/dialects and literacy acquisition, including the development of bilingualism and biliteracy and multilingualism and multiliteracy. (II) 6. Explain global policies and practices developed as a result of the social, historical, and political contexts of language acquisition and literacy development. (II) 7. Compare local attitudes, policies, and practices to international perspectives. (II, III) 8. Define the role of families across cultures in supporting language learners. (II, III) 9. Develop strategies for involving families across cultures in supporting language acquisition and emerging literacy in young children. (II, III) 10. Apply best practices of an adopted philosophy to promote language acquisition and emerging literacy, including the development of bilingualism and biliteracy and multilingualism and multiliteracy. (I-IV) 11. Create environments and curricula to effectively support language acquisition and literacy development, including bilingualism/biliteracy and multilingualism/multiliteracy. (I-IV) 12. Select appropriate world literature for diverse learners with attention to individual, cultural, and linguistic variations among children. (I-IV)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Language/literacy acquisition and development A. Neuroscience and the acquisition of language and literacy B. Development of language and literacy 1. Basic interpersonal communication 2. Cognitive academic language proficiency 3. Infant toddler a. Receptive language b. Expressive language c. Communication skills and knowledge d. Interest in pictures and print 4. Preschool (3-5) a. Language use and conventions b. Vocabulary c. Grammar d. Print concepts e. Phonological awareness f. Alphabetic principle g. Print recognition h. Comprehension i. Literacy interest j. Writing strategies 5. Early Years (6-8) a. Identification of state standards for language and literacy acquisition and proficiency b. Comparison of local standards to international standards and guidelines for language and literacy acquisition C. Planning to create meaningful, linguistically stimulating, and literate environments 1. Supporting development of key predictive skills a. Oral language development 1) Phonological awareness 2) Listening comprehension 3) Vocabulary 4) Verbal expression 5) Grammar b. Alphabetic principle in relation with phonological awareness 1) Alliteration 2) Rhyme 3) Sentence segmentation 4) Syllables 5) Onset 6) Rime 7) Phonemes 2. Strategies a. Songs b. Rhymes c. Fingerplays d. Puppets e. Role play-dramatizations f. Stories g. Poetry h. Chants i. Interactive read alouds j. Flannel boards k. Dialogic reading l. Technology 3. Literacy rich environments II. Language socialization in school and communities across cultures A. Language-s role in the transmission of culture B. The historical and current role of the oral tradition C. Individual and Societal Attitudes D. Analyzing linguistic bias E. Identifying family and community funds of knowledge F. Engaging in respectful, reciprocal relationships with families III. Bilingualism/biliteracy and multilingualism/multiliteracy A. Current research B. Current local, state, and national laws C. Teaching approaches and strategies IV. Heritage and native languages A. Collapse of languages and global influence and relationships B. Impact of the loss of shared language on family structure/relationships C. Recovering language and preservation of language

MCCCD Governing Board Approval Date: December 10, 2019

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.