READ 556: Literacy and Cultural Competence, K-12 (3 cr)

COURSE
DESCRIPTION

Learners will explore strategies of K-12 literacy development for diverse learners (ELL, various ethnicities, low socio-economic status, and other marginalized groups) through the application of culturally responsive methods of teaching and learning. Learners will discover how culturally sensitive teaching increases student efficacy and success.

PREREQUISITES

There are no required prerequisites for this course. However, learners are assumed to be teachers with access to K-12 students.

COURSE
STRUCTURE

Readings from textbook and Internet with postings to discussion board; classroom-based assignments for K-12 students with results report; Internet-based research; culminating project with annotated bibliography.

STANDARDS

This course supports the following International Reading Association's 2003 Standards for Reading Professionals:

1.3	Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
2.2	Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3	Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
3.3	Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
4.2	Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.

PRACTICAL
APPLICATIONS

Learners will explore bias in the curriculum and in the classroom and will learn strategies for creating supportive multicultural learning communities. Learners will implement literacy strategies successful with culturally different students, reflect on results, and report these to the rest of the class.

CORE/ELECTIVE

This graduate course can be used as 3 core or elective credits in the Literacy for Diverse Learners thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development.

INSTRUCTOR

Dr. Bonnie Morihara, Assistant Professor, The Teaching Research Institute, Western Oregon University. Fifteen years as an elementary school teacher, 5 years developing materials and teaching English for Business Purposes, 5 years teaching university courses, and 4 years in the OUS Chancellor's Office working on distance education and teacher education initiatives. (B.A., University of Michigan; M.Ed. and Ph.D., Oregon State University)

TARGET
AUDIENCE

K-12 teachers interested in the importance of cultural competence to the efficacy of their students' learning.

TIME
COMMITMENT

Students should expect to spend 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and classroom-based assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.

TEXTBOOK

Learners have their choice of one of three textbooks from which key understandings are shared with fellow learners who are reading a different main text.

CONTACT

For more details on this course, please contact Bonnie Morihara.