Language and Literacy, Society and Culture

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Upper Division Courses

140AC.  Literacy: Individual and Societal Development. (3)   Three hours of lecture/discussion and workshops per week. This course combines theory and practice in the study of literacy and development. It will introduce sociocultural educational theory and research focused especially on literacy teaching and learning, and this literature will be examined in practice through participation in computer-based after-school programs. In addition, the course will contribute to understanding of race, culture, and ethnicity in the United States. We will develop a view of literacy, not as a neutral skill, but as embedded within culture and as depending for its meaning and its practice upon social institutions and conditions. This course satisfies the American cultures requirement.Hull

143.  Introduction to the Teaching of English. (3)   Two hours of lecture and three hours of fieldwork per week. Prerequisites: Upper division standing or consent of instructor. Exploration of issues confronting English and English language arts teachers today; curriculum trends and teaching practices; influence or reform efforts since the 1950s on English and language arts curriculum and practice; course assignments to include field work, interviews, reading and reports.Mahiri, Freedman

C145.  Literacy through Literature. (3)   Three hours of lecture per week. Formerly 145. Exploration of the role that literature can play in the acquisition of literacy in a first and second language. Linguistic and psycholinguistic issues: orality and literacy, discourse text, schema theory, and reading research. Literary issues: stylistics and critical reading, reader response, structure of narratives. Educational issues: the literary text in the social context of its production and reception by intended and non-intended readers. Also listed as German C106.Kramsch

C147.  Writing from the Field: The Social Issues of Literacy. (4)   Three hours of lecture and two hours of laboratory per week. Prerequisites: Completion of reading and composition requirement (1A and 1B) or consent of instructor. This course will survey theories of literacy from a variety of disciplinary perspectives, paying particular attention to theories that emphasize social and political issues related to reading and writing. Part of the course work will entail two hours of volunteer preparation in an after-school program. Over the semester, students will use their experiences as volunteers to test the usefulness of literacy theories and inform their writing. Also listed as College Writing Program C115.Staff

149.  Foundations for Teaching Language Arts. (3)   Three hours of lecture per week. Prerequisites: Admission to a teaching credential program. Lectures and workshops on curriculum, instructional theory, and methods for teaching language arts in elementary schools. Incorporates competencies for Reading Instruction Competency Assessment (RICA) and for teaching children whose primary language is not English.Staff

158.  Foundations for Teaching Reading in Grades K-8. (2-3)   Two hours of lecture per week. Prerequisites: Admission to a teaching credential program (summer session excluded). Formerly 258A-258B. Introduction to reading and writing instruction in elementary school settings, basic literacy skills, instructional methods and approaches, assessment procedures, and reading and writing theories.Cunningham

180.  Logic of Inquiry. (3)   Three hours of lecture per week. An analysis of the logical and epistemological foundations of empirical research with the aim of developing a critical and vigorous approach to empirical inquiry, deductive and inductive logic, the structure of scientific theories, justification, falsification, the role of values, prediction and the nature of causality.Staff

187.  Cooperatives and Community Development: Education for Ownership. (3)   Three hours of lecture per week. A survey of cooperative development strategies to strengthen communities, create economic opportunity and provide needed services. Examines the fundamental role of education in creating member-owned, democratically controlled organizations. Students will design and assess the feasibility of their own cooperative venture.Hurst

189.  Democracy and Education. (4)   Four hours of lecture per week. Prerequisites: Junior standing or consent of instructor. Education as a vehicle for furthering the ideals of democratic societies--critical study of principles, philosophies, theories, and practices designed to develop understanding, commitment, and skills to empower a citizenry dedicated to achieving equality, justice, and peace in the world.Hurst

Graduate Courses

240B.  Theoretical Issues in the Study of Literacy. (3)   Three hours of seminar per week. Formerly 242. Students will review trends in literacy theory, and then will examine current theories of written language acquisition and literacy learning. Connections will be made between research, theory, and practice.Hull, Mahiri

240A.  Language Study for Educators. (3)   Three hours of lecture/discussion per week. This course will introduce students to the broad areas of language study and explore the implications of such study for teaching and learning. Among course topics are: the nature of language, the meanings of "grammar," the varieties of English, the development of language in the preschool and school years. This course will be required for all Ed.D. students and recommended as an introductory course to all students who have had no formal coursework in linguistics.Fillmore, Baquedano-Lopez

240C.  Issues in First and Second Language Acquisition. (3)   Three hours of seminar per week. Prerequisites: Course in linguistics or language acquisition. Formerly 254C. This course deals with issues related to language learning and development in school-age children. How do they acquire the language skills needed for literacy and academic development? How do children make the transition from home to school language use? How do children learn a second language? What happens when learning a second language results in the loss of the first language? We will consider the educational, social and cognitive implications of these issues.Fillmore

240D.  Foundations of Curriculum Theory in the United States: A Survey. (3)   Three hours of lecture per week. This course explores the development of curriculum theory and the role of the curriculum specialist in the United States since the Progressive Period. Emphasizing a survey of classic texts and key figures, the course covers the development of three schools of thought: social efficiency approaches, child-centered approaches, and social reconstructionist approaches. It concludes with a study of curriculum theory since the Reconceptualists.Eidman-Aadahl

241C.  Narrative across Learning Contexts. (3)   Three hours of lecture per week. The study of narrative has solidified into an important body of literature that is of particular relevance to educators. Across learning contexts, narrative is a ubiquitous literacy tool, and as such, it underlies many learning activities. We tell narratives for their potency to explain, rationalize, and delineate past, present, and possible experience. This narrative act is a collaborative undertaking, co-told and designed with the audience's input, addressing an audience's present and future concerns. Narrative can thus potentially create shared understandings and community among those participating in narrative activity, yet narratives can become sites for rejection and contestation. Narrative is also a socializing tool. The course will also address methodological approaches to the study of narrative that are relevant to the field of education. Students enrolled in this course are expected to collect narrative samples from naturally occurring interactions (video and audio-taped conversation, classroom interaction), written narrative texts, or other. (F) Baquedano-Lopez

241B.  Language Socialization. (3)   Three hours of seminar per week. Throughout the lifespan we are socialized through language to become competent participants and members of various groups and communities, including schooling institutions. For the past 20 years, this theory and method for analyzing human development has made important contribution to our understanding of how we learn to become competent members of community, how we learn through language, and how we are socialized into language. This course will provide opportunities to overview the theoretical cornerstones of language socialization as a field of study, as well as review current studies and chart future research trajectories. Course participants are expected to collect and analyze audio/video data from any educational and other learning context where language socialization might be taking place. (F) Baquedano-Lopez

242A.  Issues in Reading Instruction. (3)   Three hours of lecture/discussion per week. Formerly 241. Course content will focus on the implications of reading theory and research for curricular decisions in teaching reading at elementary and secondary school levels. Critical analysis of instructional programs will be followed by curriculum planning for the school site and district level.Staff

243A.  Issues in Secondary and Post-Secondary Reading Instruction. (3)   Three hours of lecture per week. Formerly 244D. The focus of this course will be on the theoretical and instructional issues surrounding instruction in reading for secondary and post-secondary readers. Topics to include comprehension of literary text, comprehension of expository text, self-directed learning strategies, the role of writing in the comprehension process, and approaches to curriculum organization.Staff

244B.  Methods for Teaching English in the Secondary Schools. (4)   Four hours of lecture per week. Prerequisites: Enrollment in CLAD/Secondary Schools credential program. This methods course introduces the teaching of secondary English. It focuses on theories for grounding classroom decisions and connects theory and practice. The course models effective approaches to teaching English and introduces issues in constructing a secondary English curriculum. Students gain a foundation for developing plans for lessons and units of instruction as well as a sense of how to build academic communities of diverse learners, including non-native speakers of English. (F) Freedman, Cziko

244C.  Methods for Teaching English in the Secondary Schools. (3)   Three hours of lecture per week. Prerequisites: Enrollment in CLAD/Single Subject English Credential Program and 244B. The second semester of the methods course is designed to continue introducing the teaching of English, with a focus on strategies grounded in an understanding of theories of teaching and learning. Besides considering the English curriculum in general, the course focuses special attention on several topics, such as second language learners and the uses of technology in the English classroom. It also explores the uses of portfolios for tracking student learning and for assessing teachers' growth. By the end of the term, students will have a repertoire of theoretically grounded strategies to use to meet the learning needs of diverse student populations.Freedman, Cziko

245A.  Approaches in Teaching English as a Second Language. (3)   Three hours of lecture per week plus field work assignment. Prerequisites: Applied linguistics course or a course in second language acquisition. Formerly 243B. This course is primarily concerned with methods of teaching English as a second language (ESL) to K-12 students and adults. Traditional methods emphasizing the development of structural knowledge, and new methods focused on the development of communications skills, will be examined. Topics include teaching English through content instruction, "structured English immersion," syllabus and curriculum design, second language reading, and language testing for placement and evaluation. (F,SP) Fillmore

246A.  Teaching Linguistic and Cultural Minority Students. (1-3)   One to three hours of lecture/discussion per week depending on unit value. Prerequisites: Admission in a teaching credential program. The objective of this course is to prepare teachers to work with linguistic minority students. We will consider ways in which different groups socialize children for learning and ways in which learning patterns acquired in the home can conflict with the culture of school. Student teachers will consider instructional approaches for working with linguistically and culturally diverse students in their classrooms.

247B.  Literacy Practices in Out-of School Settings. (3)   Three hours of seminar per week. This seminar locates and examines literacy sources and practices in sociocultural contexts beyond schooling in homes, churches, community groups, neighborhood-based organizations, clubs, gangs, special interest groups, and in the changing settings of the workplace. It also assesses how these practices may facilitate or impede literacy learning in schools.Mahiri

248A.  Teacher Leadership and Professional Development: Supporting Reading, Writing, and Literacy. (3)   Three hours of lecture per week. Formerly 244A. Emphasis is placed on design, articulation, and implementation of reading-language curricula for primary grades through community college. Dynamics of personal leadership basic to successful curricula implementation is stressed.Sterling

249C.  Foundations in Reading (Learning from Text) for Secondary Schools. (3)   Three hours of lecture and one hour of fieldwork per week. Introduction to reading and writing in secondary school settings, basic literacy skills, instructional materials and approaches, and assessment procedures appropriate for use in secondary content area courses. Learning from text theory to practice. (F,SP)

250C.  Discourse Analysis. (3)   Three hours of seminar per week. Examination of the major linguistic, psycho- and sociolinguistic concepts and theories of discourse and their application to the analysis of spoken and written texts in education. Topics include: coherence and cohesion, deixis, speech acts, genres, systematics of conversation and ritual constraints, scripts and frames, information structure, narrative structure.Kramsch

250A.  Qualitative Research in Language/Literacy Education. (3)   Three hours of lecture per week. Prerequisites: 241A (formerly 244B) or 240A (formerly 245B); or consent of instructor. Formerly 256B. Focuses on students' and teachers' use of language from interrelated perspectives, particularly developmental, sociolinguistic, and ethnographic. Designed to provide students with a view of the classroom as a unique setting whose aims are fostered or rendered problematic by the nature of language use. Students conduct small-scale studies in classroom settings.Baquedano-Lopez

250D.  Language and Identity. (3)   Three hours of lecture/discussion per week. Relationship between language as social practice and the construction of individual and collective identity, and its significance in educational contexts. Topics covered include language as embodied practice, language and subjectivity, pedagogy and symbolic control, language learning as mediated action and as the social symbolic construction of identity, writing and textual identity, authorship and voice, language learning memoirs as acts of identity, the politics of recognition, linguistic human rights.Kramsch

250B.  Second Language Acquisition: Concepts and Theories. (3)   Three hours of seminar per week. Formerly 253A. Psycholinguistic theory and research on the acquistion of second languages by learners at secondary and post-secondary institutions. How do adults learn languages other than their own in instructional settings? What skills can they transfer from their native languages, and literacy in L1 transfer to the way the L2 is used in its spoken and written forms? Exploration of various hypotheses and theories that consider language learning from a linguistic, cognitive and discourse perspective. Topics include: interlanguage hypothesis, input, transfer and variation in second language acquisition, interlanguage strategies, affective and cultural variable, schema theory, speech act and discourse theory, and cross-cultural pragmatics.Kramsch

252B.  The Ethnography of Reading. (3)   Three hours of seminar per week. This course approaches reading as a socio-cultural activity and considers recent ethnographic work on reading practices in different educational settings, communities, and historical epochs. By considering how reading is differently conceived and realized in a wide range of contexts, this course will shed light on reading as a historically contingent, ideologically shaped, and socio-culturally organized practice. More specifically, this course has a twofold aim: 1) to introduce students to recent ethnographic research on reading practices; 2) to familiarize them with ethnographic methodology. To this scope, in addition to reading exemplary studies of reading practices, students will also conduct a small-scale ethnographic research project in settings of their choice. (F) Sterponi

252A.  Reading Research: Sociocognitive Perspective. (3)   Course may be repeated for credit. Three hours of seminar per week. Formerly 251. An examination of selected topics on reading research including historical aspects of reading research, word recognition, reading comprehension, the relationship between decoding and comprehension, attitudes toward reading, and models of the reading process.Cunningham

253A.  Research in Writing. (3)   Course may be repeated for credit. Three hours of seminar per week. Prerequisites: 240B (formerly 242) or consent of instructor. Formerly 252. Critical examination of major theories and approaches to research in writing. Preparation for designing and conducting research projects on the written language.Freedman

255A.  Issues in the Study of Bilingualism. (3)   Three hours of lecture/discussion per week. Formerly 255A. Working within a sociolinguistic framework, students will examine key issues in the study of bilingualism. Attention will be given to such areas as: definitions and typologies of bilingualism, the acquisition of bilingual ability, the description and measurement of bilingualism, and the nature of societal bilingualism. Much time and attention will be devoted to questions and controversies surrounding bilingualism and education.Staff

257.  The Student Athlete and Educational Institutions. (3)   Three hours of lecture/discussion per week. Student athletes face a dilemma. They are expected to be both successful in the classroom as well as on the field of play. The academic and the athletic domains of student athletes' lives are often in conflict and they face the difficult task of resolving this conflict. This course examines the writing and research on student athletes from a sociological, psychological, and educational perspective with a particular focus on the educational challenges student athletes face. Topics include theories of sport in society, the institutional relationship between sport and education, athletic and academic identities, self-regulated learning and studying, academic discourse, achievement motivation, coaches as teachers, the language of sport, and the role of race, class, and gender.Simons, Van Rheenen

258.  Academic Support Services for Student Athletes. (3)   Three hours of lecture/discussion per week. The increased institutionalization and regulation of intercollegiate athletics have created a new and specialized career field composed of counselors, academic advisers, learning specialists, tutors, and technological and administrative support staff. This course will investigate the historical, philosophical, and ethical foundation of these services, focusing in particular on the analysis of an academic advising and tutorial program for student athletes. (SP) Simons

280B.  Proseminar: Sociocultural Critique of Education. (3;3)   Three hours of seminar per week. Prerequisites: Consent of instructor. These interdisciplinary seminars address a series of questions. In what ways can philosophical, sociological, anthropological, historical, and psychological forms of inquiry be brought together to bear on the analysis of learning, on schooling, and on education more generally? What do we mean by critical and interpretive theories, and what are their relations with social practice? How can education come to constitute itself otherwise than in its current form?Staff

280A.  Proseminar: Sociocultural Critique of Education. (3;3)   Three hours of seminar per week. Prerequisites: Consent of instructor. These interdisciplinary seminars address a series of questions. In what ways can philosophical, sociological, anthropological, historical, and psychological forms of inquiry be brought together to bear on the analysis of learning, on schooling, and on education more generally? What do we mean by critical and interpretive theories, and what are their relations with social practice? How can education come to constitute itself otherwise than in its current form?Gifford

280C.  Research Apprenticeship and Qualitative Methodology Seminar I. (3)   Three hours of seminar per week. Prerequisites: 280A or consent of instructor. The emphasis in this course is on the practice of research. Each student, ordinarily in the second year of graduate study, develops a research project with a faculty mentor and carries it out under direction. At the same time, students work together in this seminar. Short written assignments during the first eight weeks result in a research proposal to be carried out by the end of the semester. Students spend about 50 hours on the field research.Lave, Shaiken, Stack

280D.  Research Apprenticeship and Qualitative Methodology Seminar II. (3)   Three hours of seminar per week. Prerequisites: 280C or consent of instructor. This is the second in a sequence of courses on the practice of research. In the first semester students work with faculty mentors and in the seminar to carry out a field research project. Continuing both apprenticeship and seminar, this semester is devoted to analyzing the field materials and preparing a paper on the research.Lave, Shaiken, Stack

280F.  Dissertation Seminar. (3)   Course may be repeated for credit. Three hours of seminar per week. Must be taken on a satisfactory/unsatisfactory basis. Recommended for doctoral students preparing dissertation proposals and dissertations.Staff

282A.  Families, Classrooms, and Social Change. (3)   Three hours of seminar per week. Influences of social structure, process and change on classroom learning in contemporary society. Seminar discussions will focus on research and theory relating classroom learning to socialization and opportunity structures, cultural and community processes and family-classroom articulations. (F,SP) Staff

283D.  Popular Education. (3)   Four hours of lecture per week. The empowerment of adults through democratically structured cooperative study and action directed toward achieving more just and peaceful societies within a life-sustaining global environment. The historical development of theory and practice as well as the current state of this major international educational movement and its associated research model--participatory research--will be examined using case studies and theoretical works. Our principal method will be dialogue.Hurst

283F.  Urban Education. (3)   Three hours of seminar per week. This course will explore the relationship between macroeconomic and political trends and public education in inner city schools. The impact of these larger societal phenomena upon drop-out rates, school climate, teacher morale, and academic achievement will be investigated through a combination of reading and field research in Oakland and Berkeley schools. An examination and evaluation of current proposals for reform of urban schools will also be included. (F,SP) Seyer-Oci, staff

283B.  Historical Perspectives on American Education. (3)   Three hours of lecture per week. Public schooling today reflects a long evolution, producing an institution that embodies social inequalities as well as democratic aspirations. Politicians, teachers, school reformers, and others interested in education invoke elements of this history to justify their efforts. This course examines the relationship of the changing goals, organization, and practices of American schools to broader social, economic, political, and intellectual developments.Perlstein

283E.  Research Group on Education and Social Change. (2)   Course may be repeated for credit. Two hours of discussion/analysis per week. Prerequisites: Consent of instructor. Graduate research group specializing in research on teaching, learning, and social change across urban landscapes and within their myriad contexts (e.g., schools, families, neighborhoods, community organizations, and peer groups). Strengthens preparation for research and action through consultation on all stages of the research process and supports the development and sustenance of a community of engaged scholars. Discussion of special topics as relevant. (F,SP) Seyer-Ochi

284A.  Philosophy of Education. (3)   Three hours of lecture per week. Philosophical analysis applied to current educational problems and key concepts. (F,SP) Tredway

285.  Globalization and International Education. (3)   Three hours of seminar per week. What is globalization? What are the implications of living in a "global world" for educational systems? In this course, we explore these questions by first examining various theoretical perspectives on globalization. We will then discuss several major developments associated with globalization that are affecting different levels of education (from primary to university) including the rise in accountability and testing, skills for the "knowledge" economy, and immigration. We will consider the role of international organizations such as the World Bank and the United Nations in shaping international policy and programs. We will also examine the role that the state, local communities, and non-governmental agencies play in providing and improving the quality of education. In the final part of the course, we examine topics including language policy, technology, and strategies to combat educational inequality. To explore these topics, we will read and discuss case studies from Asia, Africa, Latin America, and the United States to provide concrete examples of how global forces are changing the context and content of education internationally. (SP) Murphy-Graham

290.  Special Topics Seminars.   Course may be repeated for credit. One hour of seminar per week per unit. Prerequisites: Consent of instructor. Topics to vary from semester to semester and section to section.

290B.  Education in Language, Literacy, and Culture. (1-4)   Staff

294B.  Thesis Seminar-ELLC. (1-6)   Course may be repeated for credit. One to three hours of seminar per week. Additional units earned by completing four hours of independent research per week per unit. Prerequisites: Consent of instructor. Formerly Education in Language and Literacy 294. Recommended for students working on seminar papers, qualifying papers, theses, and dissertation proposals in language and literacy studies.
Section 1: Recommended for Ed.D. students and M.A. students working on curriculum projects.
Section 2: Recommended for Ph.D. students and M.A. students working on research studies.Staff

294D.  Thesis Seminar--SCS. (1-4)   Course may be repeated for credit. Three hours of discussion per unit per week plus independent research. Must be taken on a satisfactory/unsatisfactory basis. Formerly Social and Cultural Studies in Education 294. Recommended for degree students working on seminar papers, theses, or dissertation proposals. Topics include the adoption of a thesis topic, research design, statistical analysis.Staff

298B.  Group Study for Graduate Students--LLSC. (1-3)   One hour of lecture/seminar per week per unit. Section 1 to be graded on a letter-grade basis. All other sections to be graded on a satisfactory/unsatisfactory basis. Prerequisites: Consent of instructor. Formerly Education in Language and Literacy 298. Research on special problems and topics not covered by courses or seminars. (F,SP) Staff

298D.  Group Study for Graduate Students--SCS. (1-3)   One to three hours of lecture/seminar per week. Formerly Social and Cultural Studies in Education 298D. Research on special problems and topics not covered by courses or seminars.Staff

390A.  Supervised Teaching for Secondary English. (7;8)   Prerequisites: Admission to a teaching credential program. Twenty-four to twenty-eight hours of supervised teaching in public school classrooms and one hour of lecture per week. Sequence begins with the fall semester.Staff

390B.  Supervised Teaching for Secondary English. (7;8)   Prerequisites: Admission to a teaching credential program. Twenty-four to twenty-eight hours of supervised teaching in public school classrooms and one hour of lecture per week. Sequence begins with the fall semester.Cziko

440.  Seminar for ARLLP Program Field Work and Master of Arts Thesis (Plan II). (2-5)   Course may be repeated for credit. Two hours of seminar and six hours of fieldwork per week. Thesis consultation to be arranged as needed. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Admission to Advanced Reading-Language Leadership Program. Individual meetings with the instructor include the discussion and development of the master's project (Plan II) in coordination with a Senate faculty member. Field application of theoretical knowledge includes the supervised implementation and evaluation of reading language in individual classrooms and school districts. Two all-day field visits to exemplary reading/language programs in the Bay Area to be arranged with instructor.McCallum