Teacher edition-EEN 4102 - REV 2017-18

2023-2024
UNIVERSITY OF GUYANA
FACULTY OF EDUCATION AND HUMANITIES
DEPARTMENT OF CURRICULUM & INSTRUCTION
EEN 4102
THE TEACHING OF LANGUAGE ARTS AT THE PRIMARY LEVEL
COURSE: EEN 4102

CREDITS: Three (3)
EXEMPTIONS: NIL
CO-REQUISITE ERE 4102
PRE-REQUISITE: EEN 3103
FOLLOW-ON COURSE: EEN 5202
DESCRIPTION
This course focuses on the teaching of language arts at the primary level in Guyana. It addresses
critical areas of language arts teaching and learning, which teachers must understand if they are to
meet the language arts needs of their students. The course emphasizes that language is best
learned as an integrated process through purposeful activities. It also focuses on strategies to meet
learners’ language arts needs and for assessing language arts instructions.
LEARNING OUTCOMES
Upon successful completion of this course, teachers should be able to:
1. Describe their language arts teaching and learning environment;
2. Use language arts approaches to create tasks that are appropriate for learners in their
teaching context;
3. Critique assessments and textbooks used in the language arts classroom, and
4. Critically evaluate their language arts teaching in light of the language arts approaches and
activities to which they are exposed.
CONTENT
WEEK/S TOPICS
Introduction to the course
1&2 - The language arts teaching and learning environment in Guyana
o What are Language arts? Which language?
o Students’ native languages: Guyanese Creole; one of the indigenous languages;
Immigrants who speak Spanish, Portuguese, Chinese, Haitian, etc
o Age groups and their interests
o Guyanese culture: unity in diversity: celebrating our differences
o Classroom settings, class size
o Teaching English to speakers of other languages: types of programs (submersion
vs. mother-tongue-based multilingual education)
- Issues and implications for language arts teaching
3&4 Overview of Language Arts Teaching
- Traditional and contemporary approaches
o The nature of language and the nature of language acquisition
o Early & contemporary approaches to language teaching (grammar-
translation, audio-lingual,
o Language and thought (Piaget & Vygotsky)
o Learning about language & learning through language
Assessment I
5&6&7 The integrated Language Arts Curriculum in the classroom
- Theme-based, Project-based, Task-based, Literature-based approaches and their
assessments
o Six strands (Listening & speaking; reading & viewing; writing & visually
representing)
o Strategies and techniques that integrate the language arts strands in a
coherent language learning process (in classroom tasks)
o Goals and tasks for teaching poetry, drama, fiction & non-fiction
o Goals & tasks for teaching composition (narration, description, etc.)
o Integrated language arts lessons
Submission of Essay (Week 6)
Page 1 of 2
2023-2024
8 Culturally and linguistically diverse language learners in the Language Arts

classroom
- Differentiated language arts instructions, multi-grade teaching
- Tasks for whole class, small groups
- Individual choices, projects
- Implications for learning language arts
9 Evaluating Language Arts Texts

- Content (cultural content, level of difficulty, etc), approaches, strategies, etc.
10-12 Submission & Presentation of Project
13 Revision
14 Final Examinations
TEACHING & LEARNING METHODOLOGY

The course combines lectures, in-class discussions, group presentations, pre- and post-class study
of teaching videos, and student-led online discussion forums.
CONTINUOUS ASSESSMENT
Course Work: Essay = 30%:
LA Project = 20%
Group Presentation = 10%
Final Examination = 40%
MAIN TEXT
Ogle, B. and Beers, J. (2011). Engaging in the Language Arts: Exploring the power of language. 2nd Ed.
MA: Pearson Education.
REQUIRED READINGS
Block, C. (2000). Teaching Language Arts: Expanding thinking through student-centered Instruction. 3rd
Ed.
MA: Pearson Education.
Cox, C. (2013). Teaching Language Arts: A student-centered classroom. 7th Ed. MA: Pearson Education.
Ellis, G., & Brewster, J. (2014). The storytelling handbook for primary teachers. London: Penguin.
Farris, P. & Werderich, D. (2011). Language Arts: Process, product, and assessment. 5th Ed. Illinois:
Waveland Press Inc.
Tompkins, G. (2015). Language Arts: Patterns of practice. 9th Ed. MA: Pearson Education.
RECOMMENDED READINGS
Craig, D. (1999). Teaching language and literacy: Policies and procedures for vernacular situations.
Georgetown: Education and Development Services Inc.
Belk, E. J. A., & Thompson, R. A. (2001). Worm painting and 44 more hands-on Language Arts
activities for the primary grades. Newark: International Reading Association.
Cohle, D. (2001). Connecting reading and writing in the intermediate grades. Newark: International
Reading Association.
Morrow, L. (2003). Best practices in literacy instruction. New York: Gilford Press.
Pappas, C. Keifer, B. & Levistik, C. (2005). An integrated language perspective in the elementary school:
An action approach. MA: Pearson Education.
Stannard, J. (2000). Improving literacy standards in Guyana’s primary schools consultancy Report. pp. 5-
25.
Vygotsky, L. S. (1986). Thought and language. Translation newly revised and edited by Alex Kozulin.
Cambridge: The MIT Press.
Worrall, A. & Ward, A. (2005). Keskidee Teacher's Guide 1 Second Edition: Integrated Language Arts for
the Caribbean: Teacher's Guide Bk. 1-6. 2nd Ed. Boston: Pearson Longman.
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2023-2024

COURSE: EEN 4102

8 Culturally and linguistically diverse language learners in the Language Arts

9 Evaluating Language Arts Texts

TEACHING & LEARNING METHODOLOGY

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