Multilingual Multicultural Studies
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
New York University
Syllabus: Teaching English as a Foreign Language in International Environments, Spring 2015
Course #: FLGED-GE 2223.001
Professor: Marcia Pally; [email protected]
Mail box: 239 Greene St. East Building, Dept. of Teaching & Learning, 3rd floor
The goals of this course are:
(1) to investigate the assumptions and contradictions underlying American culture and see how they are reflected both in history and
contemporary American life so that you may insightfully discuss American culture as part of your curriculum when you teach English. This
portion of the course will also serve as a model for how one may investigate any culture so that you better understand how a society’s culture
influences the teaching setting. A discussion of how the assumptions and contradictions of an area influence EFL will be the topic of the
Midterm Oral Report. This is an individual, not group, project. Guidelines for it will be discussed next week.
(2) to investigate the present conditions and challenges of teaching EFL in various locations around the world. How might you modify current
practices, why, and how would you justify those modifications? Students should focus on the region where they expect to work (this need not
be your home country.) Students will work on this in the Final Group Project. Guidelines for it will be given later in the term. Groups will be
assigned on the first day of class.
(3) to study the logic and organization of English-language presentations, both oral and written; to review and practice oral presentation skills.
This portion of the course is both feedback on your work (oral and written) and modeling for how one may teach academic/professional
speaking and writing in an EFL setting. The following elements will be carefully examined:
-- the Main Idea and supporting ideas of presentations, written and oral
-- development of support and evidentiary requirements
Requirements:
Attendance: No more than 2 absences will be excused. Absentees are responsible for all work
Readings: All readings must be done BEFORE class. Students are expected to participate in discussion.
Assignments: All assignments must be completed BEFORE THE DUE DATE.
Grading (see Appendix for NYU grading rubric):
Participation in class discussion and homework: 30% of your grade
midterm: 30% of your grade
final: 40% of your grade
NYU Classes: This course has an NYU Classes site. All course materials are on it.
Syllabus
Date
Jan 28
Feb 4
Makeup
Class
Feb 11
Reading due
PRINT AND BRING pp. 1-16
FOR THE FIRST 4 WEEKS
OF CLASS IN ADDITION TO
OTHER READINGS
DUE FOR EACH CLASS
Discussion
*Intro to American culture
*Main Idea & the basics of
argumentation (analysis: Friedman)
* variations on the classic argument
* the compare/contrast argument
Assignment Due
Swartz
Barber [bracketed areas]
Midterm guidelines (on Blackboard)
OPTIONAL: FAN SHEN
* Cross-cultural learning: Habitus
* The American Story: The ideals
* The research chart
* prep for Midterm reports
* review text analysis of Friedman
Wood
Cohen
Greg Smith
* The American Story: Praise & Critique
* Using the US as sample midterm
Tocqueville [bracketed areas]
Wallace
* Pragmatism: vitality & mediocrity
___________________________________
Midterm Outline-Group 1 students; via
email 48 hrs before next class; WORD
ONLY; 2 pages; feedback via email
-----------------------------------------------------
Feb 18
Die Zeit Dec 17, 2009
Applebam & Gebeloff
Madrick [OPTIONAL]
* American attitudes towards the state
* The economy and the state
* prep for cultural assumptions sheet
__________________________________
Midterm Outline-Group 2 students; via
email 48 hrs before next class; WORD
ONLY; 2 pages; feedback via email
-----------------------------------------------------
Feb 25
March 4
* Flowerdew
* Final Project Guidelines
* cultural assumptions sheet
* Impact of culture on EFL
Group 1 Students
* Midterm Oral Report-students in group 1;
Each report should be 7 minutes long, plus
5 minutes for Q&A
__________________________________
* Midterm Outline-Group 3 students via
email 48 hrs before next class; WORD
ONLY; 2 pages; feedback via email
-----------------------------------------------------
* Impact of culture on EFL-group 2 Ss
* cultural assumptions sheet
* prep for final report & paper
* Midterm Oral Report-students in group 2;
each report should be 7 minutes long plus
5 minutes of Q&A
READ FLOWERDEW and BRING IT TO CLASS THOUGH THERE ARE MIDTERM REPORTS
__________________________________
* Midterm Outline-Group 4 students via
email 48 hrs before next class; WORD
ONLY; 2 pages; feedback via email
---------------------------------------------------March 11
* Haynes
* Impact of culture on EFL-group 3 Ss
* cultural assumptions sheet
* integrating grammar & content
* Midterm Oral Reports-students in group 3
each report should be 7 minutes plus
5 minutes for Q&A
READ AND BRING THE HAYNES READING THOUGH THERE ARE MIDTERM REPORTS
________________________________
* Final Outline-Group 1 via email 48
hours before next class; WORD;
feedback via email
----------------------------------------------------MIDTERM BREAK MARCH16-22
March 25
April 1
Haynes
* Impact of culture on EFL-group 4 Ss
* Cultural assumptions sheet
* Cultural Assumptions sheet
* Group 1: Challenges & Curriculum
* Midterm Oral Report-students in group 4
_________________________________
* Final Outline-Group 2 via email 48
hours before next class; WORD ONLY;
feedback via email
------------------------------------------------* Final Report: Group 1, 45 minutes
(includes Q&A)
_________________________________
* Final Outline-Group 3 via email 48
hours before next class; WORD ONLY;
feedback via email
------------------------------------------------
April 8
* Group 2: Challenges & Curriculum
* Cultural Assumptions sheet
* Final oral report, group 2, 45 min.
(includes Q&A)
* Final paper-Group 1 (based on report)
________________________________
* Final Outline-Group 4 via email 48
hours before next class; WORD ONLY;
feedback via email
-----------------------------------------------------
April 15
* Group 3: Challenges & Curriculum
* Cultural Assumptions sheet
* Final oral report group 3 -- 45 min.
* Final paper group 2 (based on oral report)
April 22
* Group 4: Challenges & Curriculum
* Cultural Assumptions sheet
* Final oral report group 4 - 45 min.
* Final paper group 3 (based on oral repot)
April 29
* Final discussion
* Cultural Assumptions sheet
* Final paper group 4
Appendix A
Grading Scale and Rubric: Steinhardt School of Education Grading Scale
There is no A+
A 93-100
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 73-76
C- 70-72
D+ 65-69
D 60-64
There is no DF
Below 60
IP Incomplete/Passing
IF Incomplete/Failing
N No Grade
Letter Grade Rubric
A—Outstanding Work
An "A" applies to outstanding student work. A grade of "A" features not simply a command of material and
excellent presentation (spelling, grammar, organization, writing style, etc.), but importantly, sustained
intellectual engagement with the material. This engagement takes such forms as shedding original light on the
material, investigating patterns and connections, posing questions, and raising issues.
An "A" paper is excellent in nearly all respects:
• It is well argued and well organized, with a clear thesis
• It is well developed with content that is specific, interesting, appropriate and convincing
• It has logical transitions that contribute to a fluent style of writing
• It has few, if any, mechanical, grammatical, spelling, or diction errors
• It demonstrates command of a mature, unpretentious diction
B—Good Work
A "B" is given to work of high quality that reflects a command of the material and a strong presentation but
lacks sustained intellectual engagement with the material.
A "B" paper shares most characteristics of an "A" paper, but
• It may have some minor weaknesses in its argumentation
• It may have some minor lapses in organization and development
• It may contain some sentence structures that are awkward or ineffective
• It may have minor mechanical, grammatical, or diction problems
• It may be less distinguished in its use of language
C—Adequate Work
Work receiving a "C" is of good overall quality but exhibits a lack of intellectual engagement as well as either
deficiencies in the student's command of the material or problems with presentation.
A "C" paper is generally competent; it is the average performance. Compared to a "B" paper, it may have a
weaker thesis and less effective development.
• It may have serious shortcomings in its argumentation
Other Course Information
Accommodations for NYU Students with Disabilities:
Any student attending NYU who needs an accommodation due to a chronic, psychological, visual, mobility
and/or learning disability, or is Deaf or Hard of Hearing should register with the Moses Center for Students
with Disabilities at 212 998-4980, 240 Greene Street, www.nyu.edu/csd.
For more information, please see: Students with Disabilities (http://steinhardt.nyu.edu/academics/affairs/faq/key_elements)
Syllabus:
While some portions of my syllabus are non-negotiable, I approach it as a working document. I reserve the right to make
adjustments to this syllabus should the need arise, and you should know that you, too, have the right to make
suggestions for modifying its content.
Attendance Policy:
Attendance is expected in this course. Material is presented in class that is unavailable in assigned readings, so
it is highly recommended that you attend every class. There are no texts or notes than can substitute for the
discussion and interaction that will take place in class. Please be on time for class. You are responsible for
turning in assignments when they are due and for knowing information announced in class, whether or not you
were in class on any particular day. It is your responsibility to obtain handouts, assignments, and information you
missed when absent.
Late Work:
All papers and projects are due as indicated on the course syllabus. You will lose a half-grade (A, A-, B+ etc.) for every day that an
assignment is late. Turn in all assignments in the form (email, paper) indicated on the course syllabus. DO NOT leave a paper in my mailbox,
outside my office door. Please keep a copy of any paper or assignment that you turn in.
Academic Integrity
For a full discussion of the Rules of Academic Integrity, please see: Academic Integrity
(http://steinhardt.nyu.edu/policies/academic_integrity)
The following is adapted from the NYU Steinhardt Student’s Guide and from the Policies and
Procedures of the NYU Expository Writing Program (available from
http://www.nyu.edu/cas/ewp/html/policies___procedures.html):
The relationship between students and faculty is the keystone of the educational experience in the Steinhardt
School at New York University. This relationship takes an honor code for granted. Mutual trust, respect, and
responsibility are foundational requirements. Thus, how you learn is as important as what you learn. A
University education aims not only to produce high quality scholars but also to cultivate honorable citizens.
Academic integrity is the guiding principle for all that you do; from taking exams, making oral
presentations, to writing term papers. It requires that you recognize and acknowledge information derived
from others, and take credit only for ideas and work that are yours. You violate the principle of academic
integrity when you
• cheat on an exam;
• submit the same work for two or more different courses without the knowledge and the permission of all
professors involved;
• receive help on a take-home examination that calls for independent work;
• “collaborate" with other students who then submit the same paper under their individual names.
• give permission to another student to use your work for a class.
• plagiarize.
Plagiarism, one of the gravest forms of academic dishonesty in university life, whether intended or not, is
academic fraud. In a community of scholars, whose members are teaching, learning, and discovering
knowledge, plagiarism cannot be tolerated. Plagiarism is failure to properly assign authorship to a paper, a
document, an oral presentation, a musical score, and/or other materials, which are not your original work.
You plagiarize when, without proper attribution, you do any of the following:
• Copy verbatim from a book, an article, or other media;
• Download documents from the Internet;
• Purchase documents;
• Report from others’ oral work;
• Paraphrase or restate someone else’s facts, analysis, and/or conclusions;
• Copy directly from a classmate or allow a classmate to copy from you.
For a very helpful self-test on what constitutes plagiarism, please visit
http://www.indiana.edu/~istd/practice.html. This link also will be available on the Blackboard site.