NEW YORK UNIVERSITY, STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT
Department of Teaching and Learning-Multilingual Multicultural Studies
_____________________________________________________________________________________
Spring 2015 (3 credits)
LANED-GE.2800.001; 3005.001
Advanced Research Seminar and Doctoral Seminar I in Multilingual and Multicultural Studies
25 West 4th St., C-19
Professor:
Email:
Office Address:
Office Hours:
Contact Information
Miriam Eisenstein Ebsworth
[email protected]
East Building, 239 Greene Street, Room
316
(212) 998-5195
By appointment: Tuesday 4-6 and Hours
arranged
Time: 6:45-8:25PM
Location: 25 West 4th Street
Room C-19
Welcome to the class!
Description
In this class we will continue to read broadly in various areas of second language learning and applied
linguistics in order to deepen our knowledge of the field and to gain exposure to the different types of
research conducted in the various areas. Specific topics will be nominated by and negotiated with class
members.
Examples of possible topics include but are not limited to:
Analysis of oral discourse and interaction
L2 Reading and Writing
Psycholinguistic and sociolinguistic aspects of SLA
Intercultural Pragmatics
Second and foreign language pedagogy
Bilingualism and models of bilingual education
Language and technology
For each topic chosen we will read both review articles/literature reviews and empirical studies.
Students will nominate articles, texts, and chapters from their own areas of interest throughout the
semester. We will devote time to extending our skills in interpreting and doing second language
research
Course Requirements
Attendance and participation
Includes regular attendance in class sessions; active participation in class discussions and activities,
completion of all reading and other assignments.
Class presentation and readings
Each student will do a presentation and lead a discussion and/or activity based on his/her topic, chosen
in consultation with the professor. An analytic academic voice, clarity, and creativity are expected. One
or several seminal readings giving an orientation to the basic issues and constructs of the topic will be
provided by the presenter, to be read in advance of the class. A short list of follow-up readings will be
provided to be read after the class and discussed in a reflection at the beginning of the next class.
1 Reaction paper
A reaction paper is an exploration of your thinking regarding one of the issues/areas presented in class.
Final Project
A state of the art paper based on your topic that answers the questions:
What are the major issues, models and constructs associated with your area?
Who are the important researchers and contributors to this area?
What is agreed upon? What evidence supports this?
What are contested issues? What support is available for each position?
Where are there gaps in the literature?
OR
Those who have already developed a state of the art paper in a previous class may undertake a research
project, write a grant, or propose an alternative related project.
Grading
Attendance and participation
Class presentation and discussion on topic
Reaction paper
Final project
10%
25%
15%
50%
WEEKLY SCHEDULE Course Schedule
The beginning of each class will be a reflection on the previous class and assigned readings,
led by the presenter of the previous week.
l. Feb 3 Miriam- Exploring research possibilities in SLA
Language variation & attitudes.
2. Feb 10. Miriam- Multicultural Identity
3. Feb 17. Conference day
4. Feb 24. Genny-Evaluation and diagnosis of dual language learners
5. March 3. Chencen-Language and technology
6. March 10. Suba- Social justice in the second language classroom
(March 17 Recess; March 24 AAAL)
7. Mar 31. Dayna-Social networks and English language learning
8. April 7. Talia-Acquiring Hebrew varieties
9. April 14. Isabel- Learning foreign languages abroad
10 . April 21. Jim- Intercultural pragmatics
11. April 28. Conferences
12. May 5. Final Class
Journals to consult
(We will add to this list throughout the semester)
ACTFL Journal
Annual Review of Applied Linguistics
Applied Linguistics
ELT Journal
International Journal of Bilingual Education and Bilingualism
International Journal of Multilingualism
International Journal of the Sociology of Language
International Review of Applied Linguistics
Journal of Multilingual and Multicultural Development
Journal of Second Language Writing
Journal of Writing and Pedagogy
Language Acquisition
Language Assessment Quarterly
Language and Communication
Language and Education
Language and Intercultural Communication
Language, Culture, and Curriculum
Language in Society
Language Learning
Language Teaching
Language Teaching Research
Language Testing
Modern Language Journal
Reading Research Quarterly
Research on Language and Social Interaction
Second Language Research
Studies in Second Language Acquisition
System
TESOL Quarterly
WORD
Final Project Presentation
In-class oral report at our last class meeting
Criteria for Evaluation of Project:
1. Your final paper is consistent with your proposal for type of paper and area of research covered.
2. Your paper shows an accurate and in-depth of understanding of the issues and relevant concepts and
reflects the state-of-the-art in research.
3. Sufficient and relevant sources and examples were cited to support the points made. Your writing is
coherent and well-organized based on the conventions of academic writing in English. There are few
errors in grammar and usage.
Grading:
A. Your project meets all criteria above at very high level.
A- The project meets most criteria at a very high level and one or two at a high level.
B+ The project meets most criteria at a high level and one or two at an
acceptable level.
B The project meets all criteria at an acceptable level.
B- The project meets most criteria at an acceptable level but one or
two at a marginal level
C+ The project meets most criteria at a marginal level but one or two at
an acceptable level.
C The project meets all criteria at a marginal level.
C- The project meets most criteria at a marginal level but one or two at an unacceptable level.
F The project fails to meet two or more criteria at even a marginal level and/or
plagiarism has been detected.
Course Policies
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.
Academic Integrity
The following is adapted from the NYU Steinhardt Student’s Guide (p. 24) 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 that you present as your own;
• 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.
The MMS policy on plagiarism is as follows:
l. First offense, take plagiarism tutorial, and redo paper for lower grade.
2. Second offense, get F on paper.
3. Third offense, fail course.
4. Fourth offense, dismissal from program.