New York University
Steinhardt School of Culture, Education and Human Development
Department of Teaching and Learning
Multilingual and Multicultural Studies Program
Spring 2015 (1-6 credits)
LANED-GE.2039.002
Advanced Individual Projects in Multilingual and Multicultural Studies
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.
Welcome to the class!
Catalog Description
Under the guidance of a graduate advisor, each student conducts his/ her advanced
individual research project on second language learning and teaching as a means to
update knowledge and skills in the subject(s) taught and in pedagogy and/or research.
This course fulfills the terminal experience requirement of the master’s program but can
be taken as part of the Post-MA or PhD programs.
Course Description
This class involves guided work relevant to second language acquisition, multilingualism
& multiculturalism, cross-cultural communication, pedagogy and other associated areas.
Your approach may include experimental, quasi-experimental, descriptive, ethnographic,
historical and/or philosophical paradigms. It is also possible to attend a conference (or
conferences) in foreign/bilingual or second language acquisition/teaching and write a
paper following up on a topic that interests you. Many alternatives exist. In general, your
project should not duplicate work you have taken in your other classes and should be
relevant and meaningful to you professionally and personally.
Learner Objectives
Students will be able to:
1. Expand and enrich their knowledge of language teaching and learning through a
mentored original project involving research, curriculum, and other related areas
in second language acquisition.
2. Create a project that pertains to the acquisition, use, teaching or study of second and
additional languages and/or cultures.
Possible projects include the following:
Research
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Conduct action research
Conduct primary SLA research on an aspect of communicative competence
(e.g., grammar, phonology, pragmatics)
Conduct secondary research, i.e., a state-of-the art paper
Write an annotated bibliography on a particular topic
Work on a research project with faculty
Curriculum/Materials Development
Write a book or book chapter for an L2 population
Create a focused theme-based unit that weaves in language skills, based on a
model such as SIOP, ASCD Integrated Units, or CALLA
Create a website or online course
Create a video
Language Learning and/or Teaching Experience
Study and/or teach a second language and keep a language learning diary
Tutor a second language learner and keep a diary
Conduct a language exchange
Creative Projects
Write a book or book chapter for an L2 population
Use existing or original music to enhance second language skills
Develop an arts project to enhance second language skills
Use dance movement to enhance second language skills
Use poetry or literature to enhance second language skills
Other
Create any other type of project that will extend or enhance your knowledge
and/or skills
Combine these options listed above to create an integrated project.
Course Format
Classes will be conducted using group class meetings and individualized instruction
both online and in person
NYU Classes Site
This course has a Classes site. The syllabus, details about assignments, and any other
general course information are available on the site as well. Postings will be made
regarding events or other items of importance. Be sure that you use your NYU e-mail
as course announcements will be sent only via NYU. Feel free to use the site to
continue conversations in class or raise new points for discussion during future class
meetings.
Course Requirements
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Once we have discussed your project, write a 1-2 page proposal and upload it on
NYU Classes. Some negotiations may be needed before your proposal is formally
approved. Upon approval, you may officially start your project. To help in projecting
time, you should spend a MINIMUM of 30 hours per credit. Keep a log of your time
as you go along; turn in your log with your final project. Support will be provided
as needed and/or requested.
*In addition to the midterm status report, two "check-ins" are required, one in the first
half of the semester (Feb 3-March 24) and one in the second half (March 25-May 5).
Briefly let me know how you are doing, what progress you have made, and whether
any questions or issues have arisen. Check-ins can be done through e-mail or by
scheduling in-person or online meetings.
Course Schedule
First Class: Tuesday, February 3.
Project Proposal: Posted on NYU Classes site by Friday, February 13.
Workshop on Thematic Units (optional): Tuesday, February 17.
Midterm Status Report:
In-class oral report: Tuesday, March 24.
Written status report due: Friday, March 27.
A one to two double-spaced page interim report about your project to be
posted on our NYU Classes site in response to specific questions posted
on assignment link.
Final Project Presentation
In-class oral report at our last class meeting: Tuesday, May 5.
Submit Final Version of Project to NYU Classes site
Due: Friday, May 15
Criteria for Evaluation
1. Your project thoroughly fulfills the plans articulated in your proposal.
2. Your project shows an accurate and in-depth understanding of the issues and
relevant concepts.
3. If your project involves an academic paper, sufficient and relevant sources and
examples are 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.
4. If your project involves a curriculum unit, the intended population and context
for use are described thoroughly. Your work represents up-to-date pedagogy that
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is content-based, weaves together content and second language development that
is appropriate for your population, and provides for differentiated instruction.
5. If your project belongs to an alternative category, the intended population and
context for use are described thoroughly. The projected outcomes are consistent
with the intended goal.
Grading
A. The project meets all criteria (described above) at a 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.
Recommended Books or Resources
Research Study
American Psychological Association. (2010). Manual of the American
Psychological Association (6th ed.). Washington, D.C.: Author.
Booth, W. C., Colomb, G. G., & Williams, J. M. (2003). The craft of research.
Chicago: University of Chicago Press.
Duff, P. A. (2008). Case study research in applied linguistics. New York:
Routledge.
Mertler, C. A., & Charles, C. M. (2008). Introduction to educational research (6th
ed.). New York: Pearson.
Mackey, A., & Gass, S. M. (2005). Second language research. Mahwah, NJ:
Lawrence Erlbaum.
Pan, M. L. (2003). Preparing literature reviews: Qualitative and quantitative
approaches. Los Angeles: Pyrczak.
Patten, M. L. (2004). Understanding research methods: An overview of the
essentials. Los Angeles: Pyrczak.
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Pyrczak, F., & Bruce, R. R. (2006). Writing empirical research reports. Los
Angeles, CA: Pyrczak.
TESOL Quarterly Research Guidelines
http://www.tesol.org/read-and-publish/journals/tesol-quarterly/tesol-quarterly-research-guidelines
Integrated Thematic Unit(s)
Information on ASCD style integrated units (to be adapted to include an L2
component)
http://www.ascd.org/publications/books/103011/chapters/What-Is-IntegratedCurriculum%C2%A2.aspx
http://www.earlychildhoodlinks.com/teachers/themeunitselementary.htm
Units are developed around questions or issues rather than simply noun
phrases. Underlying them are essential understandings and guiding questions.
SIOP Model (Sheltered Instruction Observation Protocol)
Echevarria, J., Vogt, M., & Short, D. (2009). Making content comprehensible
for English learners: The SIOP model. Boston: Allyn and Bacon.
Echevarria, J., Short, D., & Vogt, M. (2008). Implementing the SIOP Model
through effective professional development and coaching. Boston: Pearson.
Haynes, J. SIOP: Making content comprehensible for ELLs.
http://www.everythingesl.net/inservices/using_siop_model_08621.php
Cognitive Academic Language Learning Approach
Chamot, A. (2009). The CALLA handbook: Implementing the cognitive
academic language learning approach. White Plains, NY: Pearson Education.
(Originally Chamot, A., & O’Malley, M. 1994.)
Selected Peer Reviewed Journals
Journals in Second Language Acquisition
Annual Review of Applied Linguistics
Applied Linguistics
Bilingual Education Research
CALICO Journal
Changing English, Discourse and Society
English for Specific Purposes
Foreign Language Annals
International Journal of Multilingualism
International Journal of the Sociology of Language
International Review of Applied Linguistics
Journal of Pragmatics, Journal of Second Language Writing
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Language Assessment Quarterly
Language Learning
Language Teaching Research
Language, Culture and Curriculum
Linguistics and Education
Modern Language Journal
Reading in a Foreign Language (online journal)
Second Language Research
Studies in Second Language Acquisition, System
TESOL Quarterly
The Journal of the Imagination in Language Learning and Teaching
The Modern Language Journal
World Englishes
Journals in Education Broadly
Anthropology and Education Quarterly
American Educational Research Journal
Educational Researcher
Harvard Educational Review
Review of Educational Research
Teachers College Record
Teachers and Teaching
The Elementary School Journal
Writing and Pedagogy
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/policiesprocedures.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
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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; and/or
• 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.
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