NEW YORK UNIVERSITY
STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN
DEVELOPMENT
Department of Teaching and Learning
Multilingual Multicultural Studies
Teaching Second Languages Across the Content Areas
TESOL-GE.2204 (3160) Section 001
Spring, 2015
Mondays 6:45 – 8:25
Instructor: Brianna Avenia-Tapper
Office Hours: by appointment
E-mail: [email protected]
Description
Course participants will learn to plan and deliver content-integrated 2nd language
instruction. The course will include exploration and application of theoretical
perspectives on the integration of language and content. We will identify and
describe the linguistic demands of content area texts, activities, and standards at
the lexical, syntactic, and textual levels. Students will reflect on, discuss, and
evaluate work produced by 2nd language learners in the content areas, content
integrated language instructional plans, and teaching techniques for content and
language integrated instruction.
Objectives
Course participants will be able to plan for content-integrated language
instruction. Participants’ plans will
Use knowledge of students to target support for students’
language development in meaningful content-based instruction.
Make connections between language competencies and content
in at least one of the four modalities (speaking, listening,
reading, or writing)
Identify and support language demands associated with key
content learning activities
Include informal and formal assessments to monitor students’
development of English language in content-based instruction
Course participants will be able to deliver content area integrated
instruction. Participants will deliver content integrated language instruction
that
* Engages students in actively developing language
proficiency.
* Provides access to meaningful models of target language in
use.
* Links new learning to prior learning.
* Elicits student responses that promote language development
in relation to one or more language competency in one or more
modality within content area instruction.
*Demonstrates rapport with and respect for students and
creates a supportive learning environment that allows for varied
perspectives.
Course Requirements
Attendance and participation
Includes regular attendance in class sessions; active participation in class
discussions and activities, including pair or group work; and completion of all
reading and other assignments on time in the manner specified. More than one
unexcused absence will lower your grade. You are expected to be in class on
time. If you must be absent or late, make arrangements with another student to
get class handouts. ALWAYS CHECK THE NYU CLASSES WEBSITE FOR
HANDOUTS AND READINGS FROM THE PREVIOUS CLASS.
Important
1. All course requirements must be completed to receive a passing grade in the
class.
2. All written materials should be typed in 12 point font and double-spaced, with
one inch margins unless otherwise noted. Lesson plans should be submitted
electronically via the instructor’s email [email protected].
3. Grades awarded to work submitted late will be reduced by 10% for every day
late.
4. Always use APA style 6th Edition and cite all sources.
5. You are expected to check the NYU Classes website and your email
frequently for course announcements, homework assignments, and other
communications.
6. Bring your textbook and assigned readings to class.
7. Finally, you are responsible for knowing and abiding by the University’s issued
standards of academic honesty outlined in the student handbook as well as
Steinhardt’s Statement on Academic Integrity that you have received with this
syllabus.
Students with Disabilities
Students with physical or learning disabilities are required to register with the Moses Center for Students
with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are required to present a letter from the
Center to the instructor at the start of the semester in order to be considered for appropriate
accommodation.
Grading
Attendance and class participation/ preparation 10%
(for each absence beyond one, 2 points will be subtracted from your participation
grade, when required class prep. is not completed –e.g. double entry journal,
questions about readings- 1 point will be subtracted from your participation
grade)
2 written reflections submitted on NYU Classes (numbered in syllabus) 10%
Language demands quiz 15%
Text comparison presentation 15%*
Selection/justification of language scaffolds based on needs in student
work 20%*
Original Lesson Plan 15% *
Teaching demo (final) 15%*
* The rubrics that will be used to evaluate these assignments are attached below.
Final grade breakdown
97-100 A
90-97 A 86-89 B+
84-85 B
80-83 B76-79 C+
73-75 C
Below 75 – Work will need to be redone
Required Text:
Coyle, D., Hood, P., and Marsh, D. (2010). CLIL: Content and Language
Integrated Learning. NY: Cambridge University Press.
Additional readings will be available on our NYU Classes website:
- Bruna, K. R., Vann, R., & Escudero, M. P. (2007). What’s language
got to do with it? A case study of academic language instruction in a
high school ―English learner science‖class. Journal of English for
Academic Purposes, 6(1), 36-54.
- Gibbons, P. (2002). Scaffolding language, scaffolding learning:
Teaching second language learners in the mainstream classroom.
Portsmouth, NH: Heinemann.
- Richards, J. C., & Burns, A. (2012). The Cambridge guide to
pedagogy and practice in second language teaching. Cambridge:
Cambridge University Press.
- Jackson, L., Meyer, W., & Parkinson, J. (2006). A Study of the
Writing Tasks and Reading Assigned to Undergraduate Science
Students at a South African University. English for Specific
Purposes, 25, 3, 260-281.
- Schleppegrell, M. (2004). The language of schooling: A functional
linguistics perspective. Mahwah, N.J: Lawrence Erlbaum.
- Understanding Language, Stanford University
‘Language and the Common Core State Standards’
STATEMENT ON ACADEMIC INTEGRITY
”Your degree should represent genuine learning”
The relationship between students and faculty is the keystone of the educational
experience in The Steinhardt School of Culture, Education, and Human Development 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 to also 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 different courses without prior permission from your
professors;
• Receive help on a take-home examination that calls for independent work;
• 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 other’s 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.
Your professors are responsible for helping you to understand other people’s ideas, to
use resources and conscientiously acknowledge them, and to develop and clarify your
own thinking. You should know what constitutes good and honest scholarship, style
guide preferences, and formats for assignments for each of your courses. Consult your
professors for help with problems related to fulfilling course assignments, including
questions related to attribution of sources. Through reading, writing, and discussion, you
will undoubtedly acquire ideas from others, and exchange ideas and opinions with
others, including your classmates and professors. You will be expected, and often
required, to build your own work on that of other people. In so doing, you are expected to
credit those sources that have contributed to the development of your ideas.
Avoiding Academic Dishonesty
• Organize your time appropriately to avoid undue pressure, and acquire good study
habits, including note taking.
• Learn proper forms of citation. Always check with your professors of record for their
preferred style guides. Directly copied material must always be in quotes; paraphrased
material must be acknowledged; even ideas and organization derived from your own
previous work or another’s work need to be acknowledged.
• Always proofread your finished work to be sure that quotation marks, footnotes and
other references were not inadvertently omitted. Know the source of each citation.
• Do not submit the same work for more than one class without first obtaining the
permission of both professors even if you believe that work you have already completed
satisfies the requirements of another assignment.
• Save your notes and drafts of your papers as evidence of your original work.
Disciplinary Sanctions
When a professor suspects cheating, plagiarism, and/or other forms of academic
dishonesty, appropriate disciplinary action may be taken following the department
procedure or through referral to the Committee on Student Discipline.
Departmental Procedure
• The Professor will meet with the student to discuss, and present evidence for the
particular violation, giving the student opportunity to refute or deny the charge(s).
• If the Professor confirms the violation(s), he/she, in consultation with the Program
Director and Department Chair may take any of the following actions:
o Allow the student to redo the assignment
o Lower the grade for the work in question
o Assign a grade of F for the work in question
o Assign a grade of F for the course
o Recommend dismissal
Once an action(s) is taken, the Professor will inform the Program Director and
Department Chair, and inform the student in writing, instructing the student to schedule
an appointment with the Associate Dean for Student Affairs, as a final step. Copies of
the letter will be sent to the Department Chair for his/her confidential student file and the
Associate Dean for Student Affairs. The student has the right to appeal the action taken
in accordance with the School’s Student Complaint Procedure as outlined in The
Steinhardt School of Culture, Education, and Human Development Student’s Guide.
Referral to the Steinhardt Committee on Student Discipline
In cases when dismissal is recommended, and in cases of repeated violations and/or
unusual circumstances, faculty may choose to refer the issue to the Committee on
Student Discipline for resolution, which they may do through the Office of the Associate
Dean for Student Affairs The Steinhardt School Statement on Academic Integrity is
consistent with the New York University Policy on Student Conduct, published in the
NYU Student Guide
Tentative Schedule
Schedule is subject to change. Changes will be announced and posted on NYU
Classes.
Date
Objective
Formative
assessment
Learn names
Jan. 26th
Review syllabus
Teaching practices Homework Due:
modeled
-Using non-verbal
responses to require
whole-class
participation
None
-Multi-modal
representation
-Beginning with
assessment
Participants will be
able to explain the
perspective that
‘language is
action’.
Feb. 2nd
Language as
action and
Language
demands
Participants will be
able to identify
-Modeling
word, sentence,
and text level
-Mingling
language demands
in content area
texts.
- Jigsaw activity
Sign up for textcomparison
presentations
Feb. 9th
Participants will be - Gradual release of
- ‘Language and the Common
Core State Standards’
(Posted on Classes in ‘Stanford
Readings’)
- Pages 193-197 in ‘Contentand-Language Integrated
Learning: From
Practice to Principles? (2011)
Dalton-Puffer (Posted on
Classes)
- Pages 27-41 in CLIL.
Bring to class:
- ½ page of notes that you
could use to teach the
‘Language and the Common
Core State Standards’ reading
to another student
Identifying
language
demands and
language needs
able to identify
control /I do-we doword, sentence,
you do
and text level
- Gallery walk
language demands - Sentence frames
in content area
-Double entry
tasks and
journals
objectives.
-graphic organizers
Language
demands and
needs take home
quiz distributed. Participants will be
able to identify
language needs at
the lexical,
syntactic and text
levels in children’s
content area
writing.
Choose CLIL
chapter to outline.
Feb. 23rd
Participants will be
able to explain
Analyzing and
how the workshop - Small group
evaluating
model, turn + talk, sorting
teaching
modeling, and
practices for
visuals support
- Sentence frames
usefulness in the
effective
simultaneous
integration of
-Exit slip
teaching of
language and
language and
content.
content
Participants will be
able to describe,
-Stop and jot
evaluate, and enact
-Anticipation guide
March 2
teaching practices
How?
-Turn and talk
for scaffolding
Scaffolding
-Word Wall
language
comprehension
-Graphic
comprehension in
representation
content learning.
- What’s language got to do
with it? A case study of
academic language instruction
in a high school ―English
learner science‖class. (On Clas
ses)
- Schleppegrell (2004) The
Language of Schooling Page
43-49 and and 113-137
(Available online from the
library)
Bring to class:
- double-entry journal with
three entries on either reading
- 5 written questions about the
Schleppegrell reading: 2 closeended and 3 open-ended
-CLIL pages 48-101
Bring to class:
- 2 multiple choice questions on
the CLIL reading
- A 1-page outline of either
CLIL chapter
Due - Email to Professor:
Language Demands and Needs
Take-Home quiz
Read ‘Reading in a Second
Language’ (Scaffolding
language, scaffolding learning,
by Gibbons, P. 2002, p. 77101). On classes site.
Read ‘Reducing vocabulary
disparities through high-quality
instruction’ (All About Words,
by Neuman, S. and Wright, T.,
2013) pgs. 132-135. On classes
site.
Bring to class:
-Create a 1 page graphic
representation of the
information in the All About
Words reading
- Make a list of the three most
useful things in the Gibbons
reading.
March 9th
How?
Scaffolding
Production
(oral)
March 23rd
AAAL
(I will be away
at a conference
this week. This
class will be a
‘virtual class’)
Read ‘Classroom Talk:
Creating Contexts for
Language Learning’
Participants will be
(Scaffolding language,
able to describe,
Mingling activity
scaffolding learning, by
evaluate and enact
In/out conversation Gibbons, P. 2002, p. 14-38).
teaching practices
Posted on class site.
circle
for scaffolding oral
Information gap
language
Bring to class:
production in
Briefly jot down three ways in
content learning.
which this chapter connects (or
doesn’t) to your own
teaching/learning experiences.
Planning to teach Planning to teach
in an American in a non-American
context: Spend at context:
least 2 hours
Spend at least 2
exploring the
hours exploring the
‘Persuasion Across ‘Using Simpsons in
Time and Space’ EFL classes’ (on
unit. Link on
Classes) article and
Classes.
preparing to teach
There are videos another teacher
and lesson plans. about the ideas in the
Prepare to teach article for about 10
another teacher
minutes.
about this unit in
about 10 minutes,
highlighting its
strengths and
weaknesses.
March 30th
How?
Scaffolding
Production
(written)
Participants will be
able to describe,
evaluate and enact -Mingling activity
teaching practices
for scaffolding
-Information gap
written language activity
production in
content learning.
- Read ‘From Speaking to
Writing in the Content
Classroom’ (Scaffolding
language, scaffolding learning,
by Gibbons, P. 2002, p. 40-50).
Bring to class:
- Come prepared to teach
others about the online
materials you explored last
week.
April 6th
DOE break
(we will make
Have a great
this class up by
break: )
holding class
during exam
week)
Read pages 112-129 in CLIL
April 13th
Evaluating
assessments for
content
integrated
language
learning
Participants will
evaluate
assessments.
Participants will -Sentence frames
explore models of
-Exit slip
the
‘Selection/justifica
tion of language
scaffolds based on
needs in student
work’ assignment
Due:
Reflection # 1) A one-page
summary of information on
how to scaffold productive and
receptive language in the
content classroom for new
teachers at the grade level
where you intend to teach. Post
on Classes.
Bring to class:
Come to class prepared to
apply the information in the
CLIL chapter by evaluating
various example assessments.
Read excerpt from ‘Teaching
Children to Care’ by Ruth
Sidney Charney, pgs. 17-67,
posted on NYU Classes.
Participants will
evaluate lesson
plans.
April 20th
Participants will
explain and justify
-Using rubrics as
the value of
teaching tools
teaching practices
-Concept mapping
designed to build a
safe and
supportive
classroom
environment.
Participants will
compare and
contrast the needs
of language
learners at
different ages.
April 27th
Participants will
evaluate each
other’s lesson
plans and give
feedback.
Participants will
evaluate teaching
demos and justify
evaluations.
- jigsaw reading
-Graphic organizer
-Peer conferencing
Due:
‘Selection/justification of
language scaffolds based on
needs in student work’ Email
to professor.
Bring to class:
Double entry journal with at
least three entries on the
Charney reading.
Group 1: Read- ‘Teaching
young learners’ on classes site.
Group 2: Read – ‘Teaching
teenagers’ on classes site.
Group 3: Read- ‘Teaching
Adults’ on classes site.
Come prepared to present
information in reading to the
class.
Bring to class:
Rough draft of content and
language integrated lesson
plan.
Participants will
workshop each
others’ teaching
demo plans.
May 4th
May 11th
Participants will
review teaching
practices
highlighted
throughout the
course.
FINAL
TEACHING
DEMOS and
peer evaluation
-peer conferencing
-using rubrics as
teaching tools
Due:
Final draft of content and
language integrated lesson
plan. Post on Classes.
Bring to class:
General ideas for teaching
demo
End of unit
celebration/
presentation by
student experts
Due:
Reflection # 2) Reflect on and
describe 4 key teaching
practices from this course.
Explain how you will use these
in your own teaching. BE
SURE TO EXPLAIN HOW
THESE PRACTICES
FACILITATE LANGUAGE
AND CONTENT
INTEGRATION. Submit on
Classes.
Bring to class:
Teaching demos
May 18th
(exam week, but
because I have
FINAL
given you the
TEACHING
class during the
DEMOS and
DOE’s spring
peer evaluation
break off, we
will have class
on this day).
End of unit
celebration/
presentation by
student experts
Bring to class:
Teaching demos
RUBRICS:
1) Text comparison presentation
Yes - 5pts.
No - 0pts.
Presentors name and
describe two assignments
that require the production
of different types of text.
Students display 2
DIFFERENT texts that would
constitute appropriate and
skillful responses to the
assignments.
Students explain differences
between the two texts at the
lexical, syntactic and text
levels.
2) Selection/justification of language scaffolds based on needs in student
work
Yes - 5pts.
Course participant
accurately and explicitly
describes a language need
that can be observed in the
student work.
Course participant explains
the tasks and texts
Students explain differences
between the two texts at the
lexical, syntactic and text
levels.
No - 0pts.
3) Original Lesson Plan
Plan
explicitly
states a key
language
objective for
the lesson.
Plan includes
meaningful
language use
that supports
mastery of
content area
learning
objective.
1
Plan does
not
include a
language
objective.
Students
do not
use
language.
2
Plan only
notes
difficult
vocabular
y and/or a
single
language
objective
that is
unrelated
to the
content
area
learning
objective.
Candidate
’s plans
focus
solely on
vocabular
y and
grammar
with no
connectio
ns to the
content.
3
Plan
includes
language
objective
that extends
beyond
vocabulary
and is
related to the
content area
learning
objective
Plans for
instruction
include
some
student use
use of
language
and some
contentfocused
activity.
4
Plan includes
language
objective that is
integral to the
content objective
or to the texts
and tasks used in
service of
meeting the
content
objective.
5
Plan includes language
objective that is integral to
the content objective or to
the texts and tasks used in
service of meeting the
content objective.
Plans for
instruction
support students’
language
development
such that the
language most
critical to content
area objectives is
targeted for
practice.
Plans for instruction
support students’ language
development such that the
language most critical to
content area objectives is
targeted for practice.
OR
Only
content is
addressed
through
sheltering
techniques
rather than
focusing
on
language
developm
ent as a
goal.
Plan includes
No
language
There are
AND
Plan includes opportunities
for repeated student
exposure to the target
language forms in use.
Plan includes opportunities
for students to repeatedly
use target language in
meaningful content area
learning activities.
Multiple modalities are
clearly targeted and
students are practicing in
more than one language
modality.
There are
Language
Language supports address
scaffolds that
support the
language
necessary to
achieve the
content area
learning
objective.
is used in
the
lesson.
no
language
supports
in the
lesson.
language
supports that
would be
impossible
to
implement,
unrelated to
the lesson
content, or
inappropriat
e for the
level of the
learners.
supports address
the language
competencies
that will be
needed for
successful
comprehension/p
roduction of the
activities and
texts included in
the lesson.
the language competencies
that will be needed for
successful
comprehension/production
of the activities and texts
included in the lesson.
AND
Options for differentiating
the level of language
support in linguisticallydiverse classrooms are
explored.
4) Teaching demo
1
3
5
Actively engaging
students in
developing English
language proficiency
within content-based
instruction
Students do not
use language.
Students use language
while engaging in activities
related to a content area
topic.
Students engage in language
tasks that extend language
proficiency in the context of
meaningful content-focused
communication.
Supporting student
understanding and
use of content area
language and
concepts
There are no
non-linguistic or
L1 supports.
There are no
key terms,
sentence
frames, or
model texts.
Candidate supports either
understanding of content
area language or
production of content
area language, but not
both.
Both productive and receptive
language demands are carefully
supported with repetition, and
non-linguistic
or L1 supports. Model texts, sentence
frames, word walls and/or repeated
exposures are used to
support productive language
demands.
Eliciting student
responses that
promote English
language
development within
content area
instruction
Teacher does
most of the
talking.
Teacher elicits some
student responses that
build English language
proficiency.
Teacher facilitates interactions
between students so that many
students have repeated
opportunities
to use target language forms in the
context of meaningful content
area learning.