NEW YORK UNIVERSITY
STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT
Department of Teaching and Learning
Multilingual Multicultural Studies
LANED-GE.2099.001 – Spring 2015
Culminating Seminar in Multicultural Education
Wednesday, 4:55 – 6:35 p.m., TISC LC15
Professor: Heather Homonoff Woodley, PhD
Office: East Building, 239 Greene Street, 318
Office Hours: Wednesday, 1:00 – 4:00 pm; Thursday 1:00 – 3:00 pm by appointment
E-mail: [email protected]
Phone: 212-998-5494
R e s e a r c h i s f o r m a l i z e d c u r i o s i t y. I t i s p o k i n g a n d p r yi n g w i t h a p u r p o s e .
- Zora Neale Hurston
Course Description & Objectives
In the past, additional-language teachers often blindly followed research findings or ignored them
altogether. They did not question the outcome of research, nor did they care about how the data
were collected or analyzed. During the past decade, however, two phenomena of major significance
in additional and foreign language teaching and learning have emerged: (1) the strengthening of a
research orientation to language learning and teaching, and (2) a broadening of the research
enterprise to involve teachers themselves in research. Today’s language teachers are expected to
read, understand and critique research reports. Furthermore they are encouraged to conduct
classroom-oriented research. This course is, therefore, intended as an introduction to research
methods in additional/foreign language teaching and learning. Students will:
gain an overview of the major approaches to research in additional/foreign language
teaching and learning;
critically read additional/foreign language research;
develop and apply basic research skills (e.g. formulating research questions, using varied
research methods, analyzing data, and presenting research findings).
Attendance and participation
Participation, preparation and punctuality are highly valued components of this course as the
learning process is a mutually constructed event. The degree to which students prepare for class
meetings will maximize the learning that takes place. Course credit is based on: consistent and
punctual attendance; active participation in discussions and activities (pair or group work);
discussion postings on NYU Classes; and on-time completion of all reading and other
assignments. More than two unexcused absences will lower your grade. If you are absent or late,
please make arrangements with another student to get class information and materials, and visit
your instructor during office hours.
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NYU Classes readings, discussion, & online responses
Each week, you are expected to read assigned articles and selections posted on NYU Classes.
These can be found in the “Readings” folder located under “Resources.” Weekly homework
(Online Responses) related to the readings or class topics will be posted on NYU Classes
(descriptions in “Forums” and “Assignments”). You are expected to post your responses as a
message for the whole class to see in “Forums” under the Online Response’s topic number (Post
a new thread with your response). Please also bring either a hard or electronic copy of your work
to class for sharing. You may also post your ideas at any other time, or respond to others’ posts,
on your own accord to continue conversations. Postings should be substantive, showing a clear
understanding of course topics, raising pertinent questions, sharing new insights, and making
connections to readings and real-world examples. Additional postings beyond assignments will
count towards class participation credit. You are strongly encouraged to respond to each other’s
postings, so that NYU Classes becomes a truly engaging and learning space.
Evaluation
Active attendance and participation
Online responses
Research project proposal (midterm)
Research project poster session
Research project
15%
20%
20%
15%
30%
Grade scale
Percentage
98-100
93-97
90-92
87-89
84-86
Letter Grade
A+
A
AB+
B
Percentage
80-83
77-79
70-76
Below 70
Letter Grade
BC+
C
F
*Guidelines for all assignments will be discussed in class and posted on NYU Classes.
*All work should follow APA format. Refer to the APA website (www.apa.org) for tips.
Academic Honesty
You are expected to read and adhere to NYU’s and MMS’ policies on academic honesty.
Students are expected to produce work of their own doing and credit any secondary sources used
in their papers appropriately. Any use of others’ words/phrases or ideas without proper credit
and documentation and claiming it as one’s own constitutes plagiarism; it is a serious offense
with severe consequences. And you miss out on the learning too. The full Steinhart statement of
Academic Integrity can be found at www.steinhardt.nyu.edu/policies/academic_integrity.
Students with Special Needs
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.
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Schedule of Classes
Date
Essential Questions
Readings & Assignments
All readings and assignments should be completed prior to the
corresponding date in the schedule, unless otherwise noted.
January
28
February
4
Who are we? Why research in education?
February
11
How can I use action
research? How can I
formulate my research
questions?
1. Sample student proposal #1
2. Ferrance (2000) Action Research
3. Falk & Blumenreich (2005) Chapter 3: Wonderings to Be
Done – Finding Your Question
February
18
How can I establish a
solid research-based
foundation for my study?
1. Sample student proposal #2
2. Falk & Blumenreich (2005) Chapter 4: Standing on the
shoulders of those who came before
3. Online response #2 (Positioning Myself)
February
25
How can I use NYU
library resources in my
research?
1. Library Research Workshop
Bobst Library, room 619 (SE corner of the 6th floor)
2. Online response #3 (Draft of Research Questions)
March 4
How can data be collected
in language learning
research?
1. Falk & Blumenreich (2005) Chapter 6: Data collection
tools
2. Chose one:
a. Jensen & Llosa (2007). Heritage language reading in
the university: A survey of students’ experiences,
strategies, and preferences
b. Armstrong & Retterer (2008). Blogging as L2 writing:
A case study
c. Hayes (2009). Language learning, learning teaching:
Episodes from the life of a teacher of English in
Thailand.
3. Online response #4 (Research Tool description)
What are different
1. Taylor & Medina (2013) Educational research paradigms:
paradigms and approaches
From positivism to multiparadigmatic
to research with emergent 2. Brooke (2013) Which Research Paradigm for TESOL?
bilinguals?
3. Online response #1 (My Theoretical Framework)
March 12- NYSABE (NY State Association for Bilingual Education) annual conference in
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downtown White Plains, NY (Metro North from Grand Central)
March 11 How can I gather
1.
Merriam (2009) Chapter 4: Conducting Effective
meaningful data?
Interviews
2.
Merriam (2009) Chapter 5 selection: Being a Careful
Observer
March 18
No class – Spring Break
3
March 25
April 1
April 8
April 15
April 22
How will I conduct the
research I have planned
for?
How can I find patterns,
themes, and findings in
my research?
1.
How can I account for
validity and reliability?
How can I share my
research through a poster?
How can I write up my
research findings?
What are pedagogical
implications of research?
April 29
What are connections
between research and
media?
May 6
How can I share my
research? What are my
next steps?
Research project proposal due
1. Hubbard & Power (2003) Chapter 4: Pentimento:
Strategies for Data Analysis
2.
Saldaña (2012) Chapter 1: An introduction to codes and
coding
1. Merriam (2009) Chapter 10: Dealing with Validity,
Reliability and Ethics
1. Sample student final research projects #1 and #2
2. Online response #5 (Finding Patterns)
1. Zhang & Mi (2010). Another look at the language
difficulties of international students.
2. Tang & Martino (2000). Whole language instruction in
China: Teachers’ beliefs in theory versus practice and
constraints.
3. Menken, K. & Koyama, J. (2013) Emergent Bilinguals:
Framing Students as Statistical Data?
1.
In class: Short film: Immersion
2.
In class: exploring online communities for research and
practice
Research project poster session
East Building, conference space TBD
May 17
Final research project due (via email)
Required Reading
Armstrong, K., & Retterer, O. (2008). Blogging as L2 writing: A case study. AACE Journal, 16(3), 233251.
Brooke, M. (2013). Which research paradigm for TESOL? Theory and Practice in Language
Studies. 3(3), 430-436
Ferrance, E. (2000). Action Research. Northeast and Islands Regional Education Laboratory At
Brown University
García, O. (2012) Qualitative Research on Bilingualism and Multilingualism. The Encyclopedia of
Applied Linguistics.
Hayes, D. (2009). Language learning, learning teaching: Episodes from the life of a teacher of English in
Thailand. RELC Journal, 40, 83-101.
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Jensen, L. & Llosa, L. (2007). Heritage language reading in the university: A survey of students’
experiences, strategies, and preferences. The Heritage Language Journal, 5(1).
Menken, K. & Koyama, J. (2013) Emergent Bilinguals: Framing Students as Statistical Data?
Bilingual Research Journal, 36, 82-99
Tang, F. L. & Martino, M. (2000). Whole language instruction in China: Teachers’ beliefs in theory
versus practice and constraints. College ESL, 9 (1&2), 35-50.
Taylor, P. C. & Medina, M. N. D. (2013). Educational research paradigms: From positivism to
multiparadigmatic. Meaning Centered Education, 1.
Zhang, Y. & Mi, Y. (2010). Another look at the language difficulties of international students. Journal of
Studies in International Education, 14(4), 371-388.
Selected chapters from:
Falk, B. & Blumenreich, M. (2005). The Power of Questions: A Guide to Teacher and Student
Research. Heinemann
Hubbard, R.S. & Power, B.M. The Art of Classroom Inquiry: A Handbook for TeacherResearchers. Heinemann
Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
Saldaña (2012). The Coding Manual for Qualitative Researchers. Sage Publications.
Educational Organizations: Publications and Annual Research Conferences
AERA (American Educational Research Association)
NABE (National Association for Bilingual Education)
NYSABE (NY State Association of Bilingual Education)
NYCoRE (NY Collective of Radical Educators)
Education for Liberation (Free Minds, Free People conference)
AAAL (American Association for Applied Linguistics)
TESOL International Association
RISLUS (Research Institute for the Study of Language in Urban Society)
CUNY-NYSIEB (CUNY-NY State Initiative for Emergent Bilinguals)
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