LLED 360

LLED 360: Classroom Discourses and English Language Learners

Section 301

Instructor: Chelsey Hauge chelseyhauge@gmail.com

Monday/Wednesday 2:30-4, Scarfe 206

(3 credits)

 

Course description

This course introduces teacher candidates to perspectives relating to how secondary school students develop as first and second language learners in formal school environments.  It provides teacher candidates with an introductory overview of the knowledge, skills and attitudes needed to implement an academic language and literacy program appropriate to the needs of diverse learners (including, beyond first and second language learners: indigenous learners; students from marginalized communities; speakers of non-standardized varieties) in secondary content area classrooms. Specifically, it introduces teacher candidates to a theoretical overview of and some practical experience in teaching English academic literacy from a functional perspective, and it provides a general theoretical overview of and some practical experience in teaching English language learners (ELL). The course is required for all B.Ed. Secondary Teacher Education students.

 

Objectives

By the end of the course, students should be able to:

1. Demonstrate familiarity with a range of academic discourses, by identifying common educational genres and key language features featured in particular subject areas.
2. Plan lessons with a focus on the discourse of their subject specialization and develop language objectives as a necessary complement to content objectives for a language/content-integrated pedagogy.
3. Develop an awareness of multimodal/multilingual-based classroom pedagogies wherein diversity is utilized as a resource.
4. Demonstrate familiarity with the challenges facing ELLs.
5. Identify resources to support ELLs in diverse school contexts.
6. Describe the significance of integrating language and content in teaching ELLs.
7. Outline or create collaborative activities that can mediate ELLs’ understanding of the language and content of educational texts.
8. Design multilingual and multimodal activities that support ELLs’ cognitive and academic development while they are in the process of learning English.

 

Course Outline By Week

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Week 1  September 4

 

Topic Theory and practice in the development of academic discourse, Academic (multi)literacies in the 21st century

Key Notions Overview:

-21st century classroom contexts and student diversity

– Literacy as a social activity

– Literacy as a linguistic activity

– Introduction to genres and registers

-The nature of literacy in the 21st century

Readings      

• Zwiers, J. (2008). Understanding how students use language. In Building academic language: Essential practices for content classrooms (Ch. 1, pp. 1-17). San Francisco, CA: Jossey-Bass.

Additional (optional) resources/activities:

• BC Ministry of Education (2001, 2004). Diversity In BC Schools: A Framework. Available from: http://www.bced.gov.bc.ca/diversity/
• Cope, B. & Kalantzis, M. (2009). Multiliteracies: New Literacies, New Learning. Pedagogies: An International Journal, 4, 164-195.
• New Learning Online website: http://newlearningonline.com/multiliteracies/The Multiliteracies Project website: www.multiliteracies.ca

Week  2  September 9 & 11

Topic Key concepts in language acquisition & The nature of school language

Key Notions

• Key concepts in language acquisition: input, output, negotiation of meaning, scaffolding
• Strategies for increasing connection and communication in the classroom
• Academic discourse: Language for thinking
• The brick and mortars of discourse
• Characteristics and functions of school language: describing complexity, higher-order thinking, abstraction, explicitness.
• The features of academic grammar: nominalization, complex sentences, hedging

Readings

• Zwiers, J. (2008). Cultivating academic language acquisition. In Building academic language: Essential practices for content classrooms (Ch. 3, pp. 41-68). San Francisco, CA: Jossey-Bass.
• Zwiers, J. (2008). Language for academic thinking. In Building academic language: Essential practices for content classrooms (Ch. 2, pp. 19-40). San Francisco, CA: Jossey-Bass.

Week 3 September 16 & 18

***Library visit 9/16 3-4 pm. Meet in regular classroom at 2:30. 

Topic: The nature of school language (continued)

Key Notions

• Comparing spoken and written language: Register (Field, tenor, mode)
• The features of academic language
• Challenges for English language learners

Readings

• Fang, Z., & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy, 53, 587–597. doi:10.1598/JAAL.53.7.
• Additional/optional resources
• Gibbons, P. (2009). Literacy in the curriculum: Challenges for EL learners. In English learners, academic literacy, and thinking: Learning in the challenge zone (Ch. 3, pp. 43-57). Portsmouth, NH: Heinemann.
• Schleppegrell, M. J. (2001). Linguistic features of the language of schooling. Linguistics and Education, 12, 431–459.
• Fang, Z., Schleppegrell, M. J., & Cox, B. E. (2006). Understanding the language demands of schooling: Nouns in academic registers. Journal of Literacy Research, 38(3), 247–273.

Week 4  September 23 & 25

*Submit lesson plan group and topic to instructor by Wednesday, Sept. 25

Topic Activities to scaffold academic literacy development

Key Notions

• General principles for developing academic literacy: scaffolding, modelling, using metalanguage
• Integrating language and content instruction
• Activities for developing academic literacy: progressive brainstorm, wall-papering, semantic web, dictogloss, joint construction, the last word,thinking sheets, split dictation, barrier crossword, cloze exercises, word walls, sentence matching

Readings

• Lehr, Osbourne & Heibert. A Focus on Vocabulary.http://vineproject.ucsc.edu/resources/A%20Focus%20on%20Vocabulary%20PREL.pdf

Optional/Additional:

• Gibbons, P. (2009). Engaging with academic literacy: Examples of classroom activities. In English learners, academic literacy, and thinking: Learning in the challenge zone (Ch. 4, pp. 58-79). Portsmouth, NH: Heinemann.

Week 5  September 30 & October 2

Topic Academic discourse across content areas

Key notions

• Identifying the key features of scientific discourse as a basis for exploring other content area discourse-
• The academic discourse features of language arts, science, history and math.- The functions of school language: interpretation, persuasion, cause-effect, perspective-taking, description, comparison and problem-solving.
• Examining content area texts to determine two kinds of technical vocabulary

Readings

• Zwiers, J. (2008). Content-area variations of academic language. In Building academic language: Essential practices for content classrooms (Ch. 4, pp. 69-100). San Francisco, CA: Jossey-Bass.

Additional (optional) resources/activities:-      

• Working with graphic organizers http://www.eduplace.com/graphicorganizer/http://edhelper.com/teachers/graphic_organizers.htm
• Language arts: Hammond, J. (2006). High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes, 5(4), 269–283. doi:10.1016/j.jeap.2006.08.006History:
• Schleppegrell, M. J., Achugar, M., & Oteiza, T. (2004). The grammar of history: Enhancing content-based instruction through a functional focus on language. TESOL Quarterly, 38(1), 67–93.
• Math: Jamison, R. E. (2000). Learning the language of mathematics. Language and Learning Across the Disciplines, 4 (1), 45-54. Available from: http://wac.colostate.edu/llad/v4n1/jamison.pdf
• Math: Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning: A research review. Reading and Writing Quarterly, 23, 139–159.
• Science: Mohan, B., & Slater, T. (2006). Examining the theory/practice relation in a high school science register: A functional linguistic perspective. Journal of English for Academic Purposes, 5, 302–316. doi:10.1016/j.jeap.2006.08.004

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Week 6  October 7 & 9

Topic  Cultivating spoken academic discourse

Key Notions

• Characteristics of academic discourse in school-based discussions
• Strategies and activities for building classroom discussion language and cultivating rich classroom talk

To Do October 7

• BRING PART 1 OF YOUR COURSE PORTFOLIO- THE REFLECTION ON YOUR OWN LANGUAGE LEARNING- TO CLASS TO DISCUSS.

Readings:

• Zwiers, J. (2008). Academic classroom discussions. In Building academic language: Essential practices for content classrooms (Ch. 5, pp. 101-133). San Francisco, CA: Jossey-Bass.

Optional:

• Gibbons, P. (2009). Planning talk for learning and literacy. In English learners, academic literacy, and thinking: Learning in the challenge zone (Ch. 7, pp. 130-151). Portsmouth, NH: Heinemann

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Week 7  October 14 & 16

Topic Cultivating spoken academic discourse (continued)

Key Notions

• Academic speaking and listening: scaffolding academic discourse development and practice through small group activities.
• Challenges and strategies for using group work
• Group activities: conversation scaffolds; drama-based group activities; jigsaw-esque group activities; pair activities

TO DO for October 14:  

• We will revisit your key ideas and take—aways from the reading and course to date. Please come with a copy of your blog posts and comments.

TO DO for October 16: 

• Submit group lesson plan for feedback to instructor by October 16.

Readings

• Zwiers, J. (2008). Academic speaking and listening in small groups. In Building academic language: Essential practices for content classrooms (Ch.6, pp. 135-162). San Francisco, CA: Jossey-Bass

Additional (optional) resources/activities:

• Duff, P. (2002). Pop culture and ESL students: Intertextuality, identity, and participation in classroom discussions. Journal of Adolescent and Adult Literacy, 45, 482-487.

Week 8  October 21 & 23

Topic Cultivating written academic discourse: focus on reading

Key Notions

• Interactive approaches to reading
• Key comprehension strategies for academic reading- Oral scaffolds for academic reading
• Text discussion activities; activities for understanding text organization; reading activities to build academic grammar and vocabulary
• Reading critically

Readings

• Zwiers, J. (2008). Language for academic reading. In Building academic language: Essential practices for content classrooms (Ch. 7, pp. 163-194). San Francisco, CA: Jossey-Bass.

Optional:

• Gibbons, P. (2009). Building bridges to text: Supporting academic reading. In English learners, academic literacy, and thinking: Learning in the challenge zone (Ch. 5, pp. 80-105). Portsmouth, NH: Heinemann.

Week 9  November 13

Topic Cultivating written academic discourse: focus on writing

Key Notions

• Key comprehension strategies for academic writing
• Varieties of written genres of schooling
• Spoken-written language connections
• Scaffolding academic writing
• Teaching academic grammar; understanding coherence and cohesion; academic vocabulary instruction; informal writing activities

Readings

• Zwiers, J. (2008). Language for academic writing. In Building academic language: Essential practices for content classrooms (Ch. 8, pp. 195-220). San Francisco, CA: Jossey-Bass.

Optional:

• Gibbons, P. (2009). Scaffolding EL learners to be successful writers. In English learners, academic literacy, and thinking: Learning in the challenge zone (Ch. 6, pp. 106-129). Portsmouth, NH: Heinemann.

Week 10  November 18 & 20

Topic Lesson planning and assessment

Key Notions

• Lesson plan components; explicit formulation and integration of language goals into lessons
• Building language with performance assessments
• Ongoing assessment of academic language
• Providing academic feedback

Readings

• Zwiers, J. (2008). Building language into lessons and assignments. In Building academic language: Essential practices for content classrooms (Ch. 9, pp. 221-254). San Francisco, CA: Jossey-Bass.

Optional:

• Himmel, J. (2012). Language Objectives: The Key to Effective Content Area Instruction for English Learners. Available from http://www.colorincolorado.org/article/49646/

Week 11  November 25 & 27

Topic             Lesson planning and assessment (continued)

Key Notions

• Principles for designed scaffolding and interactional scaffolding
• A framework for assesing language and literacy in rapidly changing classrooms
• Strategies for assessing learning

Readings

• Kohn, A. (2011). The case against grades. Educational Leadership 69(3), 28-33.: http://bit.ly/17m3kd6

 

Week 12 December 2 & 4

Topic             Lesson planning and assessment (continued)

Key Notions

• Lesson planning workshop

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Week 13 December 9 & 11

*Class Binder Project Due Dec. 9

Topic             Consolidating ideas

Key Notions

Course wrap up: Review activities & Sharing of final assignments

 

Grading system

Pass/Fail. “Pass” is equivalent to at least B+ (76% in UBC’s standard marking system).

Assignments

 1. Participation – Individual

Throughout the term, students will undertake a series of activities based on the assigned course readings. The student and course instructor will use the outcome of these activities to document and illustrate the student’s growing familiarity with approaches and strategies for scaffolding the development of school language in their areas of subject specialization.

Blog sign up:  Our course blog is located at: https://blogs.ubc.ca/lled360

You will receive an email invite from the Instructor. Please sign up with your UBC email, the one associated with your CWL. You will be added to the blog as an author so you can make your own posts.

Note: The nature of the UBC Teacher Education Program is participatory. Thus students are expected to fully participate in all classes. Full participation involves coming prepared for class (completing readings and assignments/activities) and demonstrating a high level of engagement in classroom activities and discussions. A positive, respectful attitude is also expected. Students are also required to check their e-mails on a daily basis and communicate with the instructor in a timely manner.

2. Reading Presentation

In small groups of four, students will be responsible for planning a presentation (brief) and activity about the reading for one week. Each group should plan an overview of the key points from the reading, as well as how they relate to students’ practice in the classroom. Each group should also prepare an activity for the class to participate in that addresses the key points from the reading. Each presentation and activity should take between 45 minutes and one hour. Groups are responsible for checking in with the instructor about their presentation one week prior.

3. Reading Response (Included in Project: #2: Exploring Key Concepts)

Students are expected to post a response to one of the main ideas in the reading to the Course Blog. Your reading response may be your own post, and/or you may respond to other students’ posts. Your reading responses will be included in your Course Project

3. Lesson Planning (Included in Project # 3: Lesson Planning)

The purpose of this assignment is to introduce teacher candidates to the process of planning lessons that integrate the teaching of language and content, with a focus on the academic discourse of their subject specialization.

 

The teacher candidates will:

• Understand the process of designing lessons that integrate the teaching of language and a curricular subject.
• Prepare three 60 minute detailed lesson plans, each one addressing a different text type, comprising lesson objectives, target group information, resources, activity sequence, evaluation, adaptation and extension ideas.

Each lesson will incorporate one approach/method/strategy for teaching language as presented in course readings.

More detailed instructions for this assignment will be provided by the course instructor.

Standard 5. Educators implement effective practices in areas of classroom management, planning, instruction, assessment, evaluation and reporting. Educators have the knowledge and skills to facilitate learning for all students and know when to seek additional support for their practice. Educators thoughtfully consider all aspects of teaching, from planning through reporting, and understand the relationships among them. Educators employ a variety of instructional and assessment strategies.

Standard 6. Educators have a broad knowledge base and understand the subject areas they teach. Educators understand the curricular, conceptual and methodological foundations of education and of the subject areas they teach. Educators must be able to communicate effectively in English or French. Educators teach students to understand relevant curricula in a Canadian, Aboriginal, and global context. Educators convey the values, beliefs and knowledge of our democratic society.

4. Course Project (See project outline for details)

Students will undertake a series of activities organized around guiding questions for the course. The outcome of the activities will be a project of macro and micro-analysis of the discourse of visual and linguistic texts in their areas of subject specialization. Students will be given time in class to work on the multiple aspects of their course projects.

Standard 6: Educators have a broad knowledge base and understand the subject areas they teach. Evidence of competence:
• A substantial engagement in the subject areas relevant to the positions they intend to pursue.
• An intellectual curiosity and professional understanding of research, theory and practice related

Attendance

Students are expected to attend all classes and arrive on time. If student must miss a class, they should notify the instructor immediately. Teacher candidates who miss a significant amount of class time (i.e. more than 15% of course hours) are normally required to repeat the course. Teacher candidates are not able to proceed to practicum until all prior courses are successfully completed. For more details on the Bachelor of Education Program and Practicum Policies, refer to: http://teach.educ.ubc.ca/resources/current-students/policies.html

Academic integrity

Students are expected to follow the academic integrity guidelines as outlined in the following document:  http://teach.educ.ubc.ca/resources/pdfs/guides/Plagiarism_Guidelines_2009.pdf

Readings

Required textbooks:

Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. San Francisco, CA: Jossey-Bass.

Additional readings (available online), as detailed in the course outline.

 

Web Resources

• BC Ministry of Education – English Language Learning (ELL): http://www.bced.gov.bc.ca/esl/
• Colorin Colorado: http://www.colorincolorado.org/(refer to ELL Research and Reports and to Webcasts pages, in particular)
• Dual Language Showcase: http://www.thornwoodps.ca/dual/index.htm
• Ed Helper (on Graphic Organizers): http://edhelper.com/teachers/graphic_organizers.htm
• ELLPSA website, BC Teachers’ Federation: http://ellpsa.ca/
• Houghton Mifflin Harcourt Education Place (on Graphic Organizers): http://www.eduplace.com/graphicorganizer/
• Many Roots, Many Voices: www.edu.gov.on.ca/eng/document/manyroots/
• Ontario Ministry of Education – ESL resources: www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html
• The Multiliteracies Project: www.multiliteracies.ca