LLED 360: Classroom Discourses and English Language Learners<\/b><\/p>\n
Section 301<\/b><\/p>\n
Instructor: Chelsey Hauge chelseyhauge@gmail.com<\/b><\/p>\n
Monday\/Wednesday 2:30-4, Scarfe 206<\/b><\/p>\n
(3 credits)<\/b><\/p>\n
<\/p>\n
Course description<\/b><\/p>\n
This course introduces teacher candidates to perspectives relating to how secondary school students develop as first and second language learners in formal school environments.\u00a0 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.<\/p>\n
\u00a0<\/b><\/p>\n
Objectives<\/b><\/p>\n
By the end of the course, students should be able to:<\/p>\n
<\/p>\n
Course Outline By Week<\/p>\n
______________________________________________________________________________________<\/p>\n
Week 1\u00a0 September 4 <\/b><\/p>\n
\u00a0<\/b><\/p>\n
Topic<\/b> Theory and practice in the development of academic discourse, Academic (multi)literacies in the 21st century<\/p>\n
Key Notions <\/b> Overview:<\/p>\n
-21st century classroom contexts and student diversity<\/p>\n
– Literacy as a social activity<\/p>\n
– Literacy as a linguistic activity<\/p>\n
– Introduction to genres and registers<\/p>\n
-The nature of literacy in the 21st century<\/p>\n
Readings \u00a0\u00a0\u00a0\u00a0\u00a0 <\/b><\/p>\n Additional (optional) resources\/activities: <\/i><\/p>\n \u00a0__________________________________________________________________________<\/p>\n<\/div>\n Week\u00a0 2\u00a0 September 9 & 11 <\/b><\/p>\n Topic <\/b>Key concepts in language acquisition & The nature of school language<\/p>\n Key Notions <\/b><\/p>\n Readings <\/b><\/p>\n \u00a0__________________________________________________________________________<\/p>\n<\/div>\n Week 3 September 16 & 18<\/b><\/p>\n ***Library visit 9\/16 3-4 pm. Meet in regular classroom at 2:30.\u00a0 <\/i><\/p>\n Topic: <\/b>The nature of school language (continued)<\/p>\n Key Notions<\/b><\/p>\n Readings<\/b><\/p>\n \u00a0\u00a0__________________________________________________________________________<\/p>\n<\/div>\n Week 4\u00a0 September 23 & 25<\/b><\/p>\n *Submit lesson plan group and topic to instructor by Wednesday, Sept. 25<\/p>\n Topic<\/b> Activities to scaffold academic literacy development<\/p>\n Key Notions<\/b><\/p>\n Readings<\/b><\/p>\n Optional\/Additional:<\/i><\/p>\n \u00a0\u00a0__________________________________________________________________________<\/p>\n<\/div>\n Week 5\u00a0 September 30 & October 2<\/b><\/p>\n Topic <\/b>Academic discourse across content areas<\/p>\n Key notions<\/b><\/p>\n Readings <\/b><\/p>\n Additional (optional) resources\/activities:-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/i><\/p>\n __________________________________________________________________________<\/p>\n Week 6\u00a0 October 7 & 9 <\/b><\/p>\n Topic\u00a0<\/b> Cultivating spoken academic discourse<\/p>\n Key Notions<\/b><\/p>\n To Do October 7<\/b><\/p>\n Readings: <\/b><\/p>\n Optional: <\/b><\/p>\n __________________________________________________________________________<\/p>\n Week 7\u00a0 October 14 & 16<\/b><\/b><\/p>\n Topic <\/b>Cultivating spoken academic discourse (continued)<\/p>\n Key Notions<\/b><\/p>\n TO DO for October 14: \u00a0<\/b><\/p>\n TO DO for October 16:\u00a0 <\/b><\/p>\n Readings<\/b><\/p>\n Additional (optional) resources\/activities:<\/i><\/p>\n \u00a0\u00a0__________________________________________________________________________<\/p>\n<\/div>\n Week 8\u00a0 October 21 & 23 <\/b><\/p>\n Topic <\/b>Cultivating written academic discourse: focus on reading<\/p>\n Key Notions<\/b><\/p>\n Readings <\/b><\/p>\n Optional: <\/i><\/p>\n \u00a0\u00a0__________________________________________________________________________<\/p>\n<\/div>\n Week 9\u00a0 November 13 <\/b><\/p>\n Topic <\/b>Cultivating written academic discourse: focus on writing<\/p>\n Key Notions<\/b><\/p>\n Readings<\/b><\/p>\n Optional: <\/i><\/p>\n \u00a0\u00a0__________________________________________________________________________<\/p>\n<\/div>\n Week 10\u00a0 November 18 & 20<\/b><\/p>\n Topic <\/b>Lesson planning and assessment<\/p>\n Key Notions <\/b><\/p>\n Readings <\/b><\/p>\n Optional: <\/i><\/p>\n \u00a0__________________________________________________________________________<\/p>\n<\/div>\n Week 11\u00a0 November 25 & 27<\/b><\/p>\n Topic <\/b>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lesson planning and assessment (continued)<\/p>\n Key Notions<\/b><\/p>\n Readings <\/b><\/p>\n <\/p>\n \u00a0\u00a0__________________________________________________________________________<\/p>\n<\/div>\n Week 12 December 2 & 4<\/b><\/p>\n Topic \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b>Lesson planning and assessment (continued)<\/p>\n Key Notions<\/b><\/p>\n __________________________________________________________________________<\/p>\n <\/p>\n<\/div>\n Week 13 December 9 & 11<\/b><\/p>\n *Class Binder Project Due Dec. 9<\/b><\/p>\n Topic \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b>Consolidating ideas<\/p>\n Key Notions<\/b><\/p>\n Course wrap up: Review activities & Sharing of final assignments<\/p>\n \u00a0\u00a0__________________________________________________________________________<\/p>\n<\/div>\n <\/p>\n Grading system<\/b><\/p>\n Pass\/Fail. \u201cPass\u201d is equivalent to at least B+ (76% in UBC\u2019s standard marking system<\/a>).<\/p>\n Assignments <\/b><\/p>\n \u00a0<\/b>1. Participation \u2013 Individual <\/span><\/p>\n 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\u2019s growing familiarity with approaches and strategies for scaffolding the development of school language in their areas of subject specialization.<\/p>\n Blog sign up:\u00a0 Our course blog is located at: https:\/\/blogs.ubc.ca\/lled360<\/a><\/p>\n 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.<\/p>\n Note:<\/b> 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.<\/p>\n 2. Reading Presentation <\/span><\/p>\n 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\u2019 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.<\/p>\n 3. Reading Response (Included in Project: #2: Exploring Key Concepts)<\/span><\/p>\n 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\u2019 posts. Your reading responses will be included in your Course Project<\/p>\n 3. Lesson Planning (Included in Project # 3: Lesson Planning)<\/span><\/p>\n 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.<\/p>\n <\/p>\n The teacher candidates will:<\/p>\n Each lesson will incorporate one approach\/method\/strategy for teaching language as presented in course readings.<\/p>\n More detailed instructions for this assignment will be provided by the course instructor.<\/p>\n Standard 5.<\/b> 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.<\/p>\n Standard 6.<\/b> 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.<\/p>\n 4. Course Project (See project outline for details)<\/span><\/p>\n 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.<\/p>\n Standard 6<\/b>: Educators have a broad knowledge base and understand the subject areas they teach. Evidence of competence: Attendance<\/b><\/p>\n 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<\/a><\/p>\n Academic integrity<\/b><\/p>\n Students are expected to follow the academic integrity guidelines as outlined in the following document:\u00a0 http:\/\/teach.educ.ubc.ca\/resources\/pdfs\/guides\/Plagiarism_Guidelines_2009.pdf<\/a><\/p>\n Readings <\/b><\/p>\n Required textbooks:<\/p>\n Zwiers, J. (2008). Building academic language: Essential practices for content classrooms<\/i>. San Francisco, CA: Jossey-Bass.<\/p>\n Additional readings (available online), as detailed in the course outline.<\/p>\n <\/p>\n Web Resources <\/span><\/b><\/p>\n <\/p>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" 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.\u00a0 It provides teacher candidates with an introductory overview […]<\/p>\n","protected":false},"author":1055,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-4","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/pages\/4","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/users\/1055"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/comments?post=4"}],"version-history":[{"count":25,"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/pages\/4\/revisions"}],"predecessor-version":[{"id":8,"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/pages\/4\/revisions\/8"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/media?parent=4"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n
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\n\u2022 A substantial engagement in the subject areas relevant to the positions they intend to pursue.
\n\u2022 An intellectual curiosity and professional understanding of research, theory and practice related<\/p>\n\n