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: bat269@nyu.edu 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

x Use knowledge of students to target support for students’ language development in meaningful content-based instruction.

x Make connections between language competencies and content

in at least one of the four modalities (speaking, listening, reading, or writing)

x Identify and support language demands associated with key

content learning activities

x 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 bat269@nyu.edu. 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 B- 76-79 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 Teaching practices modeled

Homework Due:

Jan. 26th

Formative assessment Learn names Review syllabus

-Using non-verbal responses to require whole-class participation -Multi-modal representation -Beginning with assessment

None

Feb. 2nd Language as action and Language demands

Participants will be able to explain the perspective that ‘language is action’. Participants will be able to identify word, sentence, and text level language demands in content area texts. Sign up for text-comparison presentations

-Modeling -Mingling - Jigsaw activity

- ‘Language and the Common Core State Standards’ (Posted on Classes in ‘Stanford Readings’) - Pages 193-197 in ‘Content-and-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

Feb. 9th Participants will be - Gradual release of

Identifying language demands and language needs Language demands and needs take home quiz distributed.

able to identify word, sentence, and text level language demands in content area tasks and objectives. 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.

control /I do-we do-you do - Gallery walk - Sentence frames -Double entry journals -graphic organizers

- 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 close-ended and 3 open-ended

Feb. 23rd Analyzing and evaluating teaching practices for usefulness in the simultaneous teaching of language and content

Participants will be able to explain how the workshop model, turn + talk, modeling, and visuals support effective integration of language and content.

- Small group sorting - Sentence frames -Exit slip

-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

March 2 How? Scaffolding comprehension

Participants will be able to describe, evaluate, and enact teaching practices for scaffolding language comprehension in content learning.

-Stop and jot -Anticipation guide -Turn and talk -Word Wall -Graphic representation

Read ‘Reading in a Second Language’ (Scaffolding language, scaffolding learning, by Gibbons, P. 2002, p. 77-101). 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)

Participants will be able to describe, evaluate and enact teaching practices for scaffolding oral language production in content learning.

Mingling activity In/out conversation circle Information gap

Read ‘Classroom Talk: Creating Contexts for Language Learning’ (Scaffolding language, scaffolding learning, by Gibbons, P. 2002, p. 14-38). Posted on class site. Bring to class: Briefly jot down three ways in which this chapter connects (or doesn’t) to your own teaching/learning experiences.

March 23rd AAAL (I will be away at a conference this week. This class will be a ‘virtual class’)

Planning to teach in an American context: Spend at least 2 hours exploring the ‘Persuasion Across Time and Space’ unit. Link on Classes. There are videos and lesson plans. Prepare to teach another teacher

Planning to teach in a non-American context: Spend at least 2 hours exploring the ‘Using Simpsons in EFL classes’ (on Classes) article and preparing to teach another teacher about the ideas in the article for about 10 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 teaching practices for scaffolding written language production in content learning.

-Mingling activity -Information gap activity

- 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 this class up by holding class during exam week)

Have a great break: )

April 13th Evaluating assessments for content integrated language learning

Participants will evaluate assessments. Participants will explore models of the ‘Selection/justification of language scaffolds based on needs in student work’ assignment

-Sentence frames

-Exit slip

Read pages 112-129 in CLIL 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.

-

April 20th

Participants will evaluate lesson plans. Participants will explain and justify the value of teaching practices designed to build a safe and supportive classroom environment.

-Using rubrics as teaching tools -Concept mapping

- Read excerpt from ‘Teaching Children to Care’ by Ruth Sidney Charney, pgs. 17-67, posted on NYU Classes. 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.

April 27th

Participants will compare and contrast the needs of language learners at different ages. 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

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.

May 4th

Participants will workshop each others’ teaching demo plans. Participants will review teaching practices highlighted throughout the course.

-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

May 11th

FINAL TEACHING DEMOS and peer evaluation

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 given you the class during the DOE’s spring break off, we will have class on this day).

FINAL TEACHING DEMOS and peer evaluation

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. No - 0pts. 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.

3) Original Lesson Plan

1 2 3 4 5 Plan explicitly states a key language objective for the lesson.

Plan does not include a language objective.

Plan only notes difficult vocabulary and/or a single language objective that is unrelated to the content area learning objective.

Plan includes language objective that extends beyond vocabulary and is related to the content area learning objective

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.

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.

AND

Plan includes opportunities for repeated student exposure to the target language forms in use.

Plan includes meaningful language use that supports mastery of content area learning objective.

Students do not use language.

Candidate’s plans focus solely on vocabulary and grammar with no connections to the content. OR Only content is addressed through sheltering techniques rather than focusing on language development as a goal.

Plans for instruction include some student use use of language and some content-focused activity.

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.

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.

Plan includes No language

There are 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 inappropriate for the level of the learners.

supports address the language competencies that will be needed for successful comprehension/production 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 linguistically-diverse 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.