State University of New York
Graduate School of Education
Fall, 2013
LTRC 513: Language and Literacy Instruction for K-12 English Language Learners
Wednesdays from 4:40 – 7:10 PM at AB 234
Course Instructor:
Hoe Kyeung Kim, Ph.D.
Associate Professor, TESOL
Office: AB-230A
Email: hoekim@binghamton.edu
Office Hours: Thursdays 3-5PM & before class
Graduate Assistant:
Maomao Feng
E-mail: mfeng1@binghamton.edu
Course Description: This class focuses on the principles of second language acquisition and its
application for elementary, middle, and high school teachers to effectively teach English language
learners (ELLs) in K-12 classrooms. Instructional strategies that are adapted to promote the language and
literacy development of ELLs will be highlighted. Five (5) hours of fieldwork are required for this class.
Course Objectives:
Students will be able to:
 discuss differences in first and second language acquisition
 identify principles of second language acquisition in classroom settings
 outline strategies for modifying content area lessons to accommodate ELLs
 analyze and assess student progress in English and content area knowledge
 develop and adapt theme-based lesson plans for K-12 English language learners
Classroom Environment:
The Faculty and Staff in the Graduate School of Education are committed to serving all enrolled students.
The intention is to create an intellectually stimulating, safe, and respectful class atmosphere. In return, I
expect that each of you will honor and respect the opinions and feelings of your fellow students.
Additionally, I ask that you respect me as well as others, by attending class daily and on time with cell
phones off and minds prepared for class.
Academic Honesty:
The University’s Student Handbook http://studenthandbook.binghamton.edu/studenthandbook06-07.pdf
provides detailed information on academic integrity (see pp.106-110). The Graduate School of Education
website http://www2.binghamton.edu/gradschool/manual/index.html#Academic_Honesty also explains
procedures for professors to deal with academic dishonesty. Unless specified otherwise in the syllabus, I
expect the work you submit for grading to be yours and yours alone. Not acknowledging another’s work
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with proper references, taking credit for someone else’s work, or letting your work appear in another
student’s paper are grounds for failing the assignment and/or the course. The University’s Student
Handbook specifically prohibits “Submitting substantial portions of the same work for credit more than
once, unless there is prior explicit consent of the instructor(s) to whom the material is being or has been
submitted” (p.107). If you have any questions about what constitutes plagiarism or cheating, please ask
me.
The Student Handbook and Graduate School of Education website also outline procedures if you have a
grievance about a course grade. In both documents, the first step is to contact the instructor to discuss
your concerns. If you have any questions or concerns about how I have graded your work, please arrange
to meet with me.
Finally, Binghamton University has obtained a license with Turnitin.com to facilitate faculty review for
potential plagiarism of papers and projects in their courses, which we are encouraged to do.
Disabilities:
Students who have a documented disability and wish to discuss academic accommodations should contact
the instructor as soon as possible to explore alternative arrangements in class learning and completing
assignments. Additional assistance also is available through the Office of Services for Students with
Disabilities (SSD) at 777-2686. Their office is at LH-B51. The SSD office makes formal
recommendations regarding necessary and appropriate accommodations based on your specific diagnosed
disability. Information about your disability will be treated in a confidential manner.
Required Texts:
Lightbown, P., & Spada, N. (2013). How Languages are Learned (4th ed.). Oxford: Oxford University
Press.
Reiss, J. 120 Content Strategies for English Language Learners: Teaching for Academic Success in
Secondary School (2nd ed.). Pearson.
Yoon, B., & H. K. Kim (Eds.) (2012). Teachers’ Role in Second Language Learning:
Classroom Applications of Sociocultural Theory. Information Age Publishing, Charlotte: North
Carolina.
Other readings may be placed on Blackboard. Students will be expected to access blackboard regularly as
I will be using it to post course documents, send communications or announcements, etc.
Recommended Text:
Brown, H. D. (2007). Principles of Language Learning and Teaching. (5th ed.). White Plains: New York,
Pearson/Longman.
Journals to Get to Know:
TESOL Quarterly, Bilingual Research Journal, The Reading Teacher, Journal of Adolescent and Adult
Literacy, Language Arts, Research in the Teaching of English, Journal of Literacy Research, Reading
Research Quarterly, American Educational Research Journal, Harvard Educational Review.
Internet Sites to Get to Know:
www.tesol.org, www.reading.org, www.readingonline.org, www.ncte.org, www. aera.net, www.nysed.gov
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Course Grades: 93-100 A, 90-92 A-, 87-89 B+, 83-86 B, 80-82 B-, 77-79 C+, 73-76 C, 70-72 C-, 69 & below
F
Note: 1) Five (5) points will be deducted from your final grade if there is any incomplete weekly
assignment, and 2) Ten (10) points will be deducted from your final grade for any unexcused absence.
The only excused absences are for serious illness certified by a physician.
You are responsible for all class meeting, activities, and assignments whether you are present or not.
If you are absent or late, it is your responsibility to find out what you missed by contacting your peers.
I will not teach the class over for you.
Course Requirements:
1. Attendance, Participation, Efforts, & Professionalism (10%)
Attend class regularly, Participate in discussions, and actively Complete assigned activities. You are
expected to attend all sessions, arrive on time, and stay until the end of class. If you arrive late and leave
early, time of arrival or departure will be documented and seriously affect your final grade. I reserve the
right to increase or decrease your grade based on your participation, efforts, and professionalism.
Since this class will be conducted like a seminar, it is essential that you keep up with the reading. You are
also expected to contribute to class discussions and to be prepared for every assignment. I encourage you
to document all readings, assignments, and activities in a three-ring binder. Additional readings and
activities will be assigned that are not listed on this syllabus.
2. Questions for Discussion (20 %).
Bring in three to five most significant questions (at least one for each reading/chapter/article) that you
might have while you read the weekly assignments. The key idea of this assignment is to question the
author’s points. The questions will be used for peer or group discussion.
Recommended format: 1) briefly write down the author’s main points by identifying the page # or the
author’s quotes to help your peers locate your questions 2) briefly write down your own
perspectives/thoughts on the author’s points, and 3) ask the question to the author in a concise manner.
The questions will be evaluated based on following criteria:
 Apparent understanding of the readings. It should be clear that you have read the
material thoroughly and that you understand the material as it is presented by the
author(s).
 Depth of response/questions. Your questions should show evidence that you have
seriously considered the issues or concepts presented in the readings.
 Timeliness. Late responses/submission will not be accepted regardless of attendance
status.
3. Strategy Presentation (20%): 120 Content Strategies for English Language Learners
In small groups of 2-3, you will teach one of the strategies presented in the chapter you are assigned to or
you choose. Sign-ups for chapters will be available on the week before the presentation.
a) Handout
You will prepare a 1-2 page handout that gives a brief synopsis regarding the guidelines for practice for
the chapter, then you will describe the strategy you have chosen and then explain how to apply the
strategy.
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b) Presentation
For the presentation, you will first summarize the topic, and the guidelines for practice for the chapter.
Then, you will explain the strategy you have chosen as well as why you felt this is useful. Prepare a short,
original activity for the class to illustrate/demonstrate/teach the strategy. Conclude with thoughtful
questions and feedback from the class participants (see questions at chapter end for ideas).
You will use the textbook as a springboard for this assignment, but do not “copy” examples from it to
illustrate the strategy you have chosen. Use your background, area of expertise, curricula and even your
classroom, to personalize it and make the use of the strategy useful and relevant.
You will be assessed based on the following criteria:
A) Clear, succinct and well-structured handout
B) Brief and informative summary/explanation of strategies and why chosen
*C) Interesting and effective presentation of strategies
D) Thoughtful questions/feedback elicitation
*Weighted most heavily; therefore should be the focus of the presentation.
4. Fieldwork component (25%)
You will work with one ELL to help her/him engage in literacy activities through the theories and
strategies that you learned in this course. In these tutoring sessions (at least 5 times: 1
observation/interview & 4 lessons), you will also have opportunities to modify the strategies based on
your student’s needs.
There is some flexibility with this assignment.
 You may tutor one-on-one in an in-school context. Working with a small group of two or three
students is also acceptable.
 You may work in your own classroom.
 You may make arrangements to work in a colleague’s classroom
 You may make arrangements to work outside of a school environment. Some potential ideas are:
in a day-care setting, with a child you know locally, with a child you know from a prior work
experience. Note well – this option, while it seems the easiest to schedule, is also fraught with
issues since you will be dealing with other people’s schedules, potential motivation issues of the
child, etc.
You will observe/assess your student, set goals for the student’s language and literacy
development, work with the student in those areas, and document the work you and the student do
through lesson plans and reflections.
(a) Goals for the student should focus on the areas of language and literacy in which your student
needs additional support. You will identify these areas through observation, written assessments, and
interactions with the student. Set specific goals for language and literacy, keeping in mind how you
will develop lesson plans related to the goals and how you will assess whether the student achieved
these goals. If it is appropriate for your student, involve her/him in the goal-setting process. This
could be as simple as asking what s/he would like to learn or get better at during the time you are
there.
(b) Lesson plans describe what you will do (Activities), why you will do it (Rationales), and how
you will do it (Methods/Procedures). If you have challenges with the plans, please request additional
assistance. Each fieldwork session should include modeling, guided, and independent practice.
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(c) Reflections After each session with your child, you will write a reflection journal that describes
the opportunities to learn which you provided for your student and how your student responded to
them. Also, you will describe the thoughts, feelings, joys, and concerns you had during the session
and will share information about what you are learning about you as a teacher AND about teaching
in general from this fieldwork experience.

In your reflection, there should be clear connections between current research, theory and
practice about ELLs.

To capture accurate information about your thoughts and feelings that resulted from the
session, this reflection should also be written as soon as possible so you will not forget
pertinent information.
The lesson plan, reflection, & student’s work must be submitted together. I CAN NOT GRADE THEM
UNLESS YOU SUBMIT ALL PIECES TOGETHER.
(d) Fieldwork Presentation
You will present some of the things you learned while working with your student and to share activities
and books that you and your student enjoyed. Be sure to include the goals that you and your student set,
products your student creates, and lesson plans that go with the products or projects.
5. Final Project (25%)
Complete a Final Project that represents your experiences in the course. You’ll be asked to present your
final paper toward the end of this course. When you present, use of technology such as PowerPoint is
recommended. Visuals are always helpful for the audience’s understanding. The format is free. Be
creative.
Options for the final project:
1) Analysis of Classroom Observation
You will work as a researcher in a mainstream classroom that has ELLs. The research process is as
follows: 1) Create a research question that guides your observation (what do you want to focus on when
you observe? e.g., ELLs’ participatory behaviors in literacy activities, interaction between the teacher &
ELLs, ELLs’ writing/reading activities, mainstream teacher’s literacy instruction for ELLs), 2) Observe
the classroom at least three times focusing on your research question, 3) Analyze your observation based
on your learning experiences in this course, and 4) Report your analysis in a paper of at least 12 doublespaced pages.
2) Integrated Content Area Lesson
You are going to design a lesson that uses the concepts that we have studied with respect to integrating
content and language objectives as well as learning strategies. At least two content areas must be
integrated (e.g, Science-Math, Social Studies – English). You may choose to work independently or with
another class member to create your lesson. The complete lesson may span up to 3 days of “real class
time.”
3) Critique Texts
You will find and read at least three empirical research articles which are relevant to teaching ELLs. A
critique has two dimensions. One is information about the piece itself such that the reader of your critique
has a decent sense of the original work (about 1 page). The second dimension is an evaluation of the
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components of the piece based on the theories of second language learning. When you evaluate, you need
to stand on your position. Your arguments should be supported by relevant examples and be linked to
theories and experiences which you have been accumulating through this course and others.
4) Critical Reflective Essay
You will write a reflective essay that shows your learning throughout this semester. The format is free,
but it needs to reflect your learning experiences in a synthetical manner. It must connect to course
readings and discussions that focus on second language theories and practices.
This is your opportunity to put it all together and develop your own philosophy of teaching ELLs. You
should state your previous understanding of ELLs before this class and how it was (un)changed through
this course. The overarching question for this paper that you might want to think about before you
organize it is: How can I support ELLs?
Note: Each project needs to be at least 12 double-spaced pages. In the introduction page, include the
reason of your choice of the particular project and how it connects to your future or current teaching of
ELLs. In completing all papers, it is expected that you will meet “standards” of grammar, spelling, style,
and organization that are appropriate for a graduate level class. APA (6th edition) format is required for all
assignments.
6. Final Reflection
You’ll complete a 2 to 3 page final reflection which shows your learning experience throughout the
course. The format is free but a narrative essay type would be appropriate for this reflection. This will be
a part of your participation grade.
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LTRC 513 Tentative Schedule
Date
Aug. 28
TOPIC
Course Overview
Sept. 4
No class
Sept. 11
First Language Acquisition
Sept. 18
Second Language Acquisition
Sept 25
Individual difference in SLL
Oct. 2
Explaining SLL
Oct.9
Observing Learning and teaching in L2
classroom
Oct. 16
Teachers’ Roles in SLL: Sociocultural
Perspectives
Oct. 23
Content Area Instruction
Discuss fieldwork
Oct. 30
Culture /Identity
Multicultural Literature
Nov. 6
Strategy demonstration
Nov. 13
Lesson 1 & 2 Presentation
Nov. 20
Lesson 3 & 4 Presentation
Nov. 27
ASSIGNMENT DUE
Questions on the readings:
L&S: Chapters 1&7
*Brown: Chapters 2&3
Questions on the readings:
L&S: Chapter 2
*Brown: Chapter 9
Questions on the readings
L&S: Chapter 3
*Brown: Chapters 5& 6
Questions on the readings:
L&S: Chapters 4 &6
Questions on the readings:
L&S: Chapter 5
Reiss: Chapter 1
Questions on the readings
Yoon & Kim (Eds.): Introduction, & one chapter from
each part
Read Reiss: Chapters 3 thru 12
Proposal of your fieldwork
Questions on the readings:
Articles on Blackboard
Reiss: Chapter 2
Handout
Bring your fieldwork lesson plan 1&2, reflection 1&2, &
student work for presentation
Submit your fieldwork portfolio for grading
Thanksgiving week
Dec. 4
Assessment and Programs
Questions on the readings:
Articles on Blackboard
Dec. 11
Final Project Presentations
Course Evaluations
Final Reflection Due: 4:40 PM
Final Project Due: 4:40 PM
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