LLED 360: Classroom Discourses and English Language Learners
Section 305: Thursdays, 2:00 PM to 5:00 PM in SCRF-201
Instructor: Henry S. Lee, MA.
Email: henry.lee@ubc.ca
Office SCRF-1310
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 diverse theoretical
models of literacy instruction with attention to specific teaching models and the encouragement
in developing your own teaching strategies and best practices. This course will provide 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 ELL based activities with a focus on assessment and the integration of technology
in the classroom that support ELL literacy instruction.
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Key Concepts and Required Readings
Week 1
September 10, 2015
Topic
A brief history of reading instruction
Key
Notions
Overview:
- ESL or ELL?
- Reading through the ages
- Whole Language
- Critical Literacies - Multiliteracies
- Balanced Instruction
Readings
Gunderson, L., D'Silva, R. A., Odo, D. M. (2014). A Brief History of Reading
Instruction. In ESL (ELL) Literacy Instruction: A Guidebook To Theory
And Practice (Ch. 1, pp 1-33). New York, NY: Routledge.
Additional (optional) resources/activities:
BC’s New Curriculum (Drafts): https://curriculum.gov.bc.ca/curriculum
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/
Multiliteracies Project website: www.multiliteracies.ca
Week 2
September 17, 2015
Topic
Language proficiency and literacy background
Key
Notions
-
Bottom up, vs Top down vs Interactive
Too many ESL students in my class?
Language Acquisition
Instructional Matrices
ELL of all levels
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Readings
Gunderson, L., D'Silva, R. A., Odo, D. M. (2014). Language Proficiency and
Literacy Background. In ESL (ELL) Literacy Instruction: A Guidebook To
Theory And Practice (Ch. 2, pp 34-53). New York, NY: Routledge.
Week 3
September 24, 2015
Topic
ESL (ELL) Assessment
Key
Notions
-
Assessment concepts and Vocabulary
Types of Assessment
Assessment for different levels of ESL
Academic Reading
Education
library
Thursday LLED 360-305 2:00-3:30 PM (meet at the Education library)
Orientation (Download a QR Code reader for your Smartphone or Tablet)
********
Learning Portfolio Part I due! Submit via Connect
Lesson Plan Groups & Topics provided to Instructor
Readings
Gunderson, L., D'Silva, R. A., Odo, D. M. (2014). ESL (ELL) Assessment. In ESL
(ELL) Literacy Instruction: A Guidebook To Theory And Practice (Ch. 3,
pp 54-91). New York, NY: Routledge.
Week 4
October 1, 2015
Topic
Language and Culture as Literacy Variables
Key
Notions
-
Culture and Multicultural Inclusion/Exclusion Model
Pedagogical implications culture
Culture, Politics and Reading Instruction
What can the teacher do?
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Readings
Gunderson, L., D'Silva, R. A., Odo, D. M. (2014). Language and Culture as
Literacy Variables. In ESL (ELL) Literacy Instruction: A Guidebook To
Theory And Practice (Ch. 4, pp 92-128). New York, NY: Routledge.
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 5
October 8, 2015
Topic
Teaching Young ESL (ELL) Students to Read
Key
notions
-
ESL vs EFL
L2 Reading Instruction
Zero level English Student
Oral Reading
ESL Reading Programs
Whole Language Instruction
Balanced Reading Instruction
Learning Portfolio Part 2a Lesson Plan due! Submit via Connect
Readings
Gunderson, L., D'Silva, R. A., Odo, D. M. (2014). Teaching Young ESL (ELL)
Students to Read. In ESL (ELL) Literacy Instruction: A Guidebook To
Theory And Practice (Ch. 5, pp 128-178). New York, NY: Routledge.
Week 6
October 15, 2015
Topic
Teaching Older ESL/ELL/EFL. Students to Read
Key
Notions
-
Vocabulary Comprehensibility
Teaching Intermediate ESL Students to Read
Teaching Secondary Students to Read
Behavior of Students with Learning Problems
Teaching Adults to Read
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Readings
Gunderson, L., D'Silva, R. A., Odo, D. M. (2014). Teaching Older ESL/ELL/EFL
Students to Read. In ESL (ELL) Literacy Instruction: A Guidebook To
Theory And Practice (Ch. 6, pp 179-212). New York, NY: Routledge.
Week 7
October 22, 2015
Topic
Teaching Academic Reading
(Special Guest Star: Lee Gunderson)
Key
Notions
-
Content Reading for Special Purposes
L2. Reading Ability
Graphical aides
Technical Reading
Critical literacy
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Readings
Gunderson, L., D'Silva, R. A., Odo, D. M. (2014). Teaching Academic Reading. In
ESL (ELL) Literacy Instruction: A Guidebook To Theory And Practice (Ch.
7, pp 213-238). New York, NY: Routledge.
Himmel, J. (2012). Language Objectives: The Key to Effective Content Area
Instruction for English Learners. Available from
http://www.colorincolorado.org/article/49646/
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.2006.08.006
History:
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
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 8
October 29, 2015
Topic
Lesson Planning Workshop
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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
Learning Portfolio Part 3 Lesson Plan due! Submit via Connect
Readings
TBA
Week 9
November 19, 2015
Topic
Lesson Plan Workshop II
Key
Notions
-
Principles for designed scaffolding and interactional scaffolding
A framework for thinking about language in a subject-based classroom
Strategies for assessing learning
Learning Portfolio Part 2b Lesson Plan due! Submit via Connect after class!
Readings
TBA
Week 10
November 26 2015
Topic
Technology, ESL, and Literacy Instruction
Key
Notions
- Technology and Teaching and Learning
- Technology and Literacy
- Digital Literacy
- Critical Literacy Online
- Reading Online and in Print
- Developing Literacy Skills
- Teachers, Literacy and Technology
Learning Portfolio Part 4 Lesson Plan due! Submit via Connect
Readings
Gunderson, L., D'Silva, R. A., Odo, D. M. (2014). Technology, ESL, and Literacy
Instruction. In ESL (ELL) Literacy Instruction: A Guidebook To Theory
And Practice (Ch. 8, pp 239-254). New York, NY: Routledge.
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Week 11
December 3, 2015
Topic
ESL Literacy Instruction: Concerns, Conjectures and Conclusions
Key
Notions
- Principles for designed scaffolding and interactional scaffolding
- A framework for thinking about language in a subject-based classroom
- Strategies for assessing learning
- ESL (EAL) (ELL)
- ESL (ELL) Literacy Research
- Literacy Teachers as Philosophers
- Learners, Teachers and a Resiliency
- Professionalism
Learning Portfolio Part 5 Lesson Plan due! Submit via Connect
Readings
Gunderson, L., D'Silva, R. A., Odo, D. M. (2014). ESL Literacy Instructions:
Concerns, Conjectures, and Conclusions. In ESL (ELL) Literacy
Instruction: A Guidebook To Theory And Practice (Ch. 9, pp 255-261).
New York, NY: Routledge.
Week 12 December 10, 2015
Topic
Learning Portfolio Sharing
Key
Notions
- Gallery walk of Learning Portfolios
Week 13 December 17, 2015
Topic
Consolidating ideas
Key
Notions
-
Course wrap up: Review activities
Sharing of final assignments
Celebration
Grading system
Pass/Fail. “Pass” is equivalent to at least B+ (76% in UBC’s standard marking system).
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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.
Detailed instructions for the assessment of student participation will be provided!
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. Learning Portfolio
Please refer to the LLED 360: Learning Portfolio Document
3. Group presentations (3 to 4 Students)
The purpose of this group assignment is to identify the key understandings for a chapter of the
required text and to present them to the rest of the class in an engaging and “hands on” manner.
Presentation length: 45 minutes
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.
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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
Course Readings
Required textbooks:
Gunderson, L., D'Silva, R. A., Odo, D. M. (2014). ESL (ELL) Literacy Instruction: A Guidebook
To Theory And Practice, New York, NY: Routledge.
Additional readings (available online), as detailed in the course outline.
Online textbook resources website:
http://routledgetextbooks.com/textbooks/_author/gunderson-9780415826174/students.php
Please ensure that you check out the additional resources available to you via the textbook
resources website. The information is organized by the chapters in the textbook and contains
many resources and learning aids.
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
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•
The Multiliteracies Project: www.multiliteracies.ca
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