HUNTER COLLEGE SCHOOL OF EDUCATION
DEPT. OF CURRICULUM AND TEACHING
MA PROGRAM IN TESOL
SOCIOCULTURAL ASPECTS IN LANGUAGE PEDAGOGY
EDESL 775 (3 credits) & EDESL 777 (4 credits)*
Fall, 2008
Instructor: Rebekah Johnson
Email: rebekah.johnson@hunter.cuny.edu
Class Hours: W 4:30-7:00pm*
Room: CS 412
*EDESL 777 students will meet additional times on Sat. Sept. 27 & Oct. 11, 9:30am -5:30pm
CATALOG COURSE DESCRIPTION
This course provides an overview of the roles that language, dialect, bi- and multi-lingualism play
in social life, including language in politics, language in education, and language variation as
related to context, gender, status, topic, etc. This course aims to give students an understanding of
how these aspects of language and culture in context play key roles in the contexts within which
language occurs and is learned. Teachers will apply this understanding to develop instructional
plans for assisting ESL students to become better languages users and learners, and to strengthen
their communicative competence.
BLACKBOARD & EMAIL
Students are required to check their email accounts frequently and log onto the BlackBoard
system for assignments, readings, discussions, and other activities in the class. If you have any
trouble with your Hunter email account or BlackBoard, please contact BlackBoard tech support at
212-650-3624 or email snet@hunter.cuny.edu
REQUIRED TEXT
Meyerhoff, Miriam. (2006). Introducing sociolinguistics. New York: Routledge.
ISBN: 0-415-39948-3
WRITING REQUIREMENTS
Teacher candidates will complete several class assignments/projects that will increase their
appreciation of the interrelationship between language and culture. The purpose of each
assignment is to provide an opportunity for candidates apply this understanding in meaningful
ways that address the needs of students from diverse backgrounds and to create learning
environments that support ELLs with different cultural identities, language and literacy
development. Each assignment is to reflect critical and analytical thinking expressed in excellent,
logical, fluent and well-organized discourse. Teacher candidates are required to demonstrate their
understanding of the interrelationship between language and culture, intercultural
communication and language development and academic achievement that support student
learning.
METHOD OF EVALUATION
Each of the following requirements will be evaluated on the ability of teachers to apply knowledge
about the nature of cultural groups and student cultural identities that affect language learning
and school achievement as they plan, develop, and present, and evaluate instructional
practices/activities as part of the requirements for the course.
CONCEPTUAL FRAMEWORK
The Hunter College School of Education has developed a new conceptual framework for
its curriculum, based on the following aspects:
 Evidence–Based Practices
 Integrated Clinical Experiences
 Educating a Diverse Student Population
 Use of Technology to Enhance Learning
For a detailed explanation of the conceptual framework, see the document on BlackBoard or go to
http://ww4.hunter.cuny.edu/school-of-education
COURSE OBJECTIVES
 To create a community of learners who communicate ideas, and construct knowledge
together by sharing their insights and understanding about course content through
electronic exchanges on the class listserv.
 To provide an overview of the major concepts, principles, theories, and research related
to the nature and role of culture and how cultural groups and students’ cultural identities
affect language learning and school achievement.
 To cultivate an understanding about the interrelationship between language and culture.
 To recognize the importance of ESOL students’ home language and culture and apply
their understanding of diversity to specific language learning/teaching contexts.
 To apply an understanding about the cultural values, beliefs and structures in the context
of teaching and learning ESL.
 To develop an understanding about how an individual’s cultural identity affects their ESL
learning, and how levels of cultural identity will vary widely among students as it relates
to instructional planning.
 To build up an understanding and ability to apply knowledge about the impact of
students’ socioeconomic status, race, ethnicity, disability, and gender on learning and
teaching ESL.
 To apply knowledge about the interrelationship between language and culture as
discussed in class to begin to develop a core set of values, beliefs and dispositions about
TESOL that will guide them in their practice.
 To the extent possible, apply knowledge of the interrelationship between language and
culture, ESL methods, and second language acquisition theory, in the development class
activities.
 To empower children and youth, teachers, allied professionals, school community and
parent partners
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COLLEGE POLICIES
Academic Integrity Statement
“Hunter College regards acts of dishonesty (e.g. plagiarism, cheating on examinations, obtaining
unfair advantage, and falsification of records and official documents) as serious offenses against
the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on
Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College
Academic Integrity Procedures.”
Expectations for Written Proficiency in English
Students must demonstrate consistently satisfactory written English in coursework. The Hunter
College Writing center provides tutoring to students across the curriculum and at all academic
levels. For more information, see http://rwc.hunter.cuny.edu. In addition, the Teacher Placement
Office in the School of Education offers a writing workshop during the semester and a series of
free writing classes are offered to students who are in need of additional support in honing their
writing skills. In both cases, stop by Room 1000W for information and dates of workshops
Access and Accommodations for Students with Disabilities
We recommend that all HC students with disabilities explore the support services and register
with the OFFICE FOR ACCESS and ACCOMODATIONS. HC students with disabilities are
protected by the American with Disabilities Act (ADA) which requires that they be provided equal
access and reasonable accommodations. In compliance with the ADA and with Section 504 of the
Rehabilitation Act, Hunter is committed to ensuring this educational access and
accommodations. For information and assistance, contact the OFFICE FOR ACCESS and
ACCOMMODATIONS in Room E1124 or call (212) 772-4857 or TTY (212) 650-3230.
ESL Performance Standards
National TESOL Standards for Pre-K-12 Teachers. TESOL, Inc., Alexandria, VA
Managing the Assessment Process: A Framework for Measuring Student Attainment of
the ESL Standards, (1998) TESOL Professional Papers #5, TESOL, Inc., Alexandria, VA
NYS Department of Education, (2004). New York State ESL Learning Standards. The
teaching of language arts to limited English proficient/English Language Learners: Learning
standards for English as a second language. www.nysed.gov and
www.emsc.nysed.gov/giai/nysben.html
New York State ESL Learning Standards (ca. 2004)
ESL learning standards are the framework for instruction. Teachers’ knowledge, skills, interests
and experiencesshould be considered when developing instructional plans connected to teaching
and learning of English.
Standard 1: Students will listen, speak, read, and write in English for information
and understanding.
Students learning English as a second language will use English to acquire, interpret, and
apply and transmit information for content area learning and personal use. They will develop and
use skills, and strategies appropriate to their level of English proficiency to collect data, facts and
ideas; discover relationships, concepts, and generalizations; and use knowledge generated from
oral, written, and electronically produced texts.
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Standard 2: Students will listen, speak, read, and write in English for literary
response, enjoyment, and expression.
Students learning English as a second language will use English for self-expression,
artistic creation, and participation in popular culture. They will develop and use skills and
strategies appropriate to their level of proficiency to listen to, read and respond to oral, written,
and electronically produced texts and performances, relate texts and performances to their own
lives and other works, and develop an understanding of the diverse social, historical, and cultural
dimensions the texts and performances represent.
Standard 3: Students will listen, speak, read, and write in English for critical
analysis and evaluation.
Students learning English as a second language will use English to express their opinions
and judgments on experiences, messages, ideas, information, and issues from a variety of
perspectives. They will develop and use skills and strategies of English proficiency to reflect on
and analyze experiences, messages, ideas, information, and issues presented by others using a
variety of established criteria.
Standard 4: Students will listen, speak, read, and write in English for classroom and
social interaction.
Students learning English as a second language will use English to interact with others in
social and classroom situations. They will develop and use skills and strategies appropriate to
their level of English proficiency to communicate effectively with regard to audience, purpose,
and setting.
Standard 5: Students will demonstrate cross-cultural knowledge and
understanding.
Students will demonstrate cross-cultural knowledge and sensitivity in communicating
with others of varied social, cultural, and linguistic backgrounds. They will develop and use
culturally appropriate behaviors, and knowledge of local and U.S. cultures and practices in their
interactions with others in their new cultural environment.
National TESOL Standards for Pre-K-12 Students (1997)
Goal 1: To use English to communicate in social settings
Standard 1: Students will use English to participate in social interactions.
Standard 2: Students will interact in, through and with spoken and written English for personal
expression and enjoyment.
Goal 2: To use English to achieve academically in all content areas
Standard 1: Students will use English to interact in the classroom.
Standard 2: Students will use English to obtain, process, construct, and provide subject matter
information in spoken and written form.
Goal 3: To use English in socially and culturally appropriate ways
Standard 1: Students will use appropriate language variety, register, and genre according to
audience, purpose, and setting.
Standard 2: Students will use nonverbal communication appropriate to audience, purpose, and
setting.
Standard 3: Students will use appropriate learning strategies to extend sociolinguistic and
sociocultural competence.
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COURSE CONTENT AND THE TESOL PROGRAM STANDARDS
This course is closely aligned with the TESOL P-12 Teacher Education PROGRAM Standards
(draft - August 2001)
Domain 1: Language
Candidates know, understand, and use the major concepts, theories, and research related to the
nature and acquisition of language to construct learning environments that support ESOL
teachers’ language and literacy development and content area achievement.
Standard 1.a. Describing language. Candidates demonstrate understanding of language as a
system and demonstrate a high level of competence in helping ESOL teachers acquire and use
English in listening, speaking, reading, and writing for social and academic purposes.
Standard 1.b. Language acquisition and development. Candidates understand and apply concepts,
theories, research, and practice to facilitate the acquisition of a primary and a new language in
and out of classroom settings.
Domain 2: Culture
Candidates know, understand, and use the major concepts, theories, and research related to the
nature and structure of culture to construct learning environments that support ESOL teachers’
language and literacy development and content area achievement.
Standard 2.a. Nature and role of culture. Candidates know, understand, and use the major
concepts, principles, theories, and research related to the nature and role of culture in language
development and academic achievement that support individual teachers’ learning.
Standard 2.b. Cultural groups and identity. Candidates know, understand, and use knowledge of
how cultural groups and teachers’ cultural identities affect language learning and school
achievement.
Domain 3: Planning, Implementing and Managing Instruction
Candidates know, understand, and are able to use standards based practices and strategies
related to planning, implementing and management of ESL and content instruction, including
classroom organization, teaching strategies for developing and integrating language skills, and
choosing and adapting classroom resources.
Standard 3.a. Planning for standards based ESL and content instruction. Candidates know,
understand, and apply concepts, research, and best practices to plan classroom instruction in a
supportive learning environment for ESOL teachers. Candidates serve as effective English
language models, as they plan the classroom for multilevel classrooms with learners from diverse
backgrounds using standards-based ESL and content curriculum.
Standard 3.b. Managing & implementing standards based ESL and content instruction.
Candidates know, manage, and implement a variety of standards-based teaching strategies and
techniques for developing and integrating English listening, speaking, reading and writing and
accessing the core curriculum. Candidates support ESOL teachers in accessing the core
curriculum as they learn language and academic content together.
Standard 3.c. Using resources effectively in ESL and content instruction. Candidates are familiar
with a wide range of standards based materials, resources, and technologies and choose, adapt,
and use them in effective ESL and content teaching.
Domain 4: Assessment
Candidates understand issues of assessment and use assessment measures that are standards
based as they relate to ESOL teachers.
Standard 4.a. Issues of Assessment. Candidates understand various issues of assessment—e.g.,
cultural and linguistic bias, political, social, and psychological factors in assessment, IQ, and
special education testing (including gifted and talented), the importance of being standards
based, and the difference between language proficiency and other types of assessment (e.g.,
standardized achievement tests of overall mastery), as they affect ESOL student learning.
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Standard 4.b. Language proficiency assessment. Candidates know and can use a variety of
standards based language proficiency instruments to inform their instruction, and understand
their uses for identification, placement and demonstrating language growth of ESOL teachers.
Standard 4.c. Classroom-based assessment for ESL. Candidates know and use a variety of
classroom and performance-based assessment tools that are standards based to inform
instruction.
Domain 5: Professionalism
Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with
new instructional techniques, research results, advances in the ESL field, and public policy issues.
Candidates use such information to reflect upon and improve their instructional practices.
Candidates provide support and advocate for ESOL teachers and their families and work
collaboratively to improve the learning environment.
Standard 5.a. ESL research and history. Candidates demonstrate knowledge of history, research,
and current practice in the field of ESL teaching and apply this knowledge to improve teaching
and learning.
Standard 5.b. Partnerships and advocacy. Candidates serve as professional resources, advocate
for English language learners, and build partnerships with teachers’ families.
Standard 5.c. Professional Development and Collaboration. Candidates collaborate with and are
prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all
ESOL teachers.
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COURSE OUTLINE**
Dates
Content
Assignment due
August 27
1st Session

First class - informational
Sept 3
2nd Session

An introduction to
Sociolinguistics
Sept 10
3rd Session

Chapter 1 – Introduction
Sept 17
4th Session
Sept 24
5th Session

Chapters 2 & 3 - Variation


Chapters 2 & 3 – Variation
Culture Walk & Multimedia
presentations
Sept. 27 - Saturday
Oct. 1
Workshop on sociolinguistics in the
classroom and how to do a research
project
(No class – Rosh Hashanah)
Oct. 8
(No class – Yom Kippur)
Oct 11 - Saturday
Workshop on sociolinguistics in the
classroom and research projects update
Additional session for EDESL777
Additional session for EDESL777
Oct 15
6th Session


Oct 22
7th Session


Chapter 4 – Language attitudes
Culture Walk & Multimedia
presentations, cont.
Chapter 5 – Being polite
Article presentations
Oct 29
8th Session


Chapter 6 – Multilingualism
Article presentations
Nov 5
9th Session

Classroom Sociolinguistics &
Activities
Nov 12
10th Session


Chapter 8 – Social class
Lesson Plan presentations
Nov 19
11th Session


Chapter 9 – Social networks and
communities of practice
Article presentations
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
Sociolinguistic
Autobiography

Culture Walk or
Multimedia Project
Assignment
Research project &
readings presentations

Online discussion
postings due
Oct 16 & 20

Online discussion
postings due
Nov 6 & 10

Lesson Plan
Assignment
Nov 26
Thanksgiving week – take home project
Dec 3
12th Session


Chapter 10 – Gender
Article presentations
Dec 10
13th Session


Chapter 12 – Looking back and
looking ahead
Case Study Presentations

Last class meeting – wrap up
Dec 17
14th Session

Case Study
Assignment
**The order and content of the class may change based on the needs of the class.
Assignment Breakdown
Sociolinguistic Autobiography
Culture Walk Assignment or Multimedia Project
Online discussions & assignments
Lesson Plan
Case Study
Article Presentation
Participation
10%
15%
15%
15%
25%
10%
10%
100%
Assignment Descriptions

Sociolinguistic Autobiography (10%)
Due: Sept 3 (in class)
Teacher candidates will write an 3-5 page essay in which they describe themselves as language
users and learners. This paper is a microanalysis of students’ competencies and uses of the
languages they speak (and/or studied). No references are required.

Culture Walk (15%)
Due: Sept 24 (in class)
Teacher candidates will visit a community to explore and record the presence of ethnic
culture in the neighborhood. Findings will be synthesized and analyzed as observable
influences that create the character of an ethnic group and its neighborhood. This
assignment will prepare teachers to be observers of culture as it applies to understanding the
diverse cultural backgrounds of their teachers and to creating a caring learning environment
that reflects this understanding.
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
Multimedia Project (15%)
Due: Sept 24 (in class)
Teacher candidates will analyze the subtle qualities of verbal and nonverbal contextual cues
embedded in communication illustrate the sociocultural aspects of the American culture.
Using the medium of a television sitcom, teachers will examine and analyze how the subtleties
of cultural codes define the values, beliefs and attitudes of the American culture. Teachers
will incorporate this understanding into their instructional plans to assist ESL teachers to
develop “intercultural communicative competence” (Fantini, 1997).

Online Discussions & Assignments (15%)
Teacher candidates will be asked to join in online (BlackBoard) discussions throughout the
class.
First set due: Oct 16 & Oct 20
Second set due: Nov 6 & Nov 10
One task will be to answer questions related to the class readings and in-class discussions
throughout the week.
Due: week of Nov 26 (take-home project)
An additional task will be to create sociolinguistic-based questionnaires and trial them to
classmates and then have others answer them.

Lesson Plan (15%)
Due: Nov 12 (in class)
Teacher candidates will create a lesson plan incorporating sociocultural ideas and topics as
discussed in class.

Case Study (25%)
Due: Dec 10
o
Part I. Interview of Bilingual/Bicultural Individual: Language and
Culture in Society
Teacher candidates are expected to complete an in-depth study of the
bilingual/bicultural experience. The intention of this component is for teachers to
understand the influence of language and culture on the development of a crosscultural identity of immigrants as well as how they become familiar with American
culture. Teachers are expected to apply this knowledge of the nature of language and
culture to design curricula, identify lesson unit goals and activities, and implement
and assess their planning and teaching.
o
Part II. Teacher Interview: Culture in the Classroom
Teachers will interview an ESL teacher about their approach and ways to introduce
culture into the ESL lesson. The purpose of this assignment is for new teachers to
gather information on best practices including strategies and materials/resources
used to integrate culture into class lessons. Activities that encourage cultural
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discussions make it easier for students to understand American culture as they share
their primary culture. This understanding helps ESL students build self-esteem and
confidence that enhance their abilities to learn English.
o
Part III. Reflection
Teacher candidates will then be asked to write a reflection piece on how the
information from the two interviews relates to practice.

Article Presentation (10%)
Oct 22-Dec 3 (in class)
As facilitators, candidates will introduce the class topic for each lecture by presenting the
major ideas of an assigned article. Facilitators will develop focus questions to encourage
discussion on the class topic.

In-class assignments and Participation (10%)
Teacher candidates are expected to work together to construct knowledge about sociocultural
aspects of language and apply this understanding to create/discuss activities that promote
learning environments that support student cultural identities, language and literacy
development, and content area achievement. Attendance factors into this part of the grade.

Mini Research Project (EDESL 777 students only)
Due Oct 11
Teacher candidates will select an area within sociolinguistics as discussed in the Saturday
workshop and will propose a research project in that area. Mini research projects will be
presented in the second Saturday workshop.
All assignments are to be typewritten.
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Variation
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Sociolinguistics, 12(1), 58-88.
Gordon, M. (2006). Interview with William Labov. Journal of English Linguistics, 34, 332.
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Assessment
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