LLED 360: Classroom Discourses and English Language Learners
(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. 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 whether EFL (English as a First Language) or ESL/EAL (English as a Second/Additional Language). 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 multilingual and multimodal activities that support ELLs’ cognitive and academic development
while they are in the process of learning English.
Attendance
Students are expected to attend all classes and arrive on time. Students must have permission of the TEO to
miss a class and 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/students/policies-andguides/bed-policy-guidelines/
Academic integrity
Students are expected to follow the academic integrity guidelines as outlined in the following document:
http://teach.educ.ubc.ca/students/policies-and-guides/plagiarism-guidelines/
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Grading system
Pass/Fail. “Pass” is equivalent to at least B+ (76% in UBC’s standard marking system)
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.
In this section of LLED 360 participation activities will include presenting a mini “how-to” lesson (Sep 12) to a
group of 5-7 peers, and the preparation and presentation of a chapter summary (Nov 21, reviewed Nov 14) to
a group of peers (a jigsaw). In these two activities you will also be the learner of other “how-to” lessons and
other chapters respectively. You will be asked to provide constructive feedback to each presenter.
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. Lesson Planning (Due Sep 26 [#1] and Oct 10 [#2]) and Unit Planning (Due Nov. 28)
The purpose of these assignments 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. (see zwiers.com and readwritethink.org for strategies and lesson plan ideas)
The teacher candidates will:
 Understand the process of designing lessons that integrate the teaching of language/literacy and a
curricular subject.
 Prepare two 60 minute detailed lesson plans in their chosen subject area (a topic introductory lesson, a
topic teaching lesson, and a topic closing lesson); each including:
o a subject focus (PLO) and a literacy focus (PLO)
o lesson objectives,
o target group information (you will be given a class composition)
o resources,
o activity sequence including direct instruction, guided practice, and independent practice,
o assessment and evaluation,
o adaptation and extension ideas that reflect that class composition
 Prepare and submit a unit overview (minimum ten lessons) outlining the PLO’s (subject specific and
literacy specific) to be covered, lesson topics and PLO(s) for each lesson, student and teacher activities,
and summative assessment ideas.
Standard 5. 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
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aspects of teaching, from planning through reporting, and understand the relationships among them. Educators
employ a variety of instructional and assessment strategies.
Standard 6. 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.
3. Personal Growth in Literacy (Due Dec 5)
Each student will submit a reflection of his/her literacy journey as s/he learned to infuse literacy within
his/her content area teaching. This reflection will draw upon such items as personal journal comments, aha
moments, course reading insights, teaching insights gained during the practicum, and lesson plans feedback. It
will represent a work in progress rather than final destination report. It should demonstrate an understanding of
the importance of developing your students’ control of language throughout your curriculum. You may choose
to write about your journey, represent it graphically or digitally, or submit an oral/visual representation – just
make sure that I can receive it! A full description of the assignment will be given to you in class.
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
For each of the major assignments you will be given marking tools (called rubrics) that will assist you in
understanding how you were graded and how to improve your work. These rubrics will be handed out with the
assignment so that you are aware beforehand on how you will be graded.
Readings
Readings assigned for a date/class should be read before the class
Required textbook:
Gunderson, L; D/Silva, R.A.; Odo, D.M. (2014.) ESL (ELL) Literacy Instruction: a
Guidebook to Theory and Practice. New York, NY: Routledge
Supplemental textbooks: (chapter summaries and key chapters will be provided),
available in the Education Library course reserve section
Gibbons, P. (2009). English Learners, Academic Literacy and Thinking; Learning in
the Challenge Zone. Portsmouth, NH. Heinemann
Zwiers, J. (2008). Building Academic Language: Essential Practices for Content Classrooms. San Francisco,
CA: Jossey-Bass.
Additional readings (available online), as detailed in the course outline.
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)
 Dual Language Showcase: http://www.thornwoodps.ca/dual/index.htm
 Ed Helper (on Graphic Organizers): http://edhelper.com/teachers/graphic_organizers.htm
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ELLPSA website, BC Teachers’ Federation: http://ellpsa.ca/
Houghton Mifflin Harcourt Education Place (Graphic Organizers):
http://www.eduplace.com/graphicorganizer/
Many Roots, Many Voices: www.edu.gov.on.ca/eng/document/manyroots/
Ont. Min. of Ed. ESL resources:
www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html
The Multiliteracies Project: www.multiliteracies.ca
www.jeffzwiers.org Zwiers own website with links to a plethora of strategies ****
www.readwritethink.org IRA/NCTE website, access to superb lesson plan examples
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Significant Dates
Sep 12
How-to Lesson presented
Sep 26
Lesson Plan #1 submitted
Oct 10
Lesson Plan #2 submitted
Oct 24, 31, Nov 7 - no class
Nov 14
Jigsaw chapter ready for group edit
Nov 21
Jigsaw chapter presented
Nov 28
Unit Plan Overview submitted
Dec 6
Personal Literacy Reflections submitted
Course outline
Week 1 - Sep. 5
Topic
Overview to course; key vocabulary terms (bricks and mortar); literacy as every teacher’s job
- Reading achievement and English Language Learners
Key
- Failing to learn to read
Notions
-
Readings
Declining reading scores and changing populations
21st century classroom contexts and student diversity
Literacy as a social activity
Literacy as a linguistic activity
Introduction to genres and registers
The nature of literacy in the 21st century
Gunderson et all. (2014). Preface (pp. xiii-xix).
Additional (optional) resources/activities:
Gunderson, L (2006). But She Speaks English. in Race, Ethnicity, and Education (pp. 1- 20),
Ross, E.W. and Pang, V.O. (eds) Praeger Publ, Westport, CT: 2006.
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/
The Multiliteracies Project website: www.multiliteracies.ca
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How-to Lesson to be presented
Week 2 - Sep 12
Placing Literacy instruction today into its historical perspective; understanding how you became
Topic
Key
Notions
Readings
literate in English; What are the elements of a good lesson
- Key concepts in language acquisition: input, output, negotiation of meaning, scaffolding
- Strategies for increasing connection and communication in the classroom
- Academic discourse: Language for thinking
- The brick and mortars of discourse
- Characteristics and functions of school language: describing complexity, higher-order thinking,
abstraction, explicitness.
- The features of academic grammar: nominalization, complex sentences, hedging
- Lesson plan components; explicit formulation and integration of language goals into lessons
Gunderson et all. (2014). A Brief History of Reading Instruction. (Ch. 1., pp. 1-33
Additional (optional) resources/activities:
Gibbons, P. (2009) Literacy in the Classroom: Challenges for EL Learners (ch. 3, pp. 43-57), Building
Bridges to Text: Supporting Academic Reading (ch. 5, pp. 80-105)
Zwiers, J. (2008). Understand How Students use Language, Language for Academic Thinking. (Ch. 1,
pp. 1-17, Ch. 2, pp. 19-40).
Week 3 - Sep 19
Selecting appropriate reading materials and programs
Topic
- Comparing spoken and written language: Register (Field, tenor, mode)
Key
- The features of academic grammar: more on nominalization and packing meaning.
Notions
- Challenges for English language learners
Readings
Gunderson et all. (2014). Language Proficiency and Literacy Background. (Ch. 2., pp. 34-53
Additional (optional) resources/activities:
Schleppegrell, M. J. (2001). Linguistic features of the language of schooling. Linguistics and
Education, 12, 431–459.
Fang, Z., Schleppegrell, M. J., & Cox, B. E. (2006). Understanding the language demands of
schooling: Nouns in academic registers. Journal of Literacy Research, 38(3), 247–273.
Fang, Z., & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting
secondary reading through functional language analysis. Journal of Adolescent & Adult
Literacy, 53, 587–597. doi:10.1598/JAAL.53.7.6
Week 4 Topic
Key
Notions
Sep 26
Lesson Plan #1 to be handed in
Activities to scaffold academic literacy development
- General principles for developing academic literacy: scaffolding, modelling, using metalanguage
- Integrating language and content instruction
- Activities for developing academic literacy: progressive brainstorm, wall-papering, semantic web,
dictogloss, joint construction, the last word,thinking sheets, split dictation, barrier crossword, cloze
exercises, word walls, sentence matching
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Readings
Gibbons, P. (2009). Engaging with academic literacy: Examples of classroom activities. (Ch. 4,
pp. 58-79).
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 contentbased 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
Week 5 Topic
Key
notions
Readings
Oct 3
Assessment practices for secondary classrooms
- Building language with performance assessments
- Ongoing assessment of academic language
- Providing academic feedback
Gunderson et all. (2014). ESL (ELL) Assessment. (Ch.3., pp. 54-91).
Lesson Plan #2 to be handed in
Week 6 - Oct 10
Language and culture as literacy variable
Topic
- Characteristics of academic discourse in school-based discussions
Key
- Strategies and activities for building classroom discussion language and cultivating rich classroom talk
Notions
Gunderson et all. (2014). Language and Culture as Literacy Variables (Ch 4., pp. 92-127).
Readings
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Week 7 - Oct 17
Language and culture as literacy variable (continued)
Topic
- Academic speaking and listening: scaffolding academic discourse development and practice through
Key
small group activities.
Notions
- Challenges and strategies for using group work
- Group activities: conversation scaffolds; drama-based group activities; jigsaw-esque group activities;
pair activities
Readings
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.
There are no classes Oct 24th (Provincial Pro-D Day),
Oct 31st, and Nov 7th (practicum)
Week 8 - Nov 14
Jigsaw Chapter to be ready for group edit
Topic
Key
Notions
Cultivating academic discourse: focus on reading; Unit planning
- Interactive approaches to reading
- Key comprehension strategies for academic reading
- Oral scaffolds for academic reading
- Text discussion activities; activities for understanding text organization; reading activities to build
academic grammar and vocabulary
- Reading critically
Readings
Gunderson et all. (2014). Teaching Young ESL (ELL) Students to Read (Ch 5, pp. 128-178),
Teaching Older ESL/ELL/EFL Students to Read . (Ch. 6., pp. 179-212).
Additional (optional) resources/activities:
Gibbons, P. (2009) Planning Talk for Learning and Literacy (ch. 7, pp. 130-151)
Jigsaw Chapter presented
Week 9 - Nov 21
Cultivating academic discourse: focus on reading (continued)
Topic
- Key comprehension strategies for academic writing
Key
- Varieties of written genres of schooling
Notions
- Spoken-written language connections
- Scaffolding academic writing
- Teaching academic grammar; understanding coherence and cohesion; academic vocabulary
instruction; informal writing activities
Readings
Gunderson et all. (2014). Teaching Young ESL (ELL) Students to Read (Ch 5, pp. 128-178)
Teaching Older ESL/ELL/EFL Students to Read, Teaching Academic Reading. (Ch. 6., pp.
179-212).
Additional (optional) resources/activities:
Gibbons, P. (2009) Scaffolding EL Learners to be Successful Writers (Ch. 6, pp. 106-129)
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Unit Plan Overview submitted
Week 10 - Nov 28
Topic
Cultivating academic discourse: focus on reading (continued)
- Identifying the key features of scientific discourse as a basis for exploring other content area
Key
discourse
Notions
- The academic discourse features of language arts, science, history and math.
- The functions of school language: interpretation, persuasion, cause-effect, perspective-taking,
description, comparison and problem-solving.
- Examining content area texts to determine two kinds of technical vocabulary
Readings
Gunderson et all. (2014). Teaching Academic Reading. (Ch 7, pp. 213-238)
Additional (optional) resources/activities:
Zwiers, J. (2008). Language for academic reading (Ch. 7, pp. 163-194); Building language into
lessons and Assessment (Ch. 9, pp. 221-254).
Gibbons, P. (2009). Planning for High-Challenge, High-Support Classroom: Setting upm EL
Learners for Success . (Ch. 8, pp. 152-168)..
Himmel, J. (2012). Language Objectives: The Key to Effective Content Area Instruction for
English Learners. Available from
http://www.colorincolorado.org/article/49646/
Reflection Journal Submitted
Week 11 - Dec 5
Topic
Lesson planning and assessment (continued)
- Principles for designed scaffolding and interactional scaffolding
Key
- A framework for thinking about language in a subject-based classroom
Notions
- Strategies for assessing learning
Readings
Gunderson et all. (2014). Technology, ESL, and Literacy Instruction. (Ch 8, pp. 239- 254).
Week 12 - Dec 12
Topic
Lesson planning and assessment (continued)
- Course wrap up: Review activities
Key
Notions
Gunderson et all. (2014). ESL Literacy Instruction: Concerns, Conjectures, and Conclusions. (Ch
Readings
9, pp. 255-264).
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