Fall 2005 E29.2204 Syllabus
NYU Training for All Teachers Project
Ruth Horowitz Center for Teacher Development
34 Stuyvesant Street, Barney Building, Suite 501
New York, NY 10003
E29.2204.003 Fall 2005
Teaching Second Language across the Content Areas
Instructor: Tzong-Jin Lee, Ed D
Time: Thursday 4:30pm - 6:10pm Location: Region 10 Conference room
This course focuses on the needs of English Language Learners (ELLs) who must master both a second language and content in the mainstream classroom. The class will begin with an overview of language and linguistics useful for teachers, followed by an overview of second language acquisition theories. The focus then will move into the theoretical foundations of content-based subjects, followed by the bulk of the course, which is an examination of the ways that academic information - both oral and written - can be made more accessible to the second language learner.
The class will be conducted as a combination of lecture, interactive discussion, problem-solving, internet communication, and workshop formats. Parts of the lesson may include presentations (by both instructor and students), discussions, or the completion of tasks in pairs or small groups, and activities conducted through the internet. Active student participation in discussions and small groups is a key part of the class
Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning. Portsmouth, NH
Echevarria, J., Vogt, M. and Short, D. (2004). Making Content Comprehensible for English Learners. Pearson Education, Inc.
- Participants are expected to attend all classes and to participate actively in them (30% of final grade).
- With a partner, present and lead a discussion in class on one of the chapters. Prepare a 1-page handout summarizing key points of the article (10% of final grade).
- Bilingual class visit and reflective response. Participants will observe a bilingual class (content subjects: Math; Science; Social Studies) at region 10, and will write a reflective response for the visit (20% of final grade).
- Classroom-based action research project (30% of final grade).
- Action research project presentation (10% of final grade).
Class participation/attendance 30 pts.
Class presentation 10 pts.
Field Visit/Reflective Response 20 pts.
Action Research Project 30 pts.
Project presentation 10 pts.
Total: 100 pts.
Class 1, September 29: Introduction the class. Course outline and requirements. Explanation of the action research project.
Reading: Gibbons, Chapter 1
Class 2, October 6: Linguistics and Language. Theoretical Framework; BICS, CALP, Bloom's Taxonomy
Reading: Gibbons, Chapter 2
ESL/Bilingual resource guide for mainstream teachers
Class 3, October 13: Second Language Acquisition: An Overview
Reading: Gibbons, Chapter 3
Presentation: Echevarria, Chapter 1 ___________
Class 4, October 20: ESL/Bilingual students in the mainstream classroom. Scaffolding for ELLs in the Science Classroom.
Reading: Gibbons, Chapter 4
Presentation: Echevarria, Chapter 2 ___________
Please hand in an outline of your action research project.
Class 5, October 27: Making Curriculum Comprehensible: General Principles in Listening and Speaking. Read Aloud and Accountable Talk. Scaffolding for ELLs in the Science Classroom.
Reading: Content Area Reading
Presentation: Echevarria, Chapter 3 ___________
Class 6, November 3: Making Curriculum Comprehensible: General Principles in Reading and Writing. Reading and Writing workshops. Scaffolding for ELLs in the Math Classroom.
Reading: Supporting ESL Students in Learning the Language of Mathematics
Presentation: Echevarria, Chapter 4 ___________
Class 7, November 10: Making Curriculum Comprehensible: Developing an Integrated Curriculum for ELLs. Scaffolding for ELLs in the Math Classroom.
Reading: Gibbons, Chapter 5
Presentation: Echevarria, Chapter 5 ___________
Class 8, November 17: Teaching Literacy in the Content Areas. Scaffolding for ELLs in the Social Studies Classroom.
Reading: Reading in the Content Areas: Strategies for reading success
Presentation: Echevarria, Chapter 6 ___________
Class 9, December 1: Standards-based Instruction in Mathematics. Scaffolding for ELLs in the Social Studies Classroom.
Reading: Gibbons, Chapter 6
Presentation: Echevarria, Chapter 7 ___________
Please hand in your field visit response.
Class 10, December 8: Classroom Practices for English Language Learners. Sharing the field visit response.
Reading: Reading: Gibbons, Chapter 7
Presentation: Echevarria, Chapter 8 ___________
Class 11, December 15: Oral and Written Language; The Place of the L1 in the L2 classroom; Text adaptation; amplification or simplification?
Reading: How do English Language Learners Learn to Read?
Presentation: Echevarria, Chapter 9 ___________
Class 12, December 22: Integrating Social Studies /Science/Math with English Language Development
Reading: Supporting English Language Learners Across the Literacy Block
Presentation: Echevarria, Chapter 10 ___________
Class 13, January 5: Assessment: Authentic and Standardized Assessment
Reading: Linking Assessment and Instruction
Presentation: Echevarria, Chapter 11 ___________
Class 14 and 15, TBA: Mini-Conference at New York University. Presentation of Action Research Projects.
Please hand in your action research project DRAFT.