ࡱ>  hbjbj 4h`+zz  83 |u& :  !!!&u(u(u(u(u(u(uxK{(u)#!!)#)#(u =u...)#  &u.)#&u..jjTjp P.cZ&&l8uSu0ult{({pjpjp{Jq!0 "".,"H"!!!(u(u+!!!u)#)#)#)#{!!!!!!!!!z : ENGL 723/823: CRITICAL PERSPECTIVES ON SECOND LANGUAGE TEACHING & TEACHER EDUCATION Fall 2010 Dr. Gloria Park Sutton 346 e-mail:  HYPERLINK "mailto:Gloria.park@iup.edu" Gloria.park@iup.edu Office Hours: Mon/Wed: 1:30-3:00pm Tues: 2:00-4:00pm COURSE OVERVIEW: The purpose of this praxis (bridging theory and practice) course is to provide doctoral candidates and advanced MATESOL candidates in the C&T and MATESOL programs scholarly venues to critically examine and deconstruct traditional normative issues in Second Language Teaching and Teacher Education fields. Through readings, in-class discussions, transnational praxis demonstration as well as through conducting a critical review of literature focusing on your areas of specialization (i.e., thesis topics or dissertation topics), we will examine how critical and feminist perspectives have come to transform the paths for teaching and teacher education. The topics, their queries, and the readings that we will wrestle with are divided into four broad sections: Critical Perspectives on Pedagogies Critical Perspectives on Learners & Teachers Knowledge/Identities Critical Perspectives on World Englishes and Language Ideologies Critical Perspectives on Ethics and Assessment It is important to understand that although the topics are listed as separate sections, critical perspectives on SLT and TE view these topics as interrelated and complex in nature. You will also notice that some readings are directly related to SLT/TESOL and others are related to general teacher education and/or composition teacher education. It is your responsibility to bridge the gap between your own focus (as many of you are compositionists or attempting to find the hybrid space between composition & TESOL) and the world of English language teaching and teacher education through critical readings (both required and others deemed appropriate to your interests), in-class discussions, raising thoughtful questions, conducting a critical review of literature, and participating in transnational praxis discussion and demonstration. COURSE READINGS: Required Readings on Electronic Reserve All required readings will be on e-reserve at the Stapleton Library. Please refer to the weekly schedule for e-reserve readings. The course password is parengl723 or parkengl823 Books for Praxis Demonstration (You are not required to purchase all the books, but only the one you are presenting for the Praxis demo.). These will be recommended books for all students Ayers, W. (2010). To teach: The journey of a teacher. New York: Teachers College Press. Pages ixpages 77 Pages 78pages 169 Burns, A., & Richards, J. (2009). The Cambridge guide to second language teacher education. Cambridge University Press. Chapters 1-15 Chapters 16-30 Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press. Chapters 1-4 Chapters 5-8 Hanauer, D. (2010). Poetry as research: Exploring second language poetry writing. John Benjamin Publishing Company. All the chapters hooks, b. (2009). Teaching critical thinking: Practical wisdom. Routledge Publishers. Teaching Chapters 1-16 Teaching Chapters 17-32 Johnson, K. (2009). Second language teacher education: A sociocultural perspectives. Routledge Publishers. Chapters 1-4 Chapters 5-8 McKay, S., & Bokhorst-Heng, W. (2008). International English in its sociolinguistic contexts. Routledge Publishers. Chapters 1-4 Chapters 5-7 Park, G., & Widodo, H., & Cirocki, A. (2010). Observation of teaching: Bridging theory and practice through research on teaching. Berlin, Germany: LINCOM. Chapters 12-14 & Introduction Scott, J. C., Straker, D., & Katz, L. (2009). Affirming students right to their own language: Bridging language policies and pedagogical practices. New York: Routledge & NCATE. Chapters 10-17 Strike, K., & Soltis, J. (2009). The ethics of teaching. New York: Teachers College Press. All the chapters Vandrick, S. (2009). Interrogating privilege: Reflections of a second language educator. University of Michigan Press. All the chapters ACADEMIC POLICIES AND GUIDELINES: Standard Conventions: You are responsible for handing in papers that conform to the standards of grammar & usage and conventions of documentation. Papers with excessive errors or with incorrect use of the formats for research writing (use of quotation or citation) will be returned, without a grade, for proofreading and editing. If you need help with proofreading your paper, etc, please visit the writing center. Due Dates: All work should be submitted on the due dates, and I do not give INCOMPLETES. Academic Integrity Policy: In general, all papers should follow the conventions of academic written English and proper documentation of sources, as described in the current APA or MLA handbooks. ɫӰ's Academic Integrity Policy covers various concerns related to plagiarism, cheating, and misrepresentation of your work, and this policy is spelled out in the current ɫӰ Graduate Catalog. Academic integrity is a serious matter and violations will not be tolerated. Detailed explanations about the proper use of sources may be found in the current edition of the MLA Handbook or the Publication Manual of the American Psychological Association. Feel free to discuss with your instructor and/or the program director (Dr. Gian Pagnucci) any questions you have about using and documenting sources. COURSE REQUIREMENTS: Reflective Blogging, Classroom Exercises, Participation, Preparation, and Attendance (20%): A basic requirement for this course is appropriate classroom participation and preparation. Each student is expected to have completed the required readings and connect them to their areas of specialization. Make sure you leave ample time to read each article and reflect on each section as the contents relate to your current/future teaching contexts (Refer to  HYPERLINK "http://www.doctorglo.wordpress.com" www.doctorglo.wordpress.com for reflective blogging). How do the main ideas gleaned from the article apply to my current teaching and research areas? It will not be enough to summarize the article, but to also bridge the theory and practice by deconstructing the ways in which you view/understand/experience teaching in your field. Teacher-Scholar Positionality Narrative (10%) (September 7th) The point of departure in teaching and learning is the learner or the teacher scholar. You are central to this undertaking. Contemplate your commitments and identity as a teacher-scholar, situated within your teaching and research context. In order to establish the centrality of teacher-generated knowledge in your research project, we will open the semester with and autobiographical assignment. Write a short personal history. This autobiography will serve as the foundation of your exploration this semester. In it, you will explore your ideas, principles, knowledge, and assumptions about teaching, learning, language pedagogy, language minority students, and teacher educators and teacher-scholars (students in Composition sides of the program should focus on your area of expertise in teaching and research). As you write, consider the following questions (you do not need to respond to all of the questions posed), and some of the questions may be more important than others in crafting your teaxcher-scholar positionality narrative: 1. Why did you become an educator? 2. Why did you become a (language/composition) educator? 3. What makes a good (language/composition) teacher? 4. What makes a good (language/composition) student? 5. What do you like about your current teaching position? 6. What helps you to be a good teacher? 7. What interferes with your ability to teach well? 8. What role has research on [language/composition] teaching played in your professional development? 9. What do you like and dislike about teaching? 10. And finally, what assumptions do you have about teaching students from diverse linguistic contexts? About teacher education in the fields of TESOL and Composition? Transnational Collaborative Praxis Demonstration (30%) This is an opportunity for ɫӰ Second Language Teaching and Teacher Education (SLT & TE) course (ENGL 723/823) students and DKU Teacher Education Course students to raise awareness and co-construct knowledge around what it means to teach English as an international language using a variety of reading materials (please refer to appendix 1 for DKU course syllabus and their readings). ɫӰ Teacher Education Course and DKU Teacher Education Course instructors will have pre-formed the groups as to have different perspectives and areas of specialization represented among the group members. For example, ɫӰ groups will have a combination of MATESOL and Ph.D. students from TESOL and Composition areas. And DKU groups will have a combination of pre-service and in-services teachers from different levels of instruction as well as teachers represented from Korea and other diverse countries. Each group will be no more than 2 students per group from institution. ɫӰ group will choose one book (or a designated part of a book) from the list and the group needs to assume that the rest of the students will not have had time to read the selected book. The DKU group will select an article or two from their syllabus, which is different from the ɫӰ reading list. The day of your praxis demonstration, you will submit a book review (completed individually), a summary and a critique of no more than 600 words excluding the references. Before your praxis date, each group connects with a designated group from Dankook Univeristys Teacher Education course teacher participants using email as a way to introduce one another and introduce the groups praxis topic and materials Coordinate time to communicate with the pre-formed groups between ɫӰ and DKU via SKYPE/Email ( you may end up using EMAIL due to time difference between US and Korea); In your discussion via SKYPE/Email, please focus on the following: Both DKU and ɫӰ groups will explain the main theoretical and conceptual points of the book or articles selected by your group members. Discuss the connection between the two sets of readings and identify pedagogical implications as you see them related to educational settings and specifically, the classroom. Create a plan to integrate the materials read into a praxis demonstration considering the varying contexts of the group members. Discuss your perspectives and thoughts related to the material read. Discuss the most important points you want to convey. During your praxis presentation in your respective course, you will demonstrate the following upon completing the selected reading, discussing within your group and communicate with the DKU group: Based on the theoretical and conceptual constructs you have identified, explain the most important ideas and their implications. Present them in an interactive manner which promotes comprehension and facilitates/engages in critical reflection. Activities, tasks, etc. illustrating the main points of the book (this is the theory to practice connection). You can design various activities for group work as a way for the rest of the class to think about, conceptualize, reflect on, etc. some of the points discussed above in #1 in their own teaching practices (past, current, or even future) Specifically, consider how this might look in the classroom. Demonstrate the pedagogical implications of these. Provide opportunities for the audience/groups to ask questions, make comments, etc. as a way to facilitate discussion around your topic. Concluding comments, overviews, and other information deemed appropriate to provide closure and final thoughts related to the book Provide visuals such as handouts, visuals for talking points (i.e., powerpoints, pictures, clips, etc.) for students and Dr. Park. Your group is responsible for making the necessary copies for the handouts, etc. Time allotment: praxis should not be more than 60 minutes including the Q/A session After the praxis, each student (in the group) is responsible for handing in a book review mentioned above. (due on the day of your group praxis demonstration). Portfolio of Your Publishable CRL Manuscript (40%-See below for the breakdown) A Critical Review of the Literature (CRL) on your Dissertation/Research Topic (Ph.D. Candidates) A Critical Review of the Literature (CRL) on Pedagogical Innovation (MATESOL Candidate) The main academic tasks for this course are the preparation of a publishable research paper for doctoral candidates and pedagogical innovation paper for advanced MATESOL. This course is designed so that the last week of the session will be a professional conference setting at which each doctoral student (and advanced MATESOL students) will present their publishable manuscript and answer questions concerning their work. Also, the following articles are excellent examples of critical reviews of literature: Rogers, R., Malancharuvil-Berkes, E.,Mosley, M., Hui, D., & OGarro Joseph, G. (2005). Critical discourse analysis in education: A Review of the literature. Review of Educational Research, 75, 365+. Wang, J., & Odell, S. (2002). Mentored learning to teach according to standards-based reform: A critical review. Review of Educational Research, 72(3), 481-546. The following are sub-components of your Publishable Manuscript work in this course: Research Topic and its Introductory Chapter of your CRL I envision this as a 1000 word manuscript in which you begin articulating your research (dissertation) topic before you actually conduct a critical review of the literature. Please refer to the following questions as you begin organizing this chapter: What two journals will you focus on to look at the trends and issues in your area(s) of specialization? You will be looking at the past 10 years in each journal What is the focus of your (dissertation) research topic? Why are you interested in this topic and where does this interest emerge from? What do you already know about this topic, and what is the basis of your knowledge of this area? What is the context of your topic? What set of research questions do you intend to focus on? Individual Conference with Dr. Park Please sign up for a meeting time to discuss your course project with Dr. Park. You can do this as early as the second week of the course or as you work on #1. Annotations of Articles for your CRL ( preparation for the Literature Review writing) Please compile annotations of references that you will include in your publishable manuscript as a way to work on the draft of the manuscript. In doing these annotations, please remember to do the following: Briefly summarize the article as it relates to your critical review topic; Briefly state how this article adds to understanding the gap of the research you plan to conduct Briefly state some questions (or perceived research gap) emerging from this article as a way to respond to the need for your dissertation research Final CRL Submission (Publishable CRL) Again, please follow the format of your target journal. In addition, attach the guidelines for the target journal to your final paper. Publishable research papers are between 20-25 pages long including bibliography. Again, please check with the journal guidelines. Please follow the APA style and stay within the required page length. What to include in your Final Portfolio: Your researcher positionality paper Your praxis demonstration handout, powerpoint, etc. as well as the book review Research Topic & Introductory chapter of your CRL Action Plan for the post individual meeting with Dr. Park Annotations of articles for your CRL Final CRL paper with references and the journal guidelines CRITICAL PERSPECTIVES ON PEDAGOGIES What is (second language) teaching? Why do we teach? As language/composition teachers, what do we teach? How do our lived experiences influence what we bring into our classroom? What should we gain from our teacher education programs in terms of praxis? How can the components of critical pedagogy manifest in your classroom (i.e., language class, teacher education course, composition course, etc.)? How do you understand the personal and political connection in (second language/composition) teaching? Why is this particularly important for teachers of multilingual students and teacher educators of NNESTs? Other thoughts and questions related to this topic Week 1: August 31st, 2010-TUESDAY Opening Activities around (second language) teaching and teacher education What is (second language) teaching and teacher education? What are the 6 knowledge domains and how can you use these domains to understand your teaching and your students? Howard, T. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into practice, 42(3), 195-261. Week 2: September 7th Fernstein, L. (2009). Teacher candidates, discourse and diversity. Teacher Development, 13(3), 239-250. Sleeter, C. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94-106. Positionality Assignment Due Week 3: September 14th Canagarajah, A. S. (2006). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English, 68(6), Michael-Luna, S., & Canagarajah, S. (2007). Multilingual academic literacies: Pedagogical foundation for code-meshing in primary and higher education. Journal of Applied Linguistics, 4(1), 55-77. Week 4: September 21st Kumaravadivelu, B. (2003). HYPERLINK "http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bFRr6u1TbSk63nn5Kx95uXxjL6nsEevrq1Krqa3OLGwr0y4qLc4zsOkjPDX7Ivf2fKB7eTnfLujtUivrq9Ksq%2buPurX7H%2b72%2bw%2b4ti7ebfepIzf3btZzJzfhrunr0%2bwqbZMtpzkh%2fDj34y73POE6urjkPIA&hid=5" \o "Forum on Critical Language Pedagogy Response 1."Forum on Critical Language Pedagogy: A postmethod perspective on ELT. World Englishes, 22(4), 539-550. (including the comments by Toh, G. (2003), Berns, M. (2003), Brutt-Griffler (2003), Leki (2003), and Response by Kumaravadivelu). CRITICAL PERSPECTIVES ON LEARNER & TEACHER KNOWLEDGE/IDENTITIES IN (TESOL) TEACHER EDUCATION PROGRAMS What knowledge base do SL teachers and teacher educators need to have and understand in our fields? How does your own personal history influence your teaching? How do different teacher stories influence the ways in which we view SLT and TE? How might we use teacher narratives to understand our pedagogies? How can narratives impact and transform SLT and TE? Other questions, ideas related to this topic Week 5: September 28th Kubota, R. (2003). Unfinished knowledge: The story of Barbara. College ESL, 10(1 & 2), 11-21. Chacon, C. (2009). Transforming the curriculum of NNESTs: Introducing critical language awareness (CLA) in a teacher education program. In R. Kubota & A. Lins (eds.)., Race, culture, and identities in second language education: Exploring critically engaged practice. (pp. 215-233). New York: Routledge. Dorbin, S. (2005). Finding space for the composition practicum. In S. Dorbin (ed)., Dont call it that: The composition practicum (pp. 1-34). Urbana, ILL: NCTE. Week 6: October 5th Bangou & Wong, (2009). Race and technology in teacher education. In R. Kubota & A. Lins (eds.)., Race, culture, and identities in second language education: Exploring critically engaged practice. (pp. ). New York: Routledge. Blackman, S., & Rose, S. (2005). Plug & Play: Technology and mentoring teachers of writing. In S. Dorbin (ed)., Dont call it that: The composition practicum (pp. 98-112). Urbana, ILL: NCTE. Research Topic and its Introductory Chapter of your CRL (Due in class) PRAXIS GROUP _____________________________________________________________________________ Week 7: October 12th Park, G. (2009). I listened to Korean society. I always heard that women should be this way: The Negotiation and Construction of Gendered Identities in Claiming a Dominant Language and Race in the U.S. Journal of Language, Identity, and Education, 8(2), 174-190. Park, G. (in press). "I am never afraid of being recognized as an NNES": One Woman Teacher's Journey in Claiming and Embracing the NNES Identity. TESOL Quarterly, PRAXIS GROUP _____________________________________________________________________________ Week 8: October 19th Kourtizin, S. (2000). Immigrant mothers redefine access to ESL classes: Contradiction and ambivalence. Journal of Multilingual and Multicultural Development, 21(1), 14-32. Song, J. (2009). Language ideology and identity in transnational space: Globalization, migration, and bilingualism among Korean families in the USA. International Journal of Bilingual Education and Bilingualism, 13(1), 23-42. PRAXIS GROUP ______________________________________________________________________________ Conference Week: Please sign up for a 30 minute block to discuss your CRL Week 9: October 26th Hall, L., & Burns, L. (2009) Identity development and mentoring in doctoral education. Harvard Educational Review, 79(1), 49-70. Miller, S. Rodrigo, R., Pantoja, V., & Roen, D. (2005). The composition practicum as professional development. In S. Dorbin (ed)., Dont call it that: The composition practicum (pp. 82-96). Urbana, ILL: NCTE. PRAXIS GROUP ______________________________________________________________________________ CRITICAL PERSPECTIVES ON ENGLISHES: WORLD ENGLISHES & LANGUAGE IDEOLOGIES IN TEACHER EDUCATION How are English Language Learning and Teaching Communities being transformed? How do the diverse and changing nature of the English language influence the ways in which we view teaching and our multilingual students across disciplines in postsecondary education? How do different communities define, perceive, and demonstrate the importance of World Englishes? Other questions deemed appropriate for this section Week 10: November 2nd Guest Speaker/Instructor: Bee Chamcharatsri, Ph.D. ABD Horner, Bruce, and John Trimbur. (2002). English Only and U.S. College Composition. CCC, 53: 594630. Canagarajah, A. S. (2006). The place of World Englishes in composition: Pluralization continued. CCC, 57 (4), 586-619. PRAXIS GROUP: _______________________________________________________________________________ Annotated Bibliography & Draft of your CRL/Outline of your CRL Due Week 11: November 9th Canagarajah, A. S. (2002). Multilingual writers and academic community: toward a critical relationship. Journal of English for Academic Purposes, 1, 29-44. (if time) Downs, D., & Wardle, E. (2007). Teaching about writing, righting misconceptions: (Re)envisioning first-year composition" as "introduction to writing studies". CCC, 58(4), 552-584. PRAXIS GROUP: ___________________________________________________________________________ Week 12: November 16th Bolton, K. (2005). Symposium on World Englishes Today (Part II)-Where WE stands: Approaches, issues, and debate. World Englishes, 24(1), 69-83. Hasan, R. (2003). Globalization, literacy and ideology. World Englishes, 22(4), 433-448. PRAXIS GROUP: __________________________________________________________________________ CRITICAL PERSPECTIVES ON ETHICS AND ASSESSMENT What would equitable assessment practices look like? What identity constructs do we wrestle with and are embraced in the fields? How do various identity constructs influence the SLT and TE domains? What are the trends and issues of NNESTs in SLT & TE fields? What challenges do NNESTs and TEs encounter in our professional journeys? How do multiple and non-traditional identity constructs play out in our social and academic worlds? How do we begin to demonstrate the importance of embracing all types of identities? Week 13: Thanksgiving Recess (November 22nd to 26th) Week 14: November 30th Zhao, C. G., & Llosa, L. (2008). Voice in high-stakes L1 academic writing assessment: Implications for L2 writing instruction. Assessing Writing, 13(3), 153-170. Huot, B. (2002). Toward a New Discourse of Assessment for the College Writing Classroom. College English, Vol. 65, No. 2 (Nov., 2002), pp. 163-180 PRAXIS GROUP: __________________________________________________________________________ Week 15: December 7th Shohamy, E. (2001). Democratic assessment as an alternative. Language Testing, 18(4), 373-391. Hattie, J., & Timperley, H. (2007). Power of feedback. Review of Educational Research, 77(1), 81-112. 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