Fall 2021 - EDUC 711 G001
Class Number: 7704
Delivery Method: Remote
Variable units: 3, 4, 5.
A wide spectrum of students including both language teaching majors and content area teaching majors (e.g., science, mathematics and social studies education students) who are interested in integrating language and literacy support into science, mathematics or social studies teaching will benefit from this course. Course participants will be introduced to an accessible ‘meta-language’ (i.e., a language to talk about language) that is workable and usable for teachers and researchers from both language and content teaching backgrounds to facilitate collaboration across content and language subjects. Major approaches to LAC (Language Across the Curriculum), CLIL (Content and Language Integrated Learning), Immersion and Content-based Education will be introduced and critically reviewed. Current research topics (e.g. translanguaging, translingual pedagogies) in the field will also be covered.
*Note: As many students are learning in different time zones, course materials will be delivered remotely, both synchronously and asynchronously. Synchronous activities will take place during regular class time but will be limited to two hours per session (i.e., Tuesdays from 4:30 to 6:30 pm) to avoid fatigue and ensure quality participation from all students. Individual consultations during the remaining time (i.e., Tuesdays from 6:30 pm – 9:20 pm) can be pre-booked with me. Please inform me in advance of a class in any given week if you'd like to consult with me after our synchronous session in that week.
Classes held via Zoom
COURSE-LEVEL EDUCATIONAL GOALS:
- To develop a contextualized and critical understanding of major topics and theories in LAC, CLIL, Immersion and Content-based Education;
- To cultivate ‘academic language awareness’ and ‘academic culture awareness’ to critically reflect on existing practices and design innovative practices in integrating language and literacy support into content teaching;
- To increase plurilingual and pluricultural awareness of, and respect for, diversity in the linguistic, cultural and literate traditions and cultural knowledges that your (future) students bring to the classroom and to design ways of building on these resources in your teaching.
- • An in-class presentation on a course reading (throughout the term) 25%
- • Online discussion on required readings (throughout the term) 20%
- • Analysis of the language and literacy demands of selected curriculum subject area texts & suggestions for teaching based on the analysis (due on Dec 7) 40%
- • Active in-class participation (throughout the term) 15%
Mr. Qinghua Chen (Email: firstname.lastname@example.org)
Assignment due dates:
Oral presentation - ongoing throughout the term, all materials due by 10 pm on the day of a student's presentation
Online forum discussion - ongoing throughout the term, last posting due by 8 am on Nov29.
Analysis paper - By 8 pm on Dec 7.
Active in-class participation - ongoing throughout the term, last class participation is on Nov 30 (Week 12).
A+ 96-100 B+ 81-85 C+ 66-70
A 91-95 B 76-80 C 61-65
A- 86-90 B- 71-75 C- 56-60
All resources will be available through SFU library, or electronically on Canvas.
Lin, Angel M. Y. (2016). Language Across the Curriculum and CLIL in English as an Additional Language (EAL) Contexts: Theory and practice. Singapore: Springer.
(eBook) (This text is downloadable as an ebook via the SFU library).
ISBN: ISBN: 978-981-10-180
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
TEACHING AT SFU IN FALL 2021
Teaching at SFU in fall 2021 will involve primarily in-person instruction, with approximately 70 to 80 per cent of classes in person/on campus, with safety plans in place. Whether your course will be in-person or through remote methods will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).
Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.
Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (email@example.com or 778-782-3112) as early as possible in order to prepare for the fall 2021 term.