Syllabus - İNG 5011

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SOCIOLINGUISTICS AND LANGUAGE EDUCATION

Spring Semester 2023


Thursdays: 13:30-14:50
Instructors: Irem Comoglu, Eda Akgun Ozpolat, Emily Phillips Galloway,
Basak Cermikli Ayvaz

Email: irem.kaslan@deu.edu.tr
eda.akgunozpolat@ogr.deu.edu.tr
emily.phillips.galloway@vanderbilt.edu
basak.cermikli.ayvaz@vanderbilt.edu

Office hours: In-person/via Zoom by appointment

This course is designed as part of the U.S. Mission Research Practice Partnership and in
collaboration with colleagues from Vanderbilt University and Dokuz Eylul University. We are
excited to introduce this course as it is the first of its kind to examine the multilingual learners
and culturally and linguistically diverse classrooms closely, with an intentional focus on
equipping pre-service English language teachers with the practical skills and theoretical
knowledge to support their multilingual learners in their future classrooms.

The course is designed in two modules. The first module aims to provide foundational concepts,
pedagogical approaches, and theories that will help pre-service teachers better understand the
current classrooms around the world with multilingual learners. The second module aims to
focus more specifically on the strategies, practices and pedagogical approaches to support
multilingual learners in Turkish schools as they learn English. Consideration of how to attain
more equitable outcomes for multilingual learners through schooling is a major focus of this
course.

We aim to answer questions like:


1. How is language political and cultural? What are some of the effects of hierarchies of
language?
2. What are some of the characteristics of key languages seen in linguistically and
culturally diverse classrooms, specifically in Turkish schools? What are the histories of
these languages and how do these histories affect language development? What are the
linguistic hierarchies found within language?
3. How does culture, social class, and poverty impact language learning? What are
strength-based considerations that can speak to deficit views?
4. How can we scaffold multilingual learners’ language learning using their home
language?
5. What is language, how do we support it, and how does it link to academic outcomes?
The class is intended for pre-service teachers at all stages of their educational program and is
designed to be of interest to those with a broad range of plans for the future. It will discuss
research and practice that examines multilingual pedagogies to support learners and teachers
in linguistically and culturally diverse classrooms.

Module 1
(6 Weeks)

Key Topics and Guiding Questions


Topic: Understanding cultural and linguistic diversity

Guiding Questions:

· What are the demographics and linguistic profiles of learners in Turkish school
classrooms?
· What aspects of learners’ experiences lead to differences in their ways of knowing,
being, using and learning language?
· What is meant by plurilingualism, and how does this differ from
bilingualism/multilingualism?
· How is language learned for multilingual learners?
· What is the role of investment and motivation in language learning?

WEEKLY SCHEDULE

Week 1 (02.03.2023): Introduction of the course syllabus including grading, rubrics and online
tasks.
After class: Upload an introductory video to Flipgrid, join via
https://flip.com/diveproject or using the QR code.
Here are some ideas:
 Tell us who you are, where you are from, favorite movie or TV
show you have recently seen!
 Show & tell us about an artifact that has a story.
 Create a google earth story of your life, see this example:
https://earth.google.com/earth/d/11Aa8mvvAHQxSx22hrnEA6UlILlSrL9s9?
usp=sharing
*Surveys and interviews to be administered.
Week 2 (09.03.2023): Preparation of personal of Language Autobiographies (LAs) through
collaborative and narrative tasks.

*The language portrait tasks to be prepared DUE 23.03.2023.

Key Media: Life of a Plurilingual: https://youtu.be/9EfvwZ_bOcY

Neville, & Johnson, S. I. (2022). “My literacies expand over two languages”: Language and
literacy autobiographies as justice‐oriented teacher education. Journal of Adolescent & Adult
Literacy : a Journal from the International Reading Association.
https://doi.org/10.1002/jaal.1258

Podcast 1: Multilingual Literacies by Emily and Basak

Week 3 (16.03.2023): Discussion of plurilingualism, bilingualism, and multilingualism.

In class activity: In small groups read parts of each concept (plurilingualism, multilingualism,
bilingualism) and provide a description and examples.

Piccardo, E. (2019). “We are all (potential) plurilinguals”: Plurilingualism as an overarching,


holistic concept. OLBI Journal, 10.

Podcast 2: Plurilingualism, bilingualism, and multilingualism: where do we belong? By Emily and


Basak

Make-up session of the 23.02.2023 (date to be announced): Presentation of LAs. Meta-


linguistic discussions on the language portraits.

Week 4 (23.03.2023): Community and home language: connecting multilingual learners’ social
and cultural resources to the classroom.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a
qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132-141.

Podcast 3: Funds of knowledge, cultural capital and concepts centering community knowledge
by Emily and Basak

Week 5 (30.03.2023): Understanding multilingual learner’s identities from a Vygotskian


perspective.
Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds
of knowledge approach. Culture & Psychology, 20(1), 31-48.

Podcast 4: Connecting Funds of Knowledge and Funds of Identity: what is identity?


FURTHER READINGS & MEDIA

Cummins, J. (2019). Should schools undermine or sustain multilingualism? An analysis of theory,


research, and pedagogical practice. Darnioji daugiakalbystė, (15), 1-26.

Kusters, A., & De Meulder, M. (2019). Language portraits: Investigating embodied multilingual
and multimodal repertoires. SSOAR-Social Science Open Access Repository.

Plurilingual Guide: Implementing Critical Plurilingual Pedagogy in Language Education:


https://youtu.be/b_q0UiL26Xw

ASSIGNMENTS & GRADING

The instructor reserves the right to make changes to the syllabus, assignments, readings, due
dates, and guidelines at any time during the semester. We will communicate changes in a
timely manner, either during class or electronically. Make sure to review rubrics and guidelines
before completing and submitting assignments. In general, all assignments should follow APA
citation and formatting guidelines, which include: typed, double-spaced, 12-point font, one-inch
margins. Assignments should be submitted via SAKAI. Overall, when turning in assignments,
please try to format them so your ideas are easy to access.

Individual assignments that receive less than a B (<85%) are eligible for a revise and resubmit.
To take advantage of the opportunity to revise and resubmit, you must (1) schedule a meeting
with us to go over targeted feedback and (2) resubmit within the agreed-upon timeline. You
are encouraged to meet with us if you have any questions on the assignments and we suggest
thinking ahead and scheduling meetings at least a few days in advance.

1. Self-Evaluation of Engagement (10%):


Active engagement is foundational to a strong learning experience. Throughout the class, you
will be actively building knowledge of language, education, and diversity. It is a lot of
information. You will therefore need to take notes on key ideas in an organized way. At the end
of each class, we suggest you review what has been covered in the readings, activities, and class
and create notes that reflect the key ideas covered. This can be in any format that you find
helpful although it is suggested that you either highlight the most important points or create a
1-page handout. This will make it so that you have the key ideas and understandings handy for
your assignments. Make sure to connect ideas to authors so that you can cite them in your
work.
Your engagement grade will reflect both your evaluation of the degree to which you a)
completed the readings and asynchronous activities in a way that is thoughtful and critical and
b) participated actively in class, sharing thinking, and listening to the thinking of others. Please
make sure to have access to all readings and notes with you in class so that you can revisit and
delve deeper into the material.
You will self-report under the honor code the level of your participation.
A) You will provide a score from 0-100% with the number reflecting % of activities and
readings completed in a quality manner (including post-class highlights/summaries—see
above).
B) Next, you will provide a score from 0-100% regarding your effort and the quality of
your in-class engagement. Did you work hard to listen to your classmates’ ideas? Did
you respectfully question ideas? Did you insightfully share your thinking? Did you back
up your thoughts with evidence from the text and your experiences? Consider the
various participation structures as you grade yourself.
You will upload these percentages and a paragraph for each providing a rationale in SAKAI. We
will use these grades and rationales to inform the final engagement grade.

2. Language Autobiographies (%30): Sharings of LAs in class in various modes on 16.03.2023.

3. Midterm Assignment (%60): Conduct a language history interview with a multilingual person
who is currently learning or has learned English. Reflect on this interview to identify
experiences and influences on this learner’s English language development through
synthesizing the course readings and discussions.
ASSESSMENT RUBRIC

Preparation Planning and timely preparation of tasks. 20%

Content Providing sufficient and related details about content. 30%

Reflection Reflecting on your overall understanding. 30%

Task Delivering tasks in the required format appropriately. 10%


Performance

Mechanics Providing attention to coherence, cohesion, and mechanics. 10%


&
Organization

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