Syllabus - İNG 5011
Syllabus - İNG 5011
Syllabus - İNG 5011
Email: irem.kaslan@deu.edu.tr
eda.akgunozpolat@ogr.deu.edu.tr
emily.phillips.galloway@vanderbilt.edu
basak.cermikli.ayvaz@vanderbilt.edu
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.
Module 1
(6 Weeks)
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.
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
In class activity: In small groups read parts of each concept (plurilingualism, multilingualism,
bilingualism) and provide a description and examples.
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
Kusters, A., & De Meulder, M. (2019). Language portraits: Investigating embodied multilingual
and multimodal repertoires. SSOAR-Social Science Open Access Repository.
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.
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