Course Outline - Werklund School of Education

University of Calgary
Werklund School of Education
Graduate Programs in Education
EDER 669.12 L03
Pédagogie de l’enseignement du contenu dans une classe de L2
Automne 2016
Instructor: Dr. Katherine Mueller
Email: [email protected]
Office Hours / Virtual Office Hours: sur rendez-vous
Dates du cours:
12 septembre – 9 décembre 2016
Synchronous Seminars: Deux sessions Adobe Connect: mardi 27 septembre, 6h30 à 8h (MST) et mardi
29 novembre, 6h30 à 8h (MDT)
DESCRIPTION DU COURS:
Le but de ce cours est de développer la perspective professionnelle sur l’enseignement du contenu
dans le contexte de classe d’immersion ou classe de langue seconde. En particulier, nous
examinerons les notions de Focus on Form et Form-Focused Instruction, et l’importance d’équilibrer
forme et sens. Nous explorerons de façon critique les approches et stratégies pour enseigner le
contenu en classe de langue.
COURSE DESCRIPTION :
The goal of this course is to develop students’ professional perspective on content-based language
teaching in the context of the Immersion or Second Language classroom. In particular, we will
examine in this course the notions of Focus on Form and Form-Focused Instruction, as well as the
importance of balancing form and meaning in language teaching. We will critically explore
approaches and strategies for teaching content in the language class.
RÉSULTATS D’APPRENTISSAGE:
À la fin du cours, vous saurez
• Articuler les notions de forme et sens dans le contexte de l’enseignement de langue
• Définir l’approche contrebalancée/intégrée et articuler le rôle de cette approche dans les
contextes où vous enseignez
• Distinguer plusieurs stratégies pour enseigner le contenu dans les classes de langue (pour
jeunes et adultes) et déchiffrer dans quels contextes les promouvoir
• Créer un projet pour intégrer forme et contenu dans un contexte qui vous est familier
LEARNING OUTCOMES :
At the end of this course, students will be able to
• Articulate the notions of form and meaning in the context of language teaching
• Define the counterbalanced / integrated approach and articulate the role of this approach in
the contexts in which they teach
• Distinguish various strategies for teaching content in language classes (for adults and children),
and determine in which contexts these strategies can be implemented
• Create a plan for integrating form and content in their teaching context
FORMAT DU COURS:
This is a fully online course. Students will be expected to use a variety of technologies for ongoing
engagement in course activities and learning tasks. Desire2Learn (D2L) will be used to post class
resources, including links to readings and video, and as a site for ongoing dialogue. To access the
course in D2L, you are required to enter your IT username and password. An active University of
Calgary email address is also required / expected. Adobe Connect will be used for 2 synchronous
seminars in this course. You will also need to have a head set with a microphone.
It is assumed that participants in the course are seeking an opportunity to practice their French while
learning the course content. The course is in French with some flexibility regarding other languages and
bilingual practices are welcome (for example, no need to translate quotations).
LECTURES OBLIGATOIRES
(VEUILLEZ NOTER QUE LA PLUPART DE LA RECHERCHE DANS CE DOMAINE EST EN ANGLAIS!)
LES ARTICLES ET LES LIVRES SONT DISPONIBLES (SOIT PDF, SOIT E-BOOK) PAR LA BIBLIOTHÈQUE ÉLÉCTRONIQUE DE UOFC, SAUF
FORTUNE, TEDICK & WALKER (2008) ET LYSTER & MORI (2008) POUR LESQUELS LE PDF SERA AFFICHÉ DANS D2L
Cammarata, L. (2009). Negotiating curricular transitions: Foreign language teachers’ learning experience with
content-based instruction. The Canadian Modern Language Review, 65 (4), 559-585.
Cammarata, L. & Tedick, D.J. (2012). Balancing content and language in instruction: The experience of
immersion teachers. The Modern Language Journal, 96 (2), 251-269.
Cumming, J. & Lyster, R. (2016). Integrating CBI into high school foreign language classrooms, pp. 77-97. In
Cammarata, L. (Ed.) Content-based foreign language teaching. New York: Routledge.
Cummins, J. (2014). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon:
Multilingual Matters. Chapter 7: The Threshold and interdependence hypotheses revisited, pp. 173-200.
Fortune, T.W., Tedick, D., & Walker, C. (2008). Integrated language and content teaching: Insights from the
immersion classroom. In T. W. Fortune, & D. Tedick (Eds.), Pathways to multilingualism: Evolving
perspectives on immersion education (pp. 71-96). Clevedon, UK: Multilingual Matters Ltd.
Lyster, R. (2007). Learning and teaching languages through content. Amsterdam: John Benjamins Publishing
Company.
Lyster, R. & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent
contexts. Language Teaching Research,15 (3), pp. 279 – 288.
Lyster, R. & Mori, H. (2008). Instructional counterbalance in immersion pedagogy. In T.W. Fortune, & D.J.
Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 133-151).
Clevedon, UK: Multilingual Matters Ltd.
Schlepperegrell, M. (2016). Content-based language teaching with functional grammar in the elementary school.
Language Teaching, 49 (1), pp. 116-128.
Yu Ren Dong (2002) Integrating Language and Content: How Three Biology Teachers Work with Non-English
Speaking Students, International Journal of Bilingual Education and Bilingualism, 5:1, 40-57.
http://dx.doi.org/10.1080/13670050208667745
LECTURES RECOMMANDÉES: DEUX RESSOURCES TRÈS UTILES POUR CE DOMAINE . . .
Lyster, R. (2016). Vers une approche intégrée en immersion. Anjou, QC : ACPI/Editions CEC.
Lightbown, P. (2014). Focus on content-based language teaching. Oxford: Oxford University Press.
WEEKLY COURSE SCHEDULE:
Semaine
Thème
Lectures et taches
12 sept
Introduction au cours;
définitions
19 sept
Contextualisation
Lyster & Ballinger 2011;
Cammarata & Tedick 2012
26 sept
Le contexte immersion
Cummins 2014;
Fortune, Tedick & Walker 2008
3 octobre
Le contexte L2
10
octobre
Fondations théoriques:
Focus on Form vs. Focus
on Meaning
L’approche
intégrée/contrebalancée
(Lyster)
L’approche
intégrée/contrebalancée
(suite)
Questions de pratique:
comment intégrer forme
et contenu?
Réflexions
Cammarata 2009;
Yu Ren Dong 2002
Lyster 2007 Ch 2 ET Ch 3
17 oct
24 oct
31 oct
7 nov
14 nov
Lyster 2007 Ch. 1
Lyster 2007 Ch 5
Cumming & Lyster 2016
Rattrapage, lectures, recherché
Schleppegrell 2016
28 nov
Intégrer les stratégies;
La rétroaction (négocier
la forme)
Lyster Ch 4
5 déc
Conclusion
CHANGEMENTS À L’HORAIRE:
mardi 27 sept
6h30 à 8h MST
Adobe Connect
Lyster & Mori 2008
Questions de pratique
(suite)
Critiquer les approches
21 nov
Rappels
10-13 nov
Reading Days;
Travail no. 3 à
remettre 13 nov
mardi 29 nov
6h30 à 8h MST
Adobe Connect
Travail no. 4 à
remettre 9 déc
Veuillez noter que l’instructeur pourrait changer l’horaire pour répondre aux besoins des participants
dans le cours.
TRAVAUX ET ÉVALUATION
Il y a 4 travaux obligatoires pour compléter ce cours : il faut réussir (50%+) à chaque travail pour réussir
le cours.
TRAVAUX
DESCRIPTION DU TRAVAIL
% DE
FORMAT
NOTE
FINALE
N0. 1
No.2
No.3
No.4
Participation régulière et réfléchie dans les discussions
D2L et Adobe Connect
Afficher une réponse longue à un article choisi (à
confirmer avec prof la 1ère semaine) qui fera la base de
la discussion sur D2L + responsabilité pour modération
de la discussion D2L qui s’ensuit
20%
Travail de réflexion : quels sont les défis et les enjeux dans
votre contexte pédagogique pour enseigner le
contenu? Quelles solutions voyez-vous à partir de vos
recherches et lectures dans ce cours?
Création d’un site web destiné aux profs dans votre
contexte qui illustre l’intégration de langue et contenu
30%
Individuel,
continu
Individuel,
Date de
remise
dépend de
l’article
choisi
Individuel
30%
Groupe (2)
20%
1. LEARNING TASK 1: Participation régulière et réfléchie dans les discussions D2L et Adobe Connect
20% de la note du cours
Il faut lire les articles pour chaque semaine et participer aux discussions. Pour certains des articles c’est
le prof qui mène la discussion, pour d’autres c’est un de vos collègues qui va mener la discussion
(afficher des questions de réflexion) – il faut afficher vos réponses et participer à la discussion qui
s’ensuit.
CRITÈRES D’ÉVALUATION : Un «A » représente participation régulière, enthousiaste, réfléchie, avec des
réponses soutenues par votre lecture des articles et chapitres, et informée par vos expériences
personnelles.
2. LEARNING TASK 2: Réponse “longue” à un des articles (choix à confirmer avec instructeur lors de
la 1ère semaine du cours)
20% de la note du cours; date de remise dépend de l’article choisi (voir horaire)
Vous allez afficher une réponse longue (500 à 600 mots) à un article choisi (à confirmer avec
prof la 1ère semaine) qui fera la base de la discussion sur D2L. Votre « réponse » comprendra un
résumé critique de l’article. Vous allez poser des questions à la fin de votre réponse pour faire
penser vos collègues et pour les encourager de participer à la discussion. Vous serez
responsable pour la modération de la discussion D2L qui s’ensuit.
RUBRIQUE D’ÉVALUATION:
Article summary
Critical Analysis
A+ / A
Summary is thorough
and covers all main
arguments made by
author, with detail to
show understanding
A- / B+
Summary includes
most of the main
points and shows a
good understanding of
the author’s points
Analysis is insightful
and pertinent, showing
Analysis of original
article shows some
B / BSummary includes
some of the main
arguments of the
article; shows evidence
of understanding of the
author’s points but
some lack of depth
Analysis of article
shows little depth or
C and lower
Summary not
thorough/complete;
main points of author’s
argument missing or
unclear; shows lack of
depth of understanding
Analysis shows no
depth or insight, no
Clarity and style
D2L Discussion
Moderation
depth of thought and
critical reflection,
arguments strongly
supported by
thoughtful connection
to research and prior
learning
Summary and critique
are presented in a
highly organized and
accessible manner,
with arguments
detailed clearly and
supported by research;
references used are
correctly cited acc. to
APA
Provides timely and
thoughtful responses to
all postings;
encourages active and
critical discussion
insight and critical
reflection; most
arguments supported
by connection to
research and prior
learning
insight; lack of
evidence of
connections to research
or to prior learning;
some attempt made to
think critically
evidence of critical
thinking; few or no
attempts made to
connect this article to
other research or to
prior learning
Summary and critique
are presented in a
comprehensible
manner, with
arguments well
organized; some detail
may be lacking in
argumentation; good
use of references/APA
Summary and critique
are presented in an
inconsistent manner;
with flow of
argumentation not
always clear;
inconsistent or some
incorrect use of
references / APA
Summary and critique
are presented in an
unclear, disorganized
manner, with
argumentation not
clear; poor form in use
of references and APA
style
Provides timely
responses to most
postings; some
evidence of
thoughtfulness in
responses; good
attempt to encourage
discussion
Some lack of attention
to discussion ensuing
from original post;
responses to posters
often short and lacking
insight
Neglectful of the
discussion ensuing
from original long
response; little or no
attempt to provide
insightful comments or
to encourage critical
analysis
3. LEARNING TASK 3 : Travail de réflexion (6-8 pages à double interligne, Times New Roman, 12 pt.)
Sujet : quels sont les défis et les enjeux dans votre contexte pédagogique pour enseigner le
contenu? Quelles solutions voyez-vous à partir de vos recherches et lectures dans ce cours?
DATE DE REMISE : 13 novembre 2016 11h59 MST (par courriel)
30% de la note du cours
RUBRIQUE D’ÉVALUATION
Evaluation Rubric for Assessment of LT1
Clarity and flow of
reflection points
Theoretical support
Style and structure
A+ / A
All points of reflection
are pertinent and
presented in clear, wellstructured manner; clear
evidence of progress
towards theoretical
stance on content
teaching
All arguments
appropriately supported
by research; no
unsubstantiated
sweeping statements;
strong effort to integrate
evidence of new
learning about theory
Paper organized clearly
with intro, development
and conclusion;
language of appropriate
scholarly level; citations
A- / B+
Most points of the
reflection are pertinent
to argument, and
presented in clear and
well-structured
manner; some
evidence of progress
towards theoretical
stance on content
teaching
Most arguments
supported by research;
some unsubstantiated
sweeping statements;
good effort to
integrate new learning
about theory
B / BSome of reflection
points are not
pertinent to argument
as outlined in
introduction; weak
evidence of progress
towards theoretical
stance on content
teaching
C and below
Points of reflection are
scattered and not
clearly organized;
shows little progress
towards a theoretical
stance on content
teaching
Many sweeping
statements; many
arguments not well
supported by research;
some effort shown to
link to new learning
about theory
Arguments not well
supported by theory or
research, nor
connected to new
learning about theory
Organization (intro,
development,
conclusion) clear but
intro and conclusion
may not be strong;
Organization of paper
not clearly defined as
to intro, development,
conclusion;
development of
Organization poor
(one or more of intro,
clear development of
argument, conclusion
missing); language of
and references using
appropriate APA style
language of
appropriate scholarly
level; references using
appropriate APA style
(may be some small
issues)
argument not optimal;
language used too
colloquial for graduate
scholarly level; some
issues with APA
references and
citations
inappropriate level for
graduate-level
scholarly work;
references and
citations not presented
according to APA
style
4. LEARNING TASK 4:
DATE DE REMISE 9 décembre 2016; 30% DE LA NOTE DU COURS
Création d’un site web destiné aux profs dans votre contexte qui illustre l’intégration de langue
et contenu. Vous allez créer (avec un partenaire) un site web (sur plateforme Wix ou
Weebly, par exemple) pour présenter une leçon qui intègre du contenu (thème d’un
programme d’études – maths, science, études sociales, par exemple) de façon pour soutenir
le développement langagier des élèves. Il faut inclure une section pour expliquer votre
perspective théorique (pourquoi intégrer langue et contenu? quelle approche/stratégies?),
ainsi que le plan de leçon qui illustre vos idées. Vous devriez inclure des activités pour illustrer
exactement comment la leçon va procéder – avec des explications pour clarifier comment
chaque étape de la leçon intègre langue et contenu. [Nous allons discuter de comment
procéder avec la création du site web.]
RUBRIQUE D’ÉVALUATION
Presentation of
website - clarity,
flow, ease of
interpretation
Justification for
integrating content
into lesson
Presentation of
lesson and
activities
Credits,
Presentation of
references APA
style
A+ / A
Website presented in
a clear, easy-to-follow
format with all details
included that allow
the reader to
understand the
approach presented
Content integration
clearly and
thoroughly explained;
justification is wellsupported by theory
and research
All necessary aspects
for effective
implementation of
content instruction;
language elements of
lesson strongly
supported
Credits page present
and clearly explains
which team member
was responsible for
which sections;
Reference page
included citing all
sources correctly
using APA style
A- / B+
Website clear and
easy to follow; some
details may be
missing that would
allow the reader to
understand the
vision for the
approach
Content integration
explained well;
justification is
supported by theory
and research
B / BWebsite missing
important details
that would allow the
reader to envision
the approach;
unclear or confusing
C and below
Website presented in
haphazard,
disconnected fashion
such that the vision
for the approach is
not clear
Content integration
explained but not
strongly supported
by theory/research
Content is linked to
language, although
may not be evident
throughout;
effectiveness of
approach for
teaching this content
is good
Credits page present
and explains clearly
which team member
was responsible for
which sections;
Reference page
included citing all
sources – some
errors in APA style
Content linked
weakly to language;
effectiveness of
approach for
teaching this content
may not be obvious
Content integration
not clearly or
effectively
explained;
theoretical support is
very weak or absent
Delivery of content
not well illustrated;
not evident how this
approach allows for
effective integration
of language and
content
Credits page
incomplete;
Reference page may
be incomplete;
several errors in use
of APA style
Credits page and/or
references page
missing or
incomplete; many
errors in use of APA
style
GRADUATE PROGRAMS IN EDUCATION: GRADING SCALE
Grade
A+
GP Value
4.0
Percent
95 - 100
A
4.0
90 - 94
A-
3.7
B+
B
3.3
3.0
85 - 89
80 - 84
75 - 79
B-
2.7
70 - 74
C+
2.3
C
2.0
C-
1.7
D+
1.3
D
1.0
F
0.0
65 - 69
60 - 64
55 - 59
50 - 54
45 - 49
< 45
Distribution of Grades*
Graduate Description
Outstanding
Excellent - superior performance showing comprehensive understanding of
the subject matter
Very good performance
Good performance
Satisfactory performance.
Note: The grade point value (3.0) associated with this grade is the minimum
acceptable average that a graduate student must maintain throughout the
program as computed at the end of each year of the program.
Minimum pass for students in the Faculty of Graduate Studies
All grades below B- are indicative of failure at the graduate level and cannot be
counted toward Faculty of Graduate Studies course requirements.
*Based upon Faculty of Graduate Studies 2016/2017 Calendar, “Distribution of Grades”
It is at the instructor's discretion to round off either upward or downward to determine a final grade when the
average of term work and final examinations is between two letter grades.
----------------------------
Werklund School of Education Appeals Policy and Process
•
http://werklund.ucalgary.ca/gpe/werklund-school-education-appeals-policy-amp-process
Universal Student Ratings of Instruction (USRIs)
Students are strongly encouraged to complete course evaluations for each course taken in their program. Student
feedback on their experience in a course is taken very seriously by the Werklund School of Education in
timetabling and staffing courses. Student feedback via the Course Evaluation is used to monitor the quality of
teaching, the quality of students’ learning experiences and the quality of course design in Graduate Programs in
Education.
Students are advised to become familiar with the Faculty of Graduate Studies policies and the University of
Calgary support services in these areas: intellectual property, academic integrity, plagiarism, research ethics,
effective writing, and English language proficiency. Information about these topics is available through the
following web addresses:
•
•
•
•
•
•
•
Plagiarism + academic misconduct: http://www.ucalgary.ca/pubs/calendar/grad/current/gs-o.html
Intellectual Honesty: http://www.ucalgary.ca/pubs/calendar/grad/current/gs-m.html
Integrity: http://www.ucalgary.ca/pubs/calendar/grad/current/gs-r.html
Research Ethics: http://www.ucalgary.ca/research/researchers/ethics-compliance
My Grad Skills: http://grad.ucalgary.ca/mygradskills
Intellectual Property: http://grad.ucalgary.ca/current/managing-my-program/academicintegrity/intellectual-property
Student Success: http://www.ucalgary.ca/ssc/
Graduate Studies Calendar, Excerpts on Plagiarism:
O.1.a) Definitions
1. Plagiarism - Plagiarism involves submitting or presenting work as if it were the student’s own work when it is not.
Any ideas or materials taken from another source written, electronic, or oral must be fully and formally
acknowledged.
(b) Parts of the work are taken from another source without reference to the original author.
(c) The whole work (e.g., an essay) is copied from another source, and/or,
(d) A student submits or presents work in one course which has also been submitted in another course (although it
may be completely original with that student) without the knowledge of or prior agreement of the instructor
involved.
O.1.b) Penalties, can include and are not limited to:
1. Failing Grade - A student may be given a failing grade in either an exercise or course in which that student is
found guilty of plagiarism, cheating or other academic misconduct. A student may not avoid a failing grade by
withdrawing from the course.
2. Disciplinary probation.
3. Suspension.
4. Expulsion.
Copyright: All material used in the course is for the sole use of the individual and should not be recopied in either
print or digital format. For copyright guidelines, including those relating to photocopying and electronic copies,
please refer to the Association of Universities and Colleges of Canada (AUCC) fair dealing guidelines:
http://library.ucalgary.ca/copyright
Academic Accommodations – It is the students’ responsibility to request academic accommodations. If you are a
student with a documented disability who may require academic accommodations and have not registered with
Student Accessibility Services, please contact them at 403-220-6019. Students who have not registered with
Student Accessibility Services are not eligible for formal academic accommodations. More information about
academic accommodations can be found at www.ucalgary.ca/access .
Accommodations on Protected Grounds other than Disability
Students who require an accommodation in relation to their coursework or to fulfill requirements for a graduate
degree, based on a protected ground other than disability, should communicate this need, preferably in writing,
to their Instructor or the appropriate Associate Dean, Department Head or the department/faculty designated
contact person. Students who require an accommodation unrelated to their coursework or the requirements for a
graduate degree, based on a protected ground other than disability, should communicate this need, preferably
in writing, to the Vice-Provost (Student Experience). For additional information on support services and
accommodations for students with disabilities, visit www.ucalgary.ca/access/.
Campus Security provides a range of services intended to promote and facilitate a safe and secure learning and
living environment, e.g. the SafeWalk program for students attending classes on campus. For more information
please visit http://www.ucalgary.ca/security/ or telephone 403-220-5333.
The Freedom of Information Protection of Privacy Act (FOIPP) prevents instructors from placing assignments or
examinations in a public place for pickup and prevents students from access to exams or assignments other than
their own. Therefore, students and instructors may use one of the following options: return/collect assignments
during class time or during instructors' office hours, students provide instructors with a self-addressed stamped
envelope, or submit assignments, or submit/return assignments as electronic files attached to private e-mail
message.
Emergency Evacuation Assembly Points - For both the Education Tower and Education Block, use the Scurfield Hall
Atrium (Primary) or Professional Faculties Foodcourt. See: http://www.ucalgary.ca/emergencyplan/assemblypoints