Curriculum and Instruction Commons^™

Diseño De Una Prueba De Clasificación De Español No Estandarizada, David Sánchez-Jiménez

Publications and Research

Resumen

El presente estudio propone una nueva prueba de clasificación en línea específicamente creada para los estudiantes de español de New York City College of Technology (NYCCT), una institución caracterizada por la elevada diversidad de su comunidad educativa. En 2017 el Departamento de Humanidades decidió crear su propia prueba de clasificación de lenguas. En el caso del idioma español, esta se creó y se pilotó en 2018 con una muestra de 144 alumnos distribuidos en 3 niveles: inicial, intermedio y avanzado alto. Los resultados de esta práctica mostraron datos relevantes que permitieron identificar factores inesperados en el análisis, como la …

Academic Literacy For Deaf Postsecondary Students Through Integrated Reading And Writing Instruction, Sue Livingston

Publications and Research

Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a model of instruction, exemplified as artifacts in online supplementary materials and juxtaposed with practices used …

Implementing Digital Portfolios To Document The Writing Process, Patricia George

Open Educational Resources

Implementing digital portfolios to document the writing process offers students a way to curate an exhibit of their work. The Google Sites application provides online spaces for students to upload permanent artifacts. It is user friendly and provides a visual document of student growth over the course of a semester. By publishing drafts and revisions, students are reminded of the progress they have made as writers. In addition, using visual approaches to organizing work also assists students with time management.

Silent Film: A Visual Narrative For Developing Linguistic Competence, Patricia George

Open Educational Resources

Visual narratives in silent films are an effective method for developing linguistic competence in English language education and are equally constructive in developing critical thinking skills across disciplines. “Silent film, more than any other film property, capitalizes on ESL students’ visual literacy, using it as both a foundation and a catalyst for honing the verbal language skills that are key to acquiring and articulating complex knowledge in English” (Kasper and Singer, 2001). Silent films rely on the power of vivid, interactive visual imagery to depict personal struggles, character interactions, and plot development. This medium grabs the attention of ESL students …

Multilingual/Translanguaging: Narrative Writing Through Authentic Language, Lucia E. Brea

Open Educational Resources

No abstract provided.

Supporting The Development Of Upper Elementary School Students’ Online Research And Comprehension Skills Through A Reframed Guided Reading Framework, Jennifer Van Allen, Vassiliki Zygouris-Coe

Publications and Research

Today’s students are increasingly required to use skills when conducting online research for academic purposes. However, students may be unable to transfer their reading skills with printed texts to reading online texts in upper grades and beyond. Strategic actions required for online research are extended to account for the unique, complex reading environment of the Internet as readers locate, navigate, evaluate, and synthesize information across multimodal sources. The guided reading framework, a popular instructional framework that is widely adopted in U.S. elementary schools, lends itself to supporting students’ use of strategic actions as they conduct online research. Informed by theory …

Language And Literacy: Politics Of Language, Brittany A. Zayas, Missy Watson

Open Educational Resources

This syllabus is for a Freshmen Inquiry Writing Seminar, which is a two-section, collaboratively taught course wherein one of the two courses engages students in critical thinking, reading, and writing about the issue of language and literacy, while the other introduces students to conventions of academic writing and mentors them in social and rhetorical writing processes. Thus, this course draws on the topic of language and literacy as a vehicle for critically analyzing students' own languages and literacies and developing especially their academic and information literacies.

Cultivating Critical Reading: Using Creative Assignments To Promote Agency, Persistence, And Enjoyment, Nate Mickelson

Publications and Research

Skillful and attentive critical reading is crucial for success in college. Research has shown that pedagogies that foreground the transactional nature of reading are more effective than those that frame reading as a process of decoding meanings transmitted in the text. Despite this, existing approaches to reading instruction often reinforce a transmission model of reading that prioritizes the decoding of textual meaning over more active engagement. Assignments that explicitly or implicitly define reading as a process of identifying correct interpretations in this way risk reinforcing the shame and frustration students experience as they struggle to interpret texts. As an alternative, …

Integrating Multiple Instructional Mediums To Teach Critical Literacy With The Adult Linguistically Diverse Learners, Kaemanje Thomas

Publications and Research

Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher drop out rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States prepare assessments tests in reading and mathematics for most, if not all, newly …

Effect Of X-Word Grammar And Traditional Grammar Instruction On Grammatical Accuracy, Sue Livingston, Andi Toce, Cyndi Casey, Fernando Montoya, Bonny R. Hart, Carmela O'Flaherty

Publications and Research

This study first briefly describes an instructional approach to teaching grammar known as X-Word Grammar and then compares its effectiveness in assisting students in achieving grammatical accuracy with traditionally taught grammar. Two groups of L2 pre-college students were taught using curricula and practice procedures in two different grammar texts over a three-month period of time for 20% of their class time. Essays written at three different times were analyzed for the correct and incorrect use of sentence patterns and verb constructs. Results demonstrated that improvement (writing with less error) was larger in both categories for the X-Word Grammar group and …

“What Makes Me Who I Am?”: Using Artifacts As Cosmopolitan Invitations, Tiffany A. Dejaynes

Publications and Research

As a classroom researcher, Tiffany DeJaynes revisited the curriculum of an English elective she helped design and found students using artifacts to investigate personal identity and create community

School Leadership Along The Trajectory From Monolingual To Multilingual, Laura Ascenzi-Moreno, Sarah Hesson, Kate Menken

Publications and Research

This article explores the critical role of school leaders in language policy change, and specifically in shifting their language education policies and practices from monolingual to multilingual. We examine the process of language policy change in three schools that were involved in a project aimed at increasing the knowledge base of school leaders about bilingualism and language learning, and which required that participating schools use bilingualism as a resource in instruction and cultivate a school-wide ecology of multilingualism. The project encouraged translanguaging pedagogical strategies that engage the entire linguistic repertoire of emergent bilinguals flexibly. Our findings demonstrate that the school …

Profiles And Perspectives: Learning Through Descriptive Inquiry At The Cypress Hills Community School, Laura Ascenzi-Moreno, Cecilia M. Espinosa, Sarah Ferholt, Michael Loeb, Berky Lugo-Salcedo, Cecilia Traugh

Publications and Research

This paper describes the work of a collaborative study group on exploring the multiple literacies of students at one school in Brooklyn, NY. Through descriptive review, the group developed knowledge about how to support student language and bilingualism through responsive techniques.

Learning As We G(R)O(W): Strategizing The Lessons Of A Fledgling Rhetoric And Writing Studies Department, Jane Hindman

Publications and Research

Published in one of the first collections to focus on independent writing programs, A Field of Dreams. The volume offers a complex picture of the experience of the stand-alone. Included here are narratives of individual programs from a wide range of institutions, exploring such issues as what institutional issues led to their independence, how independence solved or created administrative problems, how it changed the culture of the writing program and faculty sense of purpose, success, or failure.

How To Read Aloud To Deaf Children And Young Adults, Sue Livingston, Maureen Collins

Publications and Research

No abstract provided.

Reinventing The University: Finding The Place For Basic Writers, Jane E. Hindman

Publications and Research

A poststructuralist critique of basic writing placement and pedagogy, this paper argues that our notions of good writing (i.e., the criteria by which we as English professors and compositionists authorize and "place" students) come not from some general or transcendent standards, but rather from the practices by which we self-authorize within our own discourse community. Using Bartholomae and Petrosky's curriculum presented in Facts, Artifacts, Counterfacts as a point of departure, I propose a language-centered curriculum which uses discourse itself as the subject of the semester-Jong project wherein students eventually learn to critique our practices and create their own discourse communities. …