English-546-nbell-2025-08-21-01-49-46

Teaching and Learning Second Language Academic Literacies

English 546

Semester and Year [tbd]

Number of Credit Hours: 3

Prerequisites: None

Course Details

Day and Time: [tbd]

Meeting Location: [tbd]

Instructor Contact Information

Instructor Name: [tbd]

Instructor Contact Information: [office location, phone, email] [tbd]

Instructor Office Hours: [click here for best practices] [tbd]

TA Name: [tbd]

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Course Description

This seminar is designed to prepare you to teach second language (L2) users in composition courses in higher education. The course will provide a brief introduction to literacies and second language acquisition (SLA), but the main focus will be on learning about the experiences of non-native English speaking students in US university settings and ways of teaching academic literacies to these students. Much of the course will be devoted to researching an academic task/genre and designing activities to teach that task/genre to university level ESL students. Observation of at least two weeks of an ESL class will also be required

Course Materials

Books:

Ferris, D. (2011). Treatment of Error in Second Language Student Writing. University of Michigan Press. $25

Tardy, C. (2023). Genre-Based Writing: What Every ESL Teacher Needs to Know. University of Michigan Press. $15.99

Other Materials: A variety of articles available on Canvas for free.

Fees: None

**Student Learning Outcomes (SLOs) [add more lines if necessary]**
Course Learning Outcomes (students will be able to:)	Activities Supporting the Learning Outcomes	Assessment of the Learning Outcomes
identify differences between first and second language literacy development,	Readings, Classroom discussions	Classroom Observation; Final Project
identify different types of L2 users and their needs,	Readings, Classroom discussions	Classroom Observation; Final Projects
identify specific ways of supporting L2 users in your classes,	Readings, Classroom discussions, in-class practice activities	Classroom Observation; Final Project
understand how genre-based pedagogy can be used to meet the needs of multilingual students,	Readings, Classroom discussions, in-class practice activities	Genre Analysis; Teaching Activities, Workshop
use feedback and assessment techniques that are appropriate for these learners,	Readings, Classroom discussions, in-class practice activities	Final Project
design and implement a curriculum to teach academic literacies to L2 users.	Readings, Classroom discussions, in-class practice activities	Teaching Activities, Workshop; Final Project

**Course Schedule**

**[Please note that a WSU semester is 15 weeks + Thanksgiving/Spring Break. The schedule below does not include the break.]**
Dates	Lesson Topic	Assignment	Assessment
Week 1 [dates]	Course introduction (classroom observations, intro to SLA)	n/a	n/a
Week 2 [dates]	Theories of: pedagogical practice, language, learning	Widdowson, H. (2003). The theory of practice. AND Proper words in proper places. In Defining Issues in English Language Teaching, Oxford: Oxford University Press. (p. 1-18, 27-34) Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Kumaravadivelu, B. (2003). Beyond Methods – Read Chapter 1 only.
Week 3 [dates]	Second language development	Loewen, S. & Sato, M. (2018). Interaction and instructed second language acquisition. Larsen-Freeman, D. (2010). Having and doing: Learning from a complexity theory perspective. In P. Seedhouse, S. Walsh, and C. Jenks (eds.), Conceptualising Learning in Applied Linguistics. Ellis, R. (2005). Principles of instructed language learning. Kumaravadivelu, B. (2003). Beyond Methods – Read Chapter 2. Nation, I. & Macalister, J. (2010). Ch. 4: Principles (From Language Curriculum Design). Toth, P. & Davin, K. (2016). The sociocognitive imperative to L2 pedagogy. Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English.
Week 4 [dates]	History, learners, and the development of L2 academic literacies	Ivanič, R. (2004). Discourses of writing and learning to write. Hyland, K. (2013). Writing in the university: Education, knowledge, and reputation. Benesch, S. (2008). “Generation 1.5” and its discourses of partiality: A critical analysis. Matsuda, P. (2003). Second language writing in the twentieth century: A situated historical perspective. In B. Kroll (Ed.), Exploring the Dynamics of Second Language Writing (pp. 15-34). New York: Cambridge University Press.
Week 5 [dates]	Introduction to genre analysis	Tardy, Chapters 1 and 4 Costino, K. & Hyon, S. (2011). Sidestepping our ‘‘scare words’’: Genre as a possible bridge between L1 and L2 compositionists. Bhatia, V. (1993). Approach to genre analysis. (Ch. 2 in Analyzing Genre: Language Use in Professional Settings. Longman) Upton, T. & Cohen, M. (2009). An approach to corpus-based discourse analysis: The move analysis as example. Read *only* the “FOCUS” pages as examples of pedagogical rationales: Carduner, J. (2007). Teaching proofreading skills as a means of reducing composition errors. Language Learning Journal. (FOCUS: p. 283-287) Gilmore, A. (2009). Using online corpora to develop students’ writing skills. (FOCUS: p. 363-365) Poole, R. (2016). A corpus-aided approach for the teaching and learning of rhetoric in an undergraduate composition course of L2 writers. (FOCUS: 99-101).	ESL CLASSROOM OBSERVATIONS DUE
Week 6 [dates]	Data play day	Bring your data!
Week 7 [dates]	more data play + application - genre-based pedagogy	Gardner, S. & Nesi, H. (2013). A classification of genre families in university student writing. Hyon, S. (2001). Long-term effects of genre-based instruction: A follow-up study of an EAP reading course. Johns, A. (2011). The future of genre in L2 writing: Fundamental, but contested, instructional decisions. Yasuda, S. (2017). Toward a framework for linking linguistic knowledge and writing expertise: Interplay between SFL-based genre pedagogy and task-based language teaching.
Week 8 [dates]	Developing syllabi and activities	Tardy, all other chapters Ferris (2011), Chapter 6 Johns (2008). Situated invention and genres. (In Generation 1.5 in College Composition: Teaching Academic Writing to U.S.-Educated Learners of ESL).	GENRE ANALYSIS PROJECT DUE
Week 9 [dates]	Peer and teacher feedback, integrating grammar instruction	Ferris, D. (2011). Treatment of Error in Second Language Student Writing. Polio, C. (2012). The relevance of SLA theory to the written error correction debate.
Week 10 [dates]	Integrating vocabulary instruction	Schmitt, N. (2008). Review article: Instructed L2 vocabulary learning. Boers, F. (2011). Cognitive linguistic approaches to teaching vocabulary. Peters, E. & Pauwels, P. (2015). Learning academic formulaic sequences. Romer, U. (2011). Corpus research applications in L2 teaching. Romer, U. (2012). Corpora and teaching academic writing: Exploring the pedagogical potential of MICUSP. In: James Thomas & Alex Boulton (eds.). Input, Process and Product: Developments in Teaching and Language Corpora. Brno: Masaryk University Press. 70-82.	BEGIN WORKSHOPS
Week 11 [dates]	Classroom interaction and collaboration	Lee, W. & Ng, S. (2010). Reducing student reticence through teacher interaction strategy. Walsh, S. (2002). Teacher talk and learner involvement in the EFL classroom. Lundstrom, K. & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Wigglesworth, G. & Storch, N. (2012). What role for collaboration in writing and writing feedback. Li, D. & Zhang, L. (2022). Contextualizing feedback in L2 writing: the role of teacher scaffolding.	MORE WORKSHOPS
Week 12 [dates]	Language play, linguistic creativity, and L2 development	Tardy, C. (2021). The potential power of play in second language academic writing. Tin, T. (2013). Towards creativity in ELT: The need to say something new. Negretti, R. & McGrath, L. (2020). English for specific playfulness? How doctoral students in Science, Technology, Engineering and Mathematics manipulate genre.	FINISH WORKSHOPS
Week 13 [dates]	Textual borrowing practices	Pennycook, A. (1996). Borrowing others' words: Text, ownership, memory, and plagiarism. Harwood, N. (2010). Research-based materials to demystify academic citation for postgraduates. In N. Harwood (ed.), English Language Teaching Materials: Theory and Practice. Cambridge: Cambridge University Press, pp.301-321. Shi, L. (2010). Textual appropriation and citing behaviors of university undergraduates. Pecorari, D. & Petric, B. (2014). Plagiarism in L2 writing. Hirvela, A. & Du, Q. (2013). Why am I paraphrasing?	TEACHING ACTIVITIES PROJECT DUE
Week 14 [dates]	Institutional support, writing centers, policies and politics, and L2 students	Williams, J. (2006). The role(s) of writing centers in second language writing instruction. In P. Matsuda, C. Ortmeier-Hooper, and X. You (Eds.), The Politics of Second Language Writing: In Search of the Promised Land (pp. 109-126). West Lafayette, IN: Parlor Press. Kanno, Y. & Varghese, M. (2010). Immigrant and Refugee ESL Students’ Challenges to Accessing Four-Year College Education: From Language Policy to Educational Policy. Williams, J. (2004). Tutoring and revision: Second language writers in the writing center. Haan, J. & Gallagher, C. (2022). Situating Linguistically Responsive Instruction in Higher Education Contexts Foundations: Foundations for Pedagogical, Curricular, and Institutional Support
Week 15 [dates]	Share projects, get feedback	N/A	Monday, Dec. 11 by 3:30 pm - FINAL PROJECTS DUE

Expectations for Student Effort

In addition to in-depth discussions of the readings, we will spend lots of time in class engaged in activities that will often place you in the position of a teacher of L2 literacies or a multilingual student developing their academic literacy. To get the most out of these, it will be important to complete the readings prior to class. For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside of class.

Grading [add more lines if necessary]

Assignment Breakdown
Type of Assignment (tests, papers, etc)	Points	Percent of Overall Grade
ESL classroom observation	200	20%
Genre analysis	250	25%
Teaching activities	200	20
Activities workshop	50	5%
Final Project	300	30%

Grading Schema
Grade	Percent	Grade	Percent
A	93.0% and above	C	73.0-76.9%
A-	90.0 -92.9%)	C-	70.0-72.9%
B+	87.0-89.9%)	D+	67.0 – 69.9%)
B	83.0-86.9%	D	60.0-66.9%
B-	80.0-82.9%	F	59.9% and below
C+	77.0-79.9%

[Provide information about how grades will be rounded (eg, if 89% earns a B+ and 90% earns an A-, what grade is given to a student with an 89.5?]

Attendance and Make-Up Policy

Students should make all reasonable efforts to attend all class meetings. However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor as soon as possible, explain the reason for the absence (and provide documentation, if appropriate), and make up class work missed within a reasonable amount of time, if allowed. Missing class meetings may result in reducing the overall grade in the class.

Academic Integrity Statement

You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:

- fail the course, will not have the option to withdraw from the course pending an appeal.

-Be reported to the Center for Community Standards

-Have the right to appeal my decision

-Not be able to drop the course of withdraw from the course until the appeals process is finished

If you have any questions about what you can and cannot do in this course, ask me.

If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.