Timeplan 2023 Vår - lærer Minjeong Son - Førsteamanuensis

Introduction to SILL (on Canvas)

Reading:

Hestnes (2011). Grammar-to-go  

Read again Larsen-Freeman and Anderson 2011 (ch. 10, Content-based instruction)

Have a look at the discussion questions based on Hestness (2011) (posted on Canvas) and be prepared for discussion in class.

Read Hummel (2014)

Watch Anne Dahl's video on second language acquisition and bring two questions about the video lecture that you will ask your fellow students.

• Read Harmer (2015), chapter 3 (Issues in language learning) and 4 (Popular methodology)
• Have a look at the discussion quesitons based on the reading (posted on Canvas) and be prepared for disucssion in class
• Bring quesitons regarding SLA (based on the reading and discussion on Wed.) that you want to be clarified. 

Read Hestnes (2011) "Grammar-to-go"

Be prepared for class discussion based on the article. Discussion questions are posted on Canvas.

Read:

Ellis, R. 2006. Current issues in the teaching of grammar: An SLA perspective

PPT slides on the debates on grammar teaching

Newby, D. (2020). Teaching grammar.

See the page on Canvas for discussion questions based on your reading. Please come prepared for discussion.

Read Keck, C.M. and Kim, Y. (2014). Pedagogical grammar.

• Chapter 1: Pedagogical grammar, pp. 2-6
• Chapter 8: Instructed L2 grammar acquisition: Six key theory-practice links. pp. 145–169.

Optional: Read also chapter 2 in this book for a historical overview of how the status of grammar teaching has developed in connection with theories on L2 acquisition. This chapter also gives a nice review of what we had discussed regarding foreign/second language teaching methods.

Practical activities based on focus-on-form instruction 

Read Keck, C.M. and Kim, Y. (2014). Pedagogical grammar.

• Chapter 1: Pedagogical grammar, pp. 2-6
• Chapter 8: Instructed L2 grammar acquisition: Six key theory-practice links. pp. 145–169.

Optional: Read also chapter 2 in this book for a historical overview of how the status of grammar teaching has developed in connection with theories on L2 acquisition. This chapter also gives a nice review of what we had discussed regarding foreign/second language teaching methods.

Read Krulatz, et. al. 2018. Enacting multilingualism.

• Chapter 5 and 6 (pp. 63–87: Multilingual competence/Learning a third or additional language)
• Chapter 15 (pp. 195-205): Integrating language and content in a multilingual English classroom 

Go through the discussion questions on Canvas and come prepared for discussion.

Read:

• Bernaus, M. Furlong, Á, Jonckheere, S, and Kervran, M. 2012. ConBaT+: adding a plurilingual/cultural dimension to content-based teaching.
• Cenoz, J. and Gorter, D. 2013. Towards a plurilingual approach in English language teaching: Softening the boundaries between languages.

See discussion questions based on the reading (on Canvas) and come prepared for discussion.

Felles fysisk samling i Tromsø.

Felles fysisk samling i Tromsø.

Felles fysisk samling i Tromsø

• Teaching English in Diverse Classrooms (from American perspectives) 
• Black Lives Matter and the Long Road to Racial Justice

By David Tow

Read:

Revisiting â•ŸEmerging Models of Human Rights Educationâ•Ž (usfca.edu) (You can focus on the second part of the article where the author reviews the three forms of HRE)

More info. about David:

2022-23 Roving Scholar for Upper Secondary Schools, David Tow (fulbright.no)

Felles fysisk samling i Tromsø

Topic: Literacy today: The Reading Brain in a Digital World (by Betsy Burrows)

What is technology’s effect on our cognitive social processes and our reading brain? Neuroscientist Dr. Maryann Wolf’s book Reader Come Home:  The Reading Brain in a Digital World, offers important research on this question. This workshop will discuss the research and its implication for literacy teaching and learning and offer best practices for keeping print and fiction reading alive and well in our students’ lives as well as helping students develop strong literacy strategies for various digital and visual mediums and medial World

Preparation: 

Pre-Listening/Pre-Reading Assignment for Workshop on "The Reading Brain in a Digital World"

1.  Access the podcast or transcript of the podcast  with the links below: Listen to it or Read the Transcript.

"This is your Brain on Deep Reading, and it is Pretty Magnificent "  NYTimes Link gifted to you and your students.  Transcript is accessible by this link as well.

 Or another path to get to the podcast that should be freely accessed by all is with this link:

Ezra Klein Interview with Dr. MaryAnne Wolf on Stitcher:   https://www.stitcher.com/show/the-ezra-klein-show-2/episode/this-conversation-about-the-reading-mind-is-a-gift-208832373

2.  Make a pre-reading chart with the following Headings:

                     I notice.  (List 3 quotes or ideas that you find interesting.)

                     I wonder?  (Write 3 questions you have about the podcast.).

3.  Bring the Chart to the Workshop

More about Betsy:

2022-23 Østfold Roving Scholar, Betsy Burrows (fulbright.no)

See instruction on Canvas

Read IEG, ch. 10

Jenkins (2015)

Krulatz, Flognfeldt & Dahl (2018), chs. 10-11.

Watch: Flognfeldt, Mona (2020) (Answer the discussion questions based on Flognfeldt's lecture and prepare for discussion in class)

Krulatz, Flognfeldt & Dahl (2018), chs. 10-11.

Watch: Flognfeldt, Mona (2020)

Flognfeldt & Lund, pp. (pp. 199-241, 258-266)

See the preparation page on Canvas for week 15

Flognfeldt & Lund, pp. (pp. 199-241, 258-266)

See the preparation page on Canvas for week 15