THE UNIVERSITY OF BRITISH COLUMBIA

DEPARTMENT OF LANGUAGE & LITERACY EDUCATION

LLED 360 (004):

CLASSROOM DISCOURSES AND
ENGLISH LANGUAGE LEARNERS - SECONDARY
(3.0 credits)

Fall (T1) 2020

Course Instructor: Ryan Deschambault [he/him/his] ryan.deschambault@ubc.ca

Office: Online (via Zoom)
Office Hours: Thursdays (9:30am-12:30pm Vancouver Time)
Course Site: https://canvas.ubc.ca/courses/55147

COURSE DESCRIPTION
This course provides teacher candidates with an overview of the knowledge, skills, and
attitudes needed to support English language learners (ELLs) in Canadian secondary schools. It
explains various factors related to ELLs’ arrival in Canada, their adaptation to the new culture,
and the types of linguistic and academic support for newcomers. It also addresses lesson and
unit planning with ELLs’ learning needs in mind, ways of fostering an inclusive learning
environment, and strategies for creating a multilingual school and class environment. It
examines various strategies for supporting ELLs to develop their oral English proficiency,
reading and writing skills, and vocabulary. The course is required for all B.Ed. Secondary
Teacher Education students.

COURSE OBJECTIVES
By the end of the course, students should be able to:

1. Identify the factors related to ELLs’ arrival in Canada, their reasons for immigrating to
Canada, and the stages of their adaptation to the new school environment.
2. Examine the procedures for conducting an initial assessment of ELLs and the types of
possible support programs and services for newcomers.
3. Examine the differences between basic interpersonal communication skills (BICS) and
cognitive academic language proficiency (CALP).
4. Compare various models of bilingual education and the different types of programs for
English as a second language (ESL).
5. Explore various alternatives for classroom-based language assessment.
 6. Plan lessons and units with a focus on the discourse of their subject specialization, making
adaptations for English language learners.
7. Discuss the psychological, cognitive, and cultural benefits of linguistic diversity.
8. Compare various strategies for creating a multilingual school and class environment.
9. Discuss various ways in which teachers can provide scaffolding for listening
comprehension and oral communication.
10. Analyze the organization and purposes of the BC English Language Learning (ELL)
Standards and the findings of the BC ELL Assessment Consortium.
11. Discuss the scaffold model of reading and writing instruction.
12. Explore some practical approaches to teaching and assessing vocabulary.

COURSE READINGS
Required Textbook:

Coelho, E. (2012). Language and Learning in Multilingual Classrooms. A Practical

Approach. Toronto: Multilingual Matters.
https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=977767
Log into the Library Catalogue using the UBC Campus-Wide Login (CWL).

This textbook can also be downloaded as a Kindle book from www.amazon.ca or from
www.amazon.com or it can be purchased as a hard copy from the UBC bookstore.
In addition to the above required textbook, students are expected to read some articles that are
available online. Links to the required articles are provided in the course schedule below. For the
readings that are available online through the UBC library, click on the link provided in the course
outline and log on using your UBC Campus-Wide Login (CWL).

COURSE FORMAT
The course is offered entirely online. It is primarily asynchronous, with weekly synchronous
Zoom sessions available. The online course shell in Canvas contains seven learning modules and
discussion forums. Students are expected to complete the learning modules, make posts on the
discussion board, and complete the assignments. The learning modules contain an overview of
key theoretical concepts, as well as a summary of the main ideas from the required readings and
some embedded videos related to course topics.

Students are encouraged, though not required, to participate in weekly Zoom sessions for
discussion, feedback, questions, and/or follow-up (see Table on next page).
 Optional Zoom Sessions

Link for Zoom Sessions: https://bit.ly/35axyvt

September October November December

10th 1st 12th 3rd
17th 8th 19th 10th
24th 15th 26th 17th
22nd

COURSE SCHEDULE
Module 1: September 8, 2020 – September 21, 2020
Topics • Course Overview
• Factors related to English language learners’ arrival in Canada
• ELLs’ adaptations to Canadian schools.
Key Notions • Types of English language learners (ELLs)
• Their reasons for immigrating to Canada
• The stages of ELLs’ adaptation to the new school environment
• Procedures for conducting an initial assessment of ELLs
• Types of possible support programs and services for newcomers.
Readings Coelho, E. (2012). Chapter 1: The new arrival. Language and learning in
multilingual classrooms. A practical approach. Toronto: Multilingual
Matters, p. 3-18.
https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=97
7767

Coelho, E. (2012). Chapter 2: First days and beyond. Language and learning
in multilingual classrooms. A practical approach. Toronto:
Multilingual Matters, p. 19-54.
https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=97
7767

Module 2: September 21, 2020 – October 5, 2020

Topics • Linguistic and Academic Support for Newcomers and Language
Learners
• Differentiated Instruction and Assessment for Newcomers and
Language Learners.
Key Notions • Differences between basic interpersonal communication skills (BICS)
and cognitive academic language proficiency (CALP)
• Various models of bilingual education
• Different types of programs for English as a second language (ESL)
• A model for differentiated instruction and assessment for ELLs
proposed by Canadian linguist Jim Cummins
• Alternatives for classroom-based language assessment
• BC policy guidelines for ELLs.
Readings Coelho, E. (2012). Chapter 3: Linguistic and academic support for
newcomers and language learners. Language and learning in
multilingual classrooms. A practical approach. Toronto: Multilingual
Matters, p. 57-82.
https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=97
7767

Coelho, E. (2012). Chapter 4: Differentiated instruction and assessment for

newcomers and language learners. Language and learning in
multilingual classrooms. A practical approach. Toronto: Multilingual
Matters, p. 83-122.
https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=97
7767

British Columbia. (2018). English Language Learning Policy Guidelines.

https://www2.gov.bc.ca/assets/gov/education/administration/kin
dergarten-to-grade-12/english-language-learners/guidelines.pdf

Module 3: October 5, 2020 – October 19, 2020

Topics • Lesson Planning with ELLs’ Learning Needs in Mind
• Creating an Inclusive Learning Environment
• Creating a Multilingual Classroom and School Environment.

Key Notions • Principles of effective lesson planning

• Academic performance of immigrant children
• Intercultural projects
• Diversity in the curriculum
• Teaching to reach every student
• Linguistic diversity as an asset
• A multilingual school environment
• A multilingual classroom environment.
Readings
Coelho, E. (2012). Chapter 6: An inclusive learning environment. Language
and learning in multilingual classrooms. A practical approach.
Toronto: Multilingual Matters, p. 155-193.
https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=97
7767

Coelho, E. (2012). Chapter 7: Making space for community languages.

Language and learning in multilingual classrooms. A practical
approach. Toronto: Multilingual Matters, p. 194-227.
https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=97
7767

Kaplan, E. (2019). 6 Essential Strategies for Teaching English Language

Learners. Edutopia. https://www.edutopia.org/article/6-essential-
strategies-teaching-english-language-learners

Module 4: October 19, 2020 – October 26, 2020

Topics • Supporting ELLs to Develop Their Oral English Language.
Key Notions • The importance of oral interaction in every classroom
• Scaffolding for comprehension
• Scaffolding for production
• Scaffolding for interaction.
Readings Coelho, E. (2012). Chapter 8: Oral language on every classroom. Language
and learning in multilingual classrooms. A practical approach.
Toronto: Multilingual Matters, p. 228-260.
https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=97
7767

Walqui, A., & Heritage, M. (2018). Meaningful classroom talk: Supporting

English learners' oral language development. American
Educator, 42(3), 18. https://eric.ed.gov/?id=EJ1192519

School-Based Practicum: October 26, 2020 – November 6, 2020

Module 5: November 9, 2020 – November 23, 2020

Topic • English Language Learning (ELL) Standards in British Columbia
• Lessons from the BC ESL Consortium.

Key Notions • Understanding the organization of the English Language Learning

(ELL) Standards
• How to use the ELL Standards for initial assessment
• How to use the ELL Standards for ongoing assessment
• Lessons about language assessment from the BC ESL Consortium.

Readings Province of British Columbia (2017). English Language Learning (ELL)

Standards.
https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-
grade-12/teach/pdfs/ell/ell-standards-full.pdf

Gunderson, L., & D’Silva, R. (2019). Lessons from the ESL Consortium.
https://eslassess.ca/publication/

Module 6: November 23, 2020 – December 7, 2020

Topic • Supporting ELLs to Develop Their English Reading and Writing
Skills.
Key Notions • A scaffolding approach to literacy instruction
• Intensive reading: Helping students with challenging text
• Writing scaffolds: Helping students to produce written text.

Reading Coelho, E. (2012). Chapter 9: Reading and writing in every classroom.

Language and learning in multilingual classrooms. A practical
approach. Toronto: Multilingual Matters, p. 261-306.
https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=97
7767

DelliCarpini, M. (2011). Success with ELLs: Supporting ELLs Before, During,

and After Reading. The English Journal, 100(5), 108-112.
http://tinyurl.com/ybcm4dhh

DelliCarpini, M. (2012). Success with ELLs: We Are All Writers! Building

Second Language Writing Skills in the ELA Classroom. The English
Journal, 101(5), 97-101. http://tinyurl.com/y8s7pj45

Module 7: December 7, 2020 – December 18, 2020

 Topic • Supporting ELLs to Develop their English Vocabulary.
Key Notions • Practical approaches to vocabulary development
• Assessment of vocabulary development.

Readings Coelho, E. (2012). Chapter 10: Vocabulary instruction in every classroom.

Language and learning in multilingual classrooms. A practical
approach. Toronto: Multilingual Matters, p. 307-345.
https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=97
7767

BridgeUniverse. (2019). How to Teach ESL Vocabulary.

https://bridge.edu/tefl/blog/teach-esl-vocabulary/

ACADEMIC INTEGRITY
Students are expected to follow the academic integrity guidelines as outlined in the following
document: http://teach.educ.ubc.ca/students/policies-and-guides/plagiarism-guidelines/

GRADING SYSTEM
Pass/Fail. “Pass” is equivalent to at least B+ (76% in UBC’s standard marking system).

COURSE ASSIGNMENTS
There are three assignments required for this course.

ASSIGNMENT TYPE OF ASSIGNMENT PERCENT DUE DATE

NUMBER OF FINAL
GRADE

ASSIGNMENT 1 Individual Lesson Plan 35%

ASSIGNMENT 2 Group Unit Plan 35%

ASSIGNMENT 3 Online Participation on the 30% At the end of each

module
Discussion Board
Assignment 1: Individual Lesson Plan (35%)
DUE DATE: October 19th (by 11:59pm)

OVERVIEW OF ASSIGNMENT 1
For this assignment, you are expected to design a lesson plan that integrates the teaching of
language and content, with a focus on the academic discourse of your subject specialization.

HOW TO COMPLETE ASSIGNMENT 1

Follow this lesson plan template: Lesson Plan Template for Assignment 1.docx
Be consistent with the guidelines of the new BC curriculum for your subject
area: https://curriculum.gov.bc.ca/curriculum (Links to an external site.)
Take a look at the following websites for classroom activities ideas:
http://www.readwritethink.org/ (Links to an external site.)
http://www.cal.org/siop/lesson-plans/ (Links to an external site.)

CRITERIA FOR ASSESSING ASSIGNMENT 1

Assignment 1 will be assessed based on the following criteria:

1. Clarity, completeness, and appropriateness of the lesson overview and hypothetical class
profile.
2. Clarity, accuracy, and appropriateness of the big idea(s), curriculum competencies, content
and language objectives.
3. Appropriateness and creativity of the teaching materials.
4. Meaningfulness, level of engagement, creativity, effectiveness, and timing of the learning
activities during all the stages of the lesson.
5. Appropriateness and effectiveness of the adaptations for English language learners.
6. Appropriateness and effectiveness of the assessment.
7. Insightfulness and level of sophistication of the reflection.

Assignment 2: A Group Unit Plan (35%)

DUE DATE: December 16th (by 11:59pm)

OVERVIEW OF ASSIGNMENT 2

In groups, design a short-term thematic unit plan, consisting of several lessons in a sequence,
which integrates the teaching of content in your specialization area with the teaching of English as
an additional language. The number of lesson plans in the unit should be equal to the
number of students in the group.

HOW TO COMPLETE ASSIGNMENT 2

Make sure that your unit plan contains:

1. A Summary Chart:
• Describe the scope, importance of the theme, and the hypothetical teaching context for
your unit plan.
• Highlight the key big ideas, curriculum competencies, content, and language objectives.
• Briefly summarize each lesson (in 4-5 sentences).

2. Lesson Plans:
• Design several lesson plans on that theme.
• Make sure that the lesson plans are logically sequenced.

3. A Unit Reflection:
• Reflect on your process of developing this unit plan.
• Explain how your unit plan relates to some of the theoretical concepts/notions acquired in
this course and to your practicum experiences.

CRITERIA FOR ASSESSING ASSIGNMENT 2

Assignment 2 will be assessed based on the following criteria:

1. Clarity, appropriateness, and organization of the summary chart.

2. Clarity, accuracy, and appropriateness of the big ideas, curriculum competencies, content,
and language objectives in each lesson plan.
3. Appropriateness and creativity of the teaching materials.
4. Meaningfulness, level of engagement, creativity, effectiveness, and timing of the learning
activities in each lesson plan.
5. Appropriateness and effectiveness of the adaptations for English language learners in each
lesson plan.
6. Appropriateness and effectiveness of the assessment.
7. Insightfulness and level of sophistication of the unit reflection.

Assignment 3: Online Participation on the Discussion Board (30%)

DUE DATE: ongoing throughout the term

OVERVIEW OF ASSIGNMENT 3
For Assignment 3, you are expected to:
1. Post reflections on the course readings and videos. Your reflections should contain thoughtful,
articulate, appropriate, and respectful comments that demonstrate understanding and
analysis of the topics. Each reflection that you post should be between 100 and 150 words.
You are expected to post at least one reflection and one reply to a peer in every module.
2. Read and respond to reflections posted by classmates. Each response to a classmate should be
between 50 and 100 words. You are expected to reply to at least a peer in every module.

HOW TO COMPLETE ASSIGNMENT 3

• Post your reflections as individual threads in the forum for the current module.
• Respond to your classmates’ reflections by clicking on the reply button for that thread.

CRITERIA FOR ASSESSING ASSIGNMENT 3

Assignment 3 will be assessed based on the following criteria:

1. Quantity of your reflections

2. Quality of your reflections (insightful, analytical, relevant, articulate, appropriate, and
respectful)
3. Writing style of your reflections (coherent, clear, grammatically correct, and polished)
4. Quantity of your responses to your classmates’ reflections
5. Quality of your responses to your classmates’ reflections (insightful, analytical, relevant,
articulate, appropriate, and respectful)
6. Quality of your responses to your classmates’ reflections (insightful, analytical, relevant,
articulate, appropriate, and respectful)
7. Writing style of your responses to your classmates’ reflections (coherent, clear,
grammatically correct, and polished).

**NOTE: The nature of the UBC Teacher Education Program is participatory. Thus, students are
expected to fully participate in all classes. Full participation involves completing readings and
assignments/activities and demonstrating a high level of engagement in classroom activities and
discussions. A positive, respectful attitude is also expected.

Standards for the Education, Competence, and

Professional Conduct of Educators in BC:

The assignments for LLED 360 address the following standards:

Standard 5: Educators implement effective practices in areas of planning, instruction, assessment,

evaluation and reporting.

Educators have the knowledge and skills to facilitate learning for all students and know when to seek additional
support for their practice. Educators thoughtfully consider all aspects of teaching, from planning through reporting,
and understand the relationship among them. Educators employ a variety of instructional and assessment strategies.

Standard 6: Educators have a broad knowledge base and understand the subject areas they teach.

Educators understand the curricular, conceptual and methodological foundations of education and the subject areas
they teach. Educators must be able to communicate effectively in English or French. Educators teach students to
understand relevant curricula in a Canadian, Aboriginal, and global context. Educators convey the values, beliefs and
knowledge of our democratic society.

Standard 7: Educators engage in career long learning.

Educators engage in professional development and reflective practice, understanding that a hallmark of
professionalism is the concept of professional growth over time. Educators develop and refine personal philosophies
of education, teaching, and learning that are informed by theory and practice. Educators identify their professional
needs and work to meet those needs individually and collaboratively.

ADDITIONAL BOOKS WORTH READING:

Coelho, E. (2007). Adding English. A guide to teaching in multilingual classrooms. Don Mills, ON:
Pippin Publishing.
You can access this book online as an e-book through the UBC ebrary:
https://login.ezproxy.library.ubc.ca/login

Cummins, J. & Early, M. (2015). Big Ideas for Expanding Minds: Teaching English learners across the
curriculum. Don Mills, ON: Pearson.

Gibbons, P. (2009). English Learners, academic literacy, and thinking: Learning in the challenge
zone. Portsmouth, NH: Heinemann.

Gunderson, L., D'Silva, R. A., & Odo, D. M. (2014). ESL (ELL) literacy instruction: A Guidebook to
theory and practice. New York, NY: Routledge.
You can access this book online as an e-book through the UBC ebrary:
https://login.ezproxy.library.ubc.ca/login

Zwiers, J. (2008). Building academic language: Essential practices for content classrooms, grades 5-
12. San Francisco: Jossey-Bass.

Zwiers, J. (2014). Building academic language: Meeting common core standards across disciplines,
grades 5-12 (Second edition.). San Francisco, California: Jossery-Bass.
ADDITIONAL ONLINE RESOURCES AND WEBSITES:
• Examples of lesson plans: www.readwritethink.org
• Jeff Zwiers website and resources: http://jeffzwiers.org/tools
• Colorin Colorado: http://www.colorincolorado.org/teaching-english-language-learners
• Ed Helper (on Graphic Organizers): http://edhelper.com/teachers/graphic_organizers.htm
• Houghton Mifflin Harcourt Education Place (on Graphic Organizers):
http://www.eduplace.com/graphicorganizer/
• Alberta Government: Benchmarks, Strategies and Resources for Teachers of English
Language Learners: https://www.learnalberta.ca/content/eslapb/search_about.html
• Ontario Ministry of Education: ESL resources:
www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

Statement about UBC Values and Policies:

UBC provides resources to support student learning and to maintain healthy lifestyles but
recognizes that sometimes crises arise and so there are additional resources to access including
those for survivors of sexual violence. UBC values respect for the person and ideas of all members
of the academic community. Harassment and discrimination are not tolerated nor is suppression
of academic freedom. UBC provides appropriate accommodation for students with disabilities and
for religious and cultural observances. UBC values academic honesty and students are expected to
acknowledge the ideas generated by others and to uphold the highest academic standards in all of
their actions. Details of the policies and how to access support are available here
https://senate.ubc.ca/policies-resources-support-student-success

Statement of Respect and Inclusion:

The Faculty of Education is committed to creating a respectful workplace and learning

environment that supports inclusion based on the principles of equity, diversity and social justice
in order to create an educational and employment environment that supports our community
members’ full participation. The Faculty of Education is committed to providing accessible, usable,
and welcoming spaces for faculty, staff, students, and visitors with disabilities, members of
racialized communities, Indigenous people, trans, two-spirit and gender-diverse people,
regardless of their age, sexual orientation, social status, religion, ethno- linguistic, nationality and
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Faculty of Education courses occur in learning environments that are inclusive of gender identity,
gender expression, sex, race, ethnicity, class, sexual orientation, ability, age, etc.
Students, instructors, visitors and readings/media in Education courses may raise controversial
issues. Learners and educators expect to be treated respectfully at all times and in all
interactions. Non-sexist, non-racist, non-homophobic, non-transphobic and non-heterosexist
language is expected in Faculty of Education class discussions and course assignments. Please feel
welcome to email your instructor your name and pronoun and how you would like these to be
used.
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During this pandemic, the shift to online learning has greatly altered teaching and studying at
UBC, including changes to health and safety considerations. Keep in mind that some UBC courses
might cover topics that are censored or considered illegal by non-Canadian governments. This
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recognize that students will have legitimate reason to exercise caution in studying certain
subjects. If you have concerns regarding your personal situation, consider postponing taking a
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