Course Descriptions

Hostos through teacher recommendation and individual testing. Each level of the program involves fifteen (15) hours of ESL class work per week. This includes writing and reading components, as well as a language workshop. Additionally, students are blocked into two (2) content courses taught in English as part of the curriculum. The schedule for the student in the ESL Intensive Program includes the following:

Level I • ESL 81 Intensive ESL Writing and Language Workshop I - 3 credits, 9 hours • ESL 83 Intensive ESL Reading and Conversation I - 2 credits, 6 hours Level IIA • ESL 82 Intensive ESL Writing and Language Workshop II - 3 credits, 9 hours • ESL 84 Intensive ESL Reading and Conversation II - 2 credits, 6 hours Level II B • ESL 86 Intensive ESL Writing and Language 3 credits, 9 hours • ESL 88 Intensive ESL Reading and Conversation 2 Credits, 6 hours

In addition, content courses include selected courses in Mathematics, Behavioral Sciences, Humanities and Visual and Performing Arts. ESL 81/83 and ESL 82/84 of the Intensive ESL Program are the equivalents of the regular ESL sequence, ESL 25 and ESL 35.

Note: Students in the Intensive Program who have completed four (4) courses, but have received only 11 credits, may apply for an exemption from the 12-credit requirement. The College Language Policy and all ESL offerings are currently under review and may change during the life of this Catalog.

Academic Support

The College offers basic skills support services within the Hostos Academic Learning Center (HALC), Writing Center, and Writing Lab, where trained tutors offer students at all levels of the ESL sequence the opportunity to develop their fluency, clarity, and grammar, and to refine reading and writing skills requisite to success in their classes. Students referred to the center may seek assistance in meeting course requirements. Individual students may also drop into the center for assistance, subject to tutor availability.

Notations for Recommended Options/Electives for A.A. Liberal Arts and Science Degree Program.

LANGUAGE, SOCIETY AND CULTURE OPTION

Linguistics is the study of language and communication and draws upon knowledge from psychology, education, sociology, political science, anthropology, history, computer science, artificial intelligence, and media studies. Linguists study all aspects of language and how these are used for successful communication and optimal academic development. Topics include how children acquire language, how language and culture influence our interactions with others and how political and social power shapes attitudes to language. Linguistics is a field that is constantly growing. Linguistics students can pursue majors in education, ESL, speech pathology, and library/information science. Knowledge of linguistics has also become closely associated with careers in health, business, law, criminal justice, social work, computer science, government, advertising, and the media.

Linguistics Courses (Select Three)

LIN 100 Introduction to Linguistics LIN 102 Bilingualism LIN 103 Language Acquisition ENG 230 Language, Culture, & Society

Elective Courses (Select One, to be taken in addition to

the courses taken for the Common or Flexible Core) LAW 101 Law and Social Change ANTH 101 Introduction to Anthropology SOC 101 Introduction to Sociology SOC 140 Race and Ethnicity PSY 120 Developmental Psychology I (Childhood) HLT 212 Bilingual Issues in Community Health

LANGUAGE & COGNITION DEPARTMENT ► COURSE DESCRIPTIONS

ENGLISH AS A SECOND LANGUAGE

ESL 15 ESL in Content Areas I

(Formerly ESL 015) 2 credits (6 equated/ billable), 6 hours Pre-requisite: Placement through the ACT Skills Assessment Test Co-requisite: ESL 16 This six-hour content-based course for beginning academic ESL students utilizes subject matter from selected disciplines. In response to topics discussed, students will expand their vocabulary and improve their grammar

within an integrated skills context that will permit practice in reading, writing, listening and speaking in English. This course will target linguistic and critical thinking skills through level-appropriate content material designed to motivate students to participate in class discussions and to prepare written assignments related to the various topics presented.

ESL 16 Literature and Contemporary Issues for ESL Students I

(Formerly ESL 016) 2 credits (6 equated/ billable), 6 hours Pre-requisite: Placement through the ACT Skills Assessment Test Co-requisite: ESL 15 This six-hour course provides students with the opportunity to improve their linguistic and critical thinking skills through extensive reading, interpretation and analysis of a newspaper and authentic literary texts that are appropriate for beginning academic ESL students. The course also presents cultural and historical perspectives necessary to construct meaning from these texts. Students will begin to develop their understanding of literary and journalistic elements and broaden their general knowledge base. They will practice levelappropriate language structures through discussing and writing fiction, poetry and news articles. Students will develop speaking and listening skills through their participation in independent and collaborative projects.

ESL 25 ESL in Content Areas II

(Formerly ESL 025) 2 credits (6 equated/ billable), 6 hours Pre-requisites: ESL 15 or by placement Co-requisite: ESL 26 or 27 This intermediate six-hour content-based ESL course utilizes subject matter from selected disciplines. In response to the topics discussed, students will expand their vocabulary and improve their grammar within an integrated skills context that will permit practice in reading, writing, listening and speaking in English. This course will target linguistic and critical thinking skills through intermediate level content material designed to motivate students to participate in class discussion and to prepare written assignments related to the various topics presented. The course will reinforce structures covered previously and will go on to cover intermediate-level grammar structures required for academic literacy. By writing multiple drafts for a variety of assignments, students will develop the ability to revise and edit their work. Assessment of student performance will be based on comprehension of and written/oral responses to uniform interdisciplinary content.

ESL 26 Contemporary Issues for ESL Students II

(Formerly ESL 026) 1 credit (3 equated/ billable) 3 hours Pre-requisite: ESL 15 or by placement Co-requisite: ESL 25 This intermediate three-hour ESL course provides extensive reading of newspapers, magazines, and internet sources. Students will explore contemporary issues and their historical context while expanding their vocabulary and further developing their linguistic and critical thinking skills. They will learn to recognize the author’s point of view, distinguish between news reports and editorial commentary, and interpret related charts and graphs. Students will be required to summarize, discuss, and interpret issues presented in these sources. Upon completion of the course, students will have broadened their general knowledge base and acquired the necessary skills to respond critically to contemporary issues.

ESL 27 Literature for ESL Students II

(Formerly ESL 027) 1 credit (3 equated/ billable), 3 hours Pre-requisite: ESL 15 or by placement Co-requisite: ESL 25 This three-hour course provide students with the opportunity to improve their linguistic and critical thinking skills through extensive reading, interpretation, and analysis of authentic literary texts appropriate for intermediate level ESL students. These texts, selected for their relevance and literary value, include a variety of genres (fiction, poetry and drama). The course also presents cultural and historical perspectives necessary to construct meaning from these texts. Students will develop their understanding of literary elements such as point of view, character, plot, setting, irony and figurative language and employ them in their analysis. Assessment of student performance will be based on class discussion, personal response essays and other forms of writing that require students to compare and contrast themes and issues encountered in texts and relate them to personal experience.

ESL 35 ESL in Content Areas III

2 credits, (6 equated/ billable), 6 hours Pre-requisite: ESL 25 or placement into ESL 35 Co-requisite: ESL 36 or ESL 37 This advanced 6-hour content-based ESL course utilizes subject matter from selected disciplines. In response to the topics discussed, students will expand their vocabulary and improve their grammar within an integrated skills context that will permit practice in reading, writing, listening and speaking in English. This course will target linguistic and critical thinking skills through challenging content material designed to motivate students to

participate in class discussions and to prepare in-depth written assignments. The course will reinforce structures covered in previous levels and will go on to cover more complex grammar and discourse knowledge required for academic literacy. By writing multiple drafts for a variety of assignments, students will develop the ability to revise and edit their work. Assessment of student performance will be based on comprehension of and written/ oral response to uniform interdisciplinary content.

ESL 36 ESL Contemporary Issues III

(Formerly ESL 036) 1 credit, (3 equated/ billable), 3 hours Pre-requisite: ESL 26 or ESL 27 or placement into ESL 35 Co-requisite: ESL 35 This advanced three-hour ESL course provides extensive reading of newspapers, magazines, and Internet sources. Students will explore contemporary issues and their historical context while expanding their vocabulary and further developing their linguistic and critical thinking skills. They will learn to recognize the author’s point of view, distinguish between news reports and editorial commentary, and interpret related charts and graphs. Students will be required to summarize, discuss, and interpret issues in these sources. There will be written homework assignments and various kinds of in-class writing. Assessment will be based upon students’ knowledge of events and their ability to analyze, synthesize, and evaluate the course materials. Upon completion of the course, students will have broadened their general knowledge base and acquired the necessary skills to respond critically to contemporary issues.

ESL 37 ESL Studies in Literature III

(Formerly ESL 037) 1 credit, (3 equated/ billable), 3 hours Pre-requisite: ESL 26 or ESL 27 or placement into ESL 35 Co-requisite: ESL 35 This three-hour advanced-level ESL course provide students with the opportunity to further develop their linguistic and critical thinking skills through extensive reading, interpretation, and analysis of authentic literary texts. These texts, selected for their relevance and literary value, include a variety of genres (fiction, memoir, poetry and drama). The course will also provide cultural and historical perspectives necessary to construct meaning from these texts. Students will deepen their understanding of literary elements such as point of view, character, plot, setting, irony and figurative language and employ them in their analysis. Assessment of student performance will be based on in-class discussion, personal-response essays and other forms of writing that require students to compare and contrast themes and issues raised by texts.

ESL 81 Intensive ESL Writing & Language Workshop I

(Formerly ESL 081) 3 credits (9 equated/ billable), 9 hours Pre-requisites: ESL 15 or placement into ESL 25. Students must also be recommended by their ESL instructor and must pass a written exam and oral interview. Co-requisite: ESL 83 This nine-hour course is comprised of two components: A six-hour intensive ESL writing component and a three-hour language workshop. Students will develop their ability to write narrative, descriptive, and expository essays and will receive additional practice in basic English grammar and verb tenses. Students in Language Workshop I will be responsible for planning and carrying out creative collaborative projects such as original plays and/or magazines.

ESL 82 Intensive ESL Writing & Language Workshop II

(Formerly ESL 082) 3 credits (9 equated/ billable), 9 hours Pre-requisites: ESL 15 or ESL 81 and ESL 83 or placement into ESL 25. Students must also be recommended by their ESL instructor and must pass a written exam and oral interview. Co-requisite: ESL 84 This nine-hour course is comprised of two components: A six-hour intensive ESL writing component and a three-hour language workshop. Students will continue to develop their ability to write narrative, descriptive, and expository essays, with special emphasis on rhetorical modes of argumentation and comparison/contrast. Basic verb tenses and grammatical structures will be reviewed and reinforced and use of more complex tenses and grammatical points will be introduced. Students in Language Workshop II will be responsible for planning and producing creative collaborative projects such as original plays and/or magazines.

ESL 83 Intensive ESL Reading & Conversation I

(Formerly ESL 083) 2 credits (6 equated/ billable), 6 hours Pre-requisite: ESL 15 or placement into ESL 25. Students must also be recommended by their ESL instructor and must pass a written exam and oral interview. Co-requisite: ESL 81 This course is designed to give students extensive practice in the use of all English language skills, with particular emphasis on reading and conversation. The course is intended to help students read and talk about gradually more complex texts in English with greater fluency and comprehension and to develop students’ ability to utilize appropriate strategies to make meaning of different kinds of texts. Students will develop their ability to recognize general themes and concepts in their reading, to draw conclusions and make inferences using discussion, summary writing and critical essays. Students will be able

to use reading as a way to increase their knowledge of self and the world.

ESL 84 Intensive ESL Reading & Conversation II

(Formerly ESL 084) 2 credits (6 equated/ billable), 6 hours Pre-requisites: ESL 15 or ESL 81 and 083 or placement into ESL 25. Students must also be recommended by their ESL instructor and must pass a written exam and oral interview. Co-requisite: ESL 82 This course is designed to give students extensive practice in the use of all English language skills, with particular emphasis on reading and conversation. The course is intended to help students read and talk about gradually more complex texts in English with greater fluency and comprehension, and to develop students’ ability to utilize appropriate strategies to make meaning of different kinds of texts. Students will develop their ability to recognize general themes and concepts in their reading, to draw conclusions and make inferences using discussion, summary writing, and critical essays. Students will be able to use reading as a way to increase their knowledge of self and the world.

ESL 86 Basic Academic Writing in ESL

(Formerly ESL 086) 3 credits, 6 hours Pre-requisites: ESL 25 or placement into ESL 35. Students must also be recommended by their ESL instructor and must pass a written exam and oral interview. Co-requisite: ESL 88 This nine-hour course is comprised of two components: A six-hour intensive ESL writing component and a threehour language workshop. Students will continue to develop their ability to write narrative, descriptive, and expository essays, with special emphasis on argumentation and comparison/contrast. Basic verb tenses and grammatical structures will be reviewed and reinforced and use of more complex tenses and grammatical points will be introduced. Students in Language Workshop II will be responsible for planning and producing creative collaborative projects such as original plays and/or magazines.

ESL 88 Intensive ESL Reading & Conversation III

(Formerly ESL 088) 2 credits (6 equated/ billable), 6 hours Pre-requisite: ESL 25 or placement into ESL 35. Students must also be recommended by their ESL instructor and must pass a written exam and oral interview. Co-requisite: ESL 86 This course is designed to give students extensive practice in the use of all English language skills, with particular emphasis on reading and conversation. The course is intended to help students read and talk about gradually more complex texts in English with greater fluency and comprehension and to develop students’ ability to utilize appropriate strategies to make meaning of different kinds of texts. Students will develop their ability to recognize general themes and concepts in their reading, to draw conclusions and make inferences using discussion, summary writing, and critical essays. Students will be able to use reading as a way to increase their knowledge of self and the world.

ESL 91 Basic Composition

3 credits, (6 equated/ billable), 6 hours Pre-requisite: ESL 35 and 36/37 or ESL 82 or ESL 86 Co-requisite: ESL 92 (unless exempt) This course focuses on writing as an effective means of communication, with particular emphasis on expository writing, along with critical reading and analysis of selected works. Students will be required to read, understand, and respond in writing to passages from different sources and academic disciplines and write well-organized and developed essays in response. The course will also emphasize grammatical structures and language usage. Students will develop increased competence in sentence construction, sentence variety, word choice, correct usage, grammar, and mechanics. Successful students will demonstrate competence in writing.

ESL 92 Foundations of Critical Reading

(Formerly ENG 092) 1 credit (3equated/billable), 3 hours Pre-requisite: ESL 35 or placement into ESL 91 Co-requisite: Continuation in the appropriate ESL courses. The basic assumption of this course is that reading is a problem-solving process which requires a combination of a number of skills and strategies. The purpose of the course is to expose students to more complex advanced language, and reading skills so that they are able to solve any problems they may encounter as readers. Some of the language skills emphasized in paragraph readings and analysis, study of figurative language, and inference of tone, mood, point of view and author’s intent. Reading skills include skimming, scanning, understanding of different writing patterns, anticipating outcomes and drawing conclusions. Study skills such as outlining, summarizing, and understanding maps, charts, and graphs will also be included. Writing will be required as part of this course. Classes meet twice a week.

ESL 93 Basic Composition II

3 Credits 6 Hours Pre-requisite: Continuing students with at least one “R” grade in ESL 91 with a failing score of 48 or higher on the CAT-W writing examination; Continuing students who have completed ESL 35 (and ESL 36 or ESL 37) or ESL 82 or ESL 84 or ESL 86 or ESL 88 with a failing score of 48 or higher on the CAT-W writing examination; First-semester students who have placed in the ESL 91 level with a failing score of 48 or higher on the CATW writing examination. The goal of this 6-hour course is to give learners of English as a Second Language the opportunity to engage in writing as a means of communication. The students will learn the major rhetorical modes through the preparation of written essays. This will be achieved not only through writing itself but also by means of an extensive reading component that has been woven into the curriculum in order to respond to the advanced skills of the students of the class. Reading selections will be analyzed regularly for structure and meaning, and grammar will also be reviewed weekly. In addition, because the readings will be presented in thematic units, students will learn to write summaries reflecting a synthesis of ideas. As is generally the case, students may be referred to the Writing Center for additional work by their instructor.

ESL 94 (Readings in the Natural Sciences)

1 Credit 3 Hours Pre-requisite: For qualifying first-semester students who have been placed in the ESL 91/93 level (level 4 and 5); students who have completed ESL 92, or ESL 82, ESL 84, or ESL 86, ESL 88 with a high-failing R grade; students with a 60-69 % on the CUNY CAT-R exam. This course has been designed to give students who have already taken ESL 92 (“Foundations in Critical Reading”) the opportunity to respond to the challenges of reading advanced texts in the natural sciences. The readings give students a grasp of the major changes that have occurred in the history of science from antiquity to modern times. Students are given an overview of the progress made in each historical period. By offering students key excerpts from authentic reading materials, they study in depth the contributions of one or two scientists in each period. Students become aware of how different discoveries and scientific theories have contributed to society and human development but have also clashed with religious and spiritual views throughout history and resulted in conflicts that have often made life dangerous for the innovators because of the threats their ideas posed to the particular status quo of their time. As various topics are discussed in their specific sociocultural context, students consider the varying “tensions” that often exist between scientists and members of the public media and government policy makers and religious leaders and how the “facts” of scientific discoveries in our natural world are not always embraced by everyone despite their apparent authenticity. They also learn to appreciate how these “tensions” have often been mitigated in time and how, through the progress made through scientific inquiry, we humans have become increasingly aware of our ability to tap the resources of the natural world – in ways that have sometimes proven not only to be to our advantage but also to our disadvantage. In addition to the selected readings, students study a work of fiction or nonfiction during the semester that is related to the scientific experience. Students will have completed a review of this work at the end of the semester.

Through the prism of the specific content of the course, students work on refining their reading skills. A conscious effort is made to improve students’ reading comprehension, while focusing on vocabulary development, reference building, past and present, and the critical thinking skills that are essential for success with the college reading experience.

The following college-level pedagogical strategies are incorporated into the course curriculum: 1. Making students aware from the start that reading is a problem-solving process and key to their success in their college programs; 2. exposing students to more complex prose so that they will acquire the higher-level vocabulary and advanced reading skills necessary to negotiate the more complex academic discourses they will encounter in the major content areas; 3. Learning skimming and scanning strategies; 4. Learning to anticipate outcomes and draw conclusions; 5. Learning to identify and build connections between central points, main ideas, and supporting details; 6. Learning to go from literal comprehension of texts to more interpretive, inferential reasoning; 7. Learning to differentiate between facts and opinions, purpose and tone; different rhetorical modes and text functions; 8. Learning to critically analyze maps, graphs and charts. 9. Learning to create outlines and summaries not only for written texts but also for maps, graphs, and charts; 10. learning through the reading process how to become better writers; writing in response to reading.

ESL 96 Readings in the Social Sciences 1 Credit 3 Hours

Pre-requisite: Continuing students with at least one “R” grade in ESL 92 with a failing score of 60 – 69 on the CAT-R reading examination; Continuing students who have completed ESL 35 (and ESL 36 or ESL 37) or ESL 82 or ESL 84 or ESL 86 or ESL 88 with a failing score of 60 – 69 on the CAT-R reading examination; First-semester students who have placed in the ESL 91 level or have passed the CAT-W writing examination, with a failing score of 60-69 on the CAT-R reading examination. This course has been designed to give students who have already taken ESL 92 (“Foundations in Critical Reading”) the opportunity to respond to the challenges of reading advanced texts in the social sciences. The readings give students a grasp of major social issues that are presented in both academic frameworks and the public media. Students will respond to authentic reading materials presenting an overview of different viewpoints and including different styles and genres. As various topics are discussed in their specific sociocultural context, students will reflect on conflicting ideas and tensions. In addition to the selected readings, students will study a work of fiction or nonfiction during the semester that is related to a topic in the social sciences. Students will have completed a review of this work at the end of the semester. Students will also read a weekly selection from the New York Times, which reflects an idea presented in a reading discussed in class. Through the prism of the specific content of the course, students work on refining their reading skills. A conscious effort is made to improve students’ reading comprehension, while focusing on vocabulary development, reference building, past and present, and the critical thinking skills that are essential for success with the college reading experience. The following college-level pedagogical strategies are incorporated into the course curriculum: 1. Making students aware from the start that reading is a problem-solving process and key to their success in their college programs; 2. exposing students to more complex prose so that they will acquire the higher-level vocabulary and advanced reading skills necessary to negotiate the more complex academic discourses they will encounter in the major content areas; 3. Learning skimming and scanning strategies; 4. Learning to anticipate outcomes and draw conclusions; 5. Learning to identify and build connections between central points, main ideas, and supporting details; 6. Learning to go from literal comprehension of texts to more interpretive, inferential reasoning; 7. Learning to differentiate between facts and opinions, purpose and tone; different rhetorical modes and text functions; 8. Learning to critically analyze maps, graphs and charts. 9. Learning to create outlines and summaries not only for written texts but also for maps, graphs, and charts; learning through the reading process how to become better writers; writing in response to reading.

LINGUISTICS

LIN 100 Introduction to Linguistics (IS)

3 credits, 3 hours Pre/Co-requisites: ESL 91/ ENG 91 This course will offer an introduction to the field of linguistics, providing students with the basic terms, discourse, and concepts related to the scientific of language. Topics will include the nature of human language; the social and chronological history of language. Students will learn phonology, syntax, lexicon, and nonverbal communication, and apply the principles of linguistics to their chosen fields, and to their own emerging linguistic competence and Bilingualism.

LIN 101 Introduction to Comparative Linguistics: English and Spanish

3 credits, 3 hours Pre/Co-requisites: ESL 35 or higher, and placement into SPA 117 or SPA 121 or higher; or permission from the Department of Language and Cognition required This course provides an introduction to comparative linguistics of English and Spanish and develops an understanding of how the two languages are used as communication systems. The course focuses on carrying out descriptions of the two languages, noting similarities and differences, and predicting possible problems when a speaker of Spanish studies English and vice versa. The linguistic subsystems of both languages will be compared and contrasted. Students will specifically study phonology, the sound systems and their rules; orthography, the spelling patterns of words; morphology, word forms and grammar rules; syntax, sentence construction and word order; lexicon & semantics, vocabulary words and sentence meaning; and pragmatics, the socio- cultural linguistic conventions appropriate to various situations. Assessment of student performance will be based on class discussion, quizzes, practical exercises, and a variety of reading and written assignments that will require students to examine the two linguistic systems in depth.