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Davi Schirmer Reis, Ph.D.

Assistant Professor
School of Education
Instruction and Leadership in Education - ESL http://reisdavi.wordpress.com/

106D Canevin
Phone: 412.396.5837

Education:

Ph.D., Applied Linguistics, Pennsylvania State University, 2010
M.A., Educational Technology, The University of Northern Iowa, 2003
B.A., TESOL, The University of Northern Iowa, 2000
Bio

Dr. Davi Reis joined Duquesne University in 2010. As a member of the Department of Instruction and Leadership in Education (D.I.L.E.), Dr. Reis teaches both an undergraduate course on how to support English Language Learners (ELLs) and graduate courses in the English as a Second Language (ESL) Program. A Brazilian native now living in the U.S., his research focuses on teacher learning and development from a Vygotskian sociocultural theoretical framework. His scholarly interests also include narratives and narrative inquiry, teacher identity, language and power, social justice and critical praxis, qualitative research methods, and professional legitimacy issues related to Non-Native English Speaking Teachers (NNESTs). Dr. Reis's prior experiences include teaching English as a Foreign Language (EFL) in Brazil and English as a Second Language (ESL) in the US. 

Teaching

 Courses 

Graduate

GESL 508    Cultural & Linguistic Diverse Learners

This course provides the knowledge, skills and dispositions that enable K-12 teachers to facilitate learning among students from various linguistic and cultural backgrounds. It integrates theory and research with practical classroom applications to address the needs of teachers who work with limited English proficient students of all language background. Intended to focus on access to literacy and educational opportunity for ESL learners, the course will engage class members in discussions around a variety of topics in educational practice, research, and policy. Specifically, the course will (1) explore variations in personality, educational background, social class, ethnicity, national origin, language, and culture; (2) analyze the issues of race, racism, and culture in historical and contemporary perspective, (3) explore strategies for teaching multicultural and multilingual ESL learners in K-12 settings, and (4) identify obstacles to participation in the educational process by diverse cultural and ethnic groups. Students will be required to complete field experiences and classroom activities that enable them to reflect on their own belief systems, practices, and educational experiences. Field experience is articulated with course outcomes and assignments. Offered in the fall.

GESL 600    K - 12 ESL Practicum

The practicum consists of 60 hours of related field experiences, embedded in courses across the program aims to provide ESL teacher candidates with learning experiences in situations and settings that are similar to the settings in which the candidates will teach upon the completion of the ESL specialist certificate program. For each course to which the practicum is tied, there will be a practicum assignment with clearly explained goals, TESOL standards, and evaluation methods. The practicum will be conducted under the guidance and mentorship of the ESL program faculty and the supervision of a certified ESL teacher. All students must have their clearances: Act 33 (Child Abuse) / Act 34 (Criminal History) / Act 114 (FBI)/TB Test, submitted to the Office of Student and Academic Services prior to field experiences. Offered in the fall and spring.

GESL 690    Practicum in ESL

Undergraduate

LTEL 201     Meeting Needs of English Language Learners

The ESL program acts as a service unit offering basic ESL courses to all undergraduate (LTEL 201) and graduate (GESL 501) students in the School of Education and other schools to meet the State's certification requirements. These courses aim to prepare content area teachers to become more competent in supporting ELLs' basic and academic language development as well as their acculturation processes and academic achievement in mainstream classrooms. More specifically, the Chapter 49 courses integrate around 20 competencies enumerated under the five TESOL domains, including language and linguistics, SLA theories, ESL methods, learning theories, learner variables, diversity and socio-cultural awareness, assessment and evaluation, literacy/content area development, foundations of ESL curriculum and instruction, and professional and pedagogical responsibilities.

Course Sequence

This program is structured for teachers who already hold an Instructional I certificate and would like to add ESL as an additional certificate. The certificate workload includes a 16-credit, graduate-level course of work made up of five courses that are offered evenings and in the summer, allowing the work to be completed in just three semesters. Students who plan to pursue language teaching careers in adult settings, including at language teaching centers or higher education institutions here or abroad, can enroll in our 30-credit ESL MS.Ed program.

Required for the ESL Program Specialist certificate (16 credits)

Subject Code

Title

Offered

Credits

GESL 508

Culturally and Linguistically Diverse Learners

Fall

3

GESL 510

Theories and Practice of Second Language Learning

Fall

3

GESL 512

ESL Curriculum and Assessment

Spring

3

GESL 515

Sociolinguistics and the ESL Classroom

Spring

3

GESL 518

Integrated Literacy in the Content Areas

Summer

3

GESL 600

K-12 ESL Practicum

Fall/Spring

1


Required for the M.S.Ed. program

A. Methods, Reading and Curriculum and Technology (9-12 credits)

Subject Code

Title

Offered

Credits

GELP 553

Teaching the Language Arts

Spring

3

GILT 511

Technology and Education

Fall, Spring & Summer

3

GILT 512

Instructional Design

Fall & Spring

3

GRLA 521

Reading Programs and Instruction

Fall, Spring & Summer

3

GRLA 524

Psychology of Reading

Fall, Spring & Summer

3

GRLA 525

The Teaching of Writing

Fall & Spring

3

GRLA 625

Reading Disabilities

Fall, Spring & Summer

3

GSCE 637

Teaching English in Secondary School

Fall & Spring

3

GSCE 647

Adolescent Literature

Fall

3

B. Electives (3 - 6 credits)

ENGL 562or

ENGL 564

Introduction to Linguistics or

Modern English Grammar

Spring

Fall

3

3

C. Practicum in Teaching (3 credits)

GESL 690

M.S.Ed. Practicum Experience

Fall & Spring

3


Course Descriptions


GESL 508 - Culturally and Linguistically Diverse Learners
This course provides the knowledge, skills and dispositions that enable K-12 teachers to facilitate learning among students from various linguistic and cultural backgrounds. It integrates theory and research with practical classroom applications to address the needs of teachers who work with limited English proficient students of all language background. Intended to focus on access to literacy and educational opportunity for ESL learners, the course will engage class members in discussions around a variety of topics in educational practice, research, and policy. Specifically, the course will (1) explore variations in personality, educational background, social class, ethnicity, national origin, language, and culture; (2) analyze the issues of race, racism, and culture in historical and contemporary perspective, (3) explore strategies for teaching multicultural and multilingual ESL learners in K-12 settings, and (4) identify obstacles to participation in the educational process by diverse cultural and ethnic groups. Students will be required to complete field experiences and classroom activities that enable them to reflect on their own belief systems, practices, and educational experiences. Field experience is articulated with course outcomes and assignments. Offered in the fall.


GESL 510 - Theories and Practice of Second Language Learning
This course provides a comprehensive introduction to theories and research of second language acquisition (SLA), explores factors that influence L2 learning process, compares the similarities and differences between first and second language acquisition, and discusses the implications of these theories for second language teaching. Topics will cover SLA theoretical models, (e.g. UG, processing models, the input hypothesis, the socio-educational model, multi-competence model, and socio-cultural model), individual differences (e.g. motivation, attitude, age, cognitive styles, memory, learning strategies), second language teaching styles (e.g. the academic style, the audio-lingual style, the communicative style, the mainstream EFL style), and teaching of a particular aspect of second language (e.g. grammar, pronunciation, listening, reading, writing) based on SLA research. Offered in the fall.


GESL 512 - ESL Curriculum and Assessment
This course provides a general overview of curriculum and assessment for ESL education. It exposes participants to a wide variety of strategies used to assess ESL students' at K-12 levels language proficiency as well as presents abundant approaches to plan ESL curriculum. ESL curriculum involves (a) the study of learners' needs, (b) the setting of objectives, (c) the development of a syllabus, teaching methods and materials, and (d) the evaluation of the effects of these procedures on the learners' language abilities. Assessment involves measurement and evaluation of the ability of a student, the quality or success of a teaching course, and the implementation of an ESL program. The major focus of this course, thus, includes aligning curriculum with ESL and PDE standards, integrating teaching methodology with curriculum design, considering the syllabus and lesson planning, examining the authentic and innovative assessment practices, investigating various types of language assessment, evaluating the appropriateness of assessment measures, and assessing cultural appropriate testing situations. Students will be evaluated on the basis of class attendance/discussion. Offered in the spring.


GESL 515 - Sociolinguistics and the ESL classroom
This course addresses the relationship between language use and the social world. It provides an overview of the main topics of sociolinguistics and an introduction to the most important methods used in sociolinguistic research and analysis. The lectures will be built around a discussion of topics and notions, such as the speech community, dialect, code-switching, language variation, pidgins and Creoles, bilingualism, multilingualism, diglossia, address systems, language and gender, language planning, language maintenance, and language shift. The course also covers an introduction to the basic levels of language (phonetics and phonology, morphology and semantics, syntax, pragmatics) with special emphasis on the relevance of linguistic concepts to education. Students will explore the relationships between language and society as well as between sociolinguistics and education by assigned readings, classroom discussions, written assignments, oral presentation, and final examination. Offered in the spring.


GESL 518 - Integrated Literacy in the content Areas
Classroom success depends upon the ability of ESL students to master academic language. This course is designed to incorporate ESL strategies in the content area classrooms for English language learners. The emphasis of this course will be focused on the techniques and strategies for improving second language learners' listening, speaking, reading, and writing in the content area classrooms. Content area language instruction will cover ESL teaching in courses such as Reading, Writing, Science, Mathematics, Social studies, Music, Arts, Physical Education, Health Education, and Business Education. Offered in the summer.


GESL 600 - Practicum Experiences
The practicum consists of 60 hours of related field experiences, embedded in courses across the program aims to provide ESL teacher candidates with learning experiences in situations and settings that are similar to the settings in which the candidates will teach upon the completion of the ESL specialist certificate program. For each course to which the practicum is tied, there will be a practicum assignment with clearly explained goals, TESOL standards, and evaluation methods. The practicum will be conducted under the guidance and mentorship of the ESL program faculty and the supervision of a certified ESL teacher. All students must have their clearances: Act 33 (Child Abuse) / Act 34 (Criminal History) / Act 114 (FBI)/TB Test, submitted to the Office of Student and Academic Services prior to field experiences. Offered in the fall and spring.

 

 

Research

The Impact of Pedagogical Experiences on Teachers of/for ELLs, Fall 10---current
The goal of this research is to examine the impact of pedagogical experiences on the knowledge, skills, and disposition of prospective mainstream teachers for supporting English Language Learners (ELLs). This research is being supported by the Barbara Sizemore Fellowship ($2,000) and the Department of Instruction and Leadership in Education (DILE) Research Initiative ($2,000).

Assessing the Impact of coursework for teachers of ELLs, Fall 11---current
This research examines, at the programmatic level, the efficacy of specific coursework in the preparation of pre--- and in---service teachers for working with English Language Learners (ELLs). This research is being supported by the Academic Learning Outcomes Assessment (ALOA) grant ($1,000).

Scholarship of Teaching and Learning, Fall 11---current
This research focuses on a teacher educator's professional development in light of Vygotskian Sociocultural Theory (SCT) and orients to self---study and narrative inquiry as its epistemological orientations. This research is being supported by the Scholarship of Teaching and Learning (SoTL) program, sponsored by the Center for Teaching Excellence (CTE).

Understanding and Supporting NNESTs' Professional Legitimacy, Fall 08---current
The goal of this research is to design and provide personally---meaningful professional development opportunities for Non---Native English Speaking Teachers (NNESTs). It explores issues of professional legitimacy relevant to NNESTs and supports participants in deconstructing disempowering ideologies (e.g., the native speaker myth). This work is a continuation of my dissertation research and has been supported by the Presidential Writing Scholarship Award ($5,000), the Gil Watz Fellowship ($1,500) and the Dissertation Support Award ($1,000).

 

Publications

Journal Articles

Reis, D. S. (accepted). 'Being underdog-: Supporting Nonnative English--Speaking Teachers (NNESTs) in claiming and asserting professional legitimacy. Journal of Excellence in College Teaching.

Reis, D. S. (2011). Non--native English--speaking teachers (NNESTs) and professional legitimacy: A sociocultural theoretical perspective on identity transformation. International Journal of the Sociology of Language, 2011(208), 139---160.

Rodriguez, T., & Reis, D. S. (in press). -Ms. Morales Needs to Go Back to English Class': Narratives of a Bilingual Latina Preservice English Language Arts Teacher in a Diverse Society. The New Educator.

Book Chapters

Reis, D. S. (under review). Transformative Teacher Education in Action: Supporting Preservice Teachers and ELLs. In S. B. Said & L. J. Zhang (Eds.), Language Teachers and Teaching: Global Perspective, Local Initiatives. New York: Routledge.

Reis, D. S. (2011). English as an International Language and linguistic legitimacy: Empowering ESL speakers' identities. In K. Ciepiela (Ed.), Identity through a Language Lens (pp. 119---135). Frankfurt: Peter Lang Publishing House.

Reis, D. S. (2011). "I'm not alone": Empowering non---native English speaking teachers to challenge the native speaker myth. In K. E. Johnson & P. R. Golombek (Eds.), Research on second language teacher education: A sociocultural perspective on professional development (pp. 31---49). New York: Routledge.

Reis, D. S., & Levers, L. L. (in press). Teaching ELLs in the USA: Toward a pedagogy of social justice and empowerment. In A. S. Yeung, C. F. K. Lee & E. L. Brown (Eds.), Communication and Language (Vol. 7): Information Age Publishing.

Other Publications

Reis, D. S. (2011). Book Review: The Language and Intercultural Communication Reader: Hua (2011). Critical Inquiry in Language Studies: An International Journal, online at: http://isls.co/media/Accepted_Reviews_files/Reis.pdf

Reis, D. S. (2010). Reader's thoughts. NNEST Newsletter, 12(2)

Reis, D. S. (2010). Non---Native English---Speaking Teachers (NNESTs) and Professional Legitimacy: A Sociocultural Theoretical Approach on Identity Realization. (Unpublished doctoral dissertation). The Pennsylvania State University, University Park, PA, USA.

Reis, D. S. (2009). NEST---NNEST Collaboration: Does It Reinforce a Misleading Dichotomy? NNEST Newsletter, 11(1), online at: http://www.tesol.org/read-and-publish/newsletters-other-publications/interest-section-newsletters/nnest-newsletter/2011/10/27/nnest-news-volume-11-1-%28july-2009%29

Reis, D. S. (2009). NNEST---of---the---Month (July 2009), online at: http://nnesintesol.blogspot.com/2009/06/davi-s-reis.html

Reis, D. S. (2008). A Vygostkian Perspective on Non---Native English---Speaking Teachers' Identity. NNEST Newsletter, 10(1), online at: http://www.tesol.org/read-and-publish/newsletters-other-publications/interest-section-newsletters/nnest-newsletter/2011/10/27/nnest-news-volume-10-1-%28may-2008%29

Reis, D. S. (2008). Book Review: Discourse Analysis: Bamberg, De Fina & Schiffrin (2007). Online at: http://isls.co/media/Accepted_Reviews_files/Reis.pdf

Reis, D. S. (2003). The Internet as an Instructional Resource in TESOL. (Unpublished master's thesis). The University of Northern Iowa, Cedar Falls, IA, USA.


 

Expertise & Professional Affiliations

Expertise 

(Second Language) Teacher Education for Cultural and Linguistic Diversity and Social Justice

Professional Legitimacy of Non-Native English Speaking Teachers (NNESTs)

Vygotskian Sociocultural Theory

Language, Culture, Identity, and Power

Narratives & Narrative Inquiry

Qualitative Research Methods 

 

Professional Affiliations

American Educational Research Association

 International Society for Language Studies

American Association of Applied Linguistics

TESOL International Association