Heather Bobrow Finn

Professor
Deputy Chairperson
Academic Literacy and Linguistics

Office: N-481K

Office Hours:

Phone: +1 (212) 220-8337

Heather Finn’s expertise is in post-secondary language and literacy learning, particularly among adult immigrant and refugee English Language Learners in community college classrooms and community-based organizations. Her publications have focused on barriers to learning among English Learners in the second language writing classroom, the development of language and literacy within accelerated models of instruction, and faculty perspectives on pedagogy and curriculum in community college writing courses. She has taught a range of courses at NYU, John Jay College, and Kingsborough Community College, including second language writing pedagogy, ESL reading and writing, English composition, and critical reading.

Expertise

Teaching adult learners, Second-Language Acquisition, Second Language Writing, Qualitative Research Methods, Language and Literacy

Degrees

Ph.D. New York University, Teaching English to Speakers of Other Languages,
M.A. Teachers College, Columbia University, International Educational Development,
B.A. Cornell University, English,

Courses Taught

6 HRS.NULL LAB HRS. ESL 95 ESL 95 (Intensive Writing): This intensive writing course for ESL students focuses on basic components of effective writing, including paragraph development and structure, sentence structure, word choice, and content. Students read and respond to a variety of texts and use argumentation, narrative, and description as modes of developing ideas in writing.
6 HRS.NULL LAB HRS. ESL 96 ESL 96 (Intensive Reading and Writing): ESL 96 is an intensive integrated skills course that emphasizes academic writing and critical reading for ESL students. It focuses on basic components of effective writing and reading, including essay organization, paragraph development, sentence structure, word choice, and content. Students demonstrate comprehension of texts of varying lengths and genres by reading and responding to a variety of texts and using argumentation, narrative, and description as modes of developing ideas in writing. Students demonstrate critical reading skills related to analysis, synthesis, and evaluation. This course is designed to help students master and apply a full range of college-level reading and writing skills in English.
3 CRS.3 HRS. LIN 100 LIN 100 (Language and Culture (Same as ANT 115)): This course will introduce the student to the study of Language and Culture. The course will introduce related topics, such as bilingual/bidialectal families and bilingual education, language and gender, literacy in a changing, technological society, child language acquisition, and different dialects and registers of English. The readings will draw on works in linguistics, literature and related fields. Students will work on critical reading and produce writing based on the readings in connections with their own experiences and backgrounds.
3 CRS.6 HRS. LIN 100.6 LIN 100.6 (Language and Culture for ESL 95): This course combines Language and Culture (LIN 100) and Intensive Writing (ESL 95). This course will introduce the student to the study of Language and Culture. The course will introduce related topics, such as bilingual/bidialectal families and bilingual education, language and gender, literacy in a changing, technological society, child language acquisition, and different dialects and registers of English. The readings will draw on works in linguistics, literature and related fields. Students will work on critical reading and produce writing based on the readings in connections with their own experiences and backgrounds. Students will receive an earned grade in LIN 100.6 that is equivalent to a grade earned in LIN 100.This is an accelerated course that combines credit-bearing and developmental content. Passing LIN100.6 meets the writing proficiency milestone requirement; students who pass LIN 100.6 are exempt from further ESL courses. LIN 100.6 may not be taken by students who have passed LIN 100 or ESL 95 or are exempt from ESL courses.
Please note: Tuition for this corequisite course is charged by the equated credit (hours) not per credit.
3 CRS.3 HRS.NULL LAB HRS. LIN 210 LIN 210 (Foundations of Bilingualism): This introductory course provides an overview of the psychological, social, and political aspects of bilingualism. Topics covered include definitions of bilingualism, language development in bilingual children, the linguistic behaviors of bilingual speakers, language loss and maintenance, and socio-political issues pertaining to bilingual language policy and planning. Prerequisites: ENG 100.5 or ENG 101 or Any 100-level LIN course or Departmental Approval

Research and Projects

Publications

Finn, H. (2022). The impact of workforce development policies on literacy instruction for adult English learners. Journal of Adolescent & Adult Literacy, 65(6), 547-551. https://doi.org/10.1002/jaal.1235
Avni, S. & Finn, H. (2022). Remediation reforms and English learners. Teachers College Record, Date Published: February 02, 2022
https://www.tcrecord.org ID Number: 23977
Finn, H. & Avni, S. (2021). Linguistically responsive instruction in corequisite courses at community colleges. TESOL Quarterly, 55(4), 1221-1246. https://doi.org/10.1002/tesq.3080
Finn, H. & Avni, S. (2021). Combining developmental writing and first year composition classes: Faculty perspectives on what co-requisite teaching means for curriculum and pedagogy. In M. Siegal & E. Gilliland (Eds.), First Year Composition at the Community College: Empowering the Teacher. Ann Arbor, MI: University of Michigan Press.
Avni, S. & Finn, H. (2020). Meeting the needs of English language learners in co-requisite courses at community college. Community College Journal of Research and Practice, 1-15.
Avni, S. & Finn, H. (2019). Pedagogy and curricular choice in community college accelerated writing courses. Community College Journal of Research and Practice, 43(1), 54-64.
Finn, H. (2018). Articulating struggle: ESL students’ perceived obstacles to success in an intensive writing class. Journal of Second Language Writing, (42), 1-6.
Finn, H. (2018). Cultural influences in the writing of L2 students. In J. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching(pp. 2-6). Hoboken, New Jersey: Wiley.
Finn, H. (2017). Linking the past to the present: Using literacy narratives to raise ESL students’ awareness about reading and writing relationships. Teaching English in the Two-Year College, 44(3), 276-288.
Finn, H. & Avni, S. (2016). Academic literacy as language policy in community college developmental writing. Current Issues in Language Planning, 3-4(17), 369-384.
Finn, H. (2015). A need to be needed: The intersection between emotions, apprenticeship, and student participation in an adult ESL literacy classroom, Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 4(1), 36-47.
Finn, H.B. (2014). Encouragement and participation in a community-based adult ESL writing class: Perspectives from two Chinese learners. In W. Ma and C. Wang (Eds.), Learner’s Privilege and Responsibility: A Critical Examination of Chinese Students’ Experiences and Perspectives. Charlotte, North Carolina: Information Age Publishing.
Finn, H.B. (2010). Overcoming barriers: Adult refugee trauma survivors in a learning community. TESOL Quarterly, Special Topic Issue on Adult Language Learning and Migration.

Honors, Awards and Affiliations

PSC CUNY Award
2019-2020
Faculty Publication Grant (with Sharon Avni)
2018-2019
William Stewart Travel Award
2011, 2014