Heather Bobrow Finn
Academic Literacy and Linguistics
Phone: +1 (212) 220-8337
Heather B. Finn received her Ph.D. in Teaching English to Speakers of Other Languages (TESOL) from New York University. Her 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 language 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.
Teaching adult learners, Second-Language Acquisition, Second Language Writing, Qualitative Research Methods, Language and Literacy
- 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,
- 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.
- ESL 96 is an intensive reading and writing course for ESL students. It focuses on basic components of effective writing, including essay organization, paragraph development, 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. This course is designed to help students master and apply a full range of college-level reading, and related skills, including critical comprehension, vocabulary, writing, flexible rates of reading, and study strategies. A variety of college-level materials is used.
- 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.
- 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.
- 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
- 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.
- Finn, H. & Avni, S. (forthcoming). 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. (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
- Faculty Publication Grant (with Sharon Avni)
- William Stewart Travel Award