In this case study, I concentrated on describing the process involved in a 3-hour lesson plan—context, process, types of assessment—for the Parsons First Year program LS Integrative Studio course, which foster inclusiveness and equity in classroom spaces by acknowledging English varieties—being accepting of accents and social identities—and aiming to develop fluency for intelligibility. I adapted this lesson plan, which involves writing an argumentative paper—from my Second Language through Design[ing] reference book; my analysis of this process in a classroom setting provided me with a reference point to advocate for language integration into curriculum development of design studio courses across The New School University.

Since completing this artifact gave me the time and space to test an adaption of one of the lesson plans included in my reference book, the artifact also provides evidence of Pedagogy and Curriculum development in a professional setting—in my position as LS design studio teacher—hence afforded qualitative data to support the rationale behind my Second Language through Design[ing] reference book.

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