LANGUAGE, LITERACY, AND INTERCULTURAL STUDIES Tuesday 4:30-7:05:

LANGUAGE, LITERACY, AND INTERCULTURAL STUDIES
BILC 6361 Issues in Dual Language Education
Tuesday 4:30-7:05:
Dr. Yvonne S. Freeman e-mail [email protected]
Dr. Sandra Mercuri [email protected]
Office hours Dr. Freeman
Monday 2:00-5:00, Tuesday 2:00-3:30 and by appointment
Office: EDBC 1.120 Phone: 882-5725
Office hours Dr. Mercuri:
Course Description: This course focuses on the psychological, socio-cultural,
cognitive, and cultural factors that shape bilingual education programs. Students
will analyze trends, issues, models, and politics of bilingual education looking
specifically at dual language education.
Goals: Students will be exposed to recent publications related to bilingual education and
come to understand key concepts in bilingualism. They will come to understand bilingual
education not only in the Rio Grande Valley but in the broader world context. They will
understand different models and, in particular, be able to explain dual language education
and its importance for bilingual students.
Student Learning Outcomes: 1) Students will read and respond to reports,
textbook readings, and journal articles related to bilingual education around the
world demonstrating an understanding of the readings and showing the ability to
interpret and apply the concepts to bilingual students and bilingual programs in the
Rio Grande Valley through response papers.
2) Students will carry out action research projects in bilingualism with bilinguals
applying key concepts from the readings to their findings.
3) Students will choose journal articles on dual language education to report on and
connect to their textbook readings.
4) Students will prepare a final presentation highlighting key learning from the
course.
Required Textbook
(1) Baker, Colin. (2006). Foundations of Bilingual Education and Bilingualism, Fourth
Edition. Clevedon: Multilingual Matters.
(2) Freeman, Y and D. Freeman. (2002) Closing the Achievement Gap: How to Reach
Limited-Formal-Schooling and Long-Term English Learners. Portsmouth: Heinemann
Other Required Readings
3) García. O., Kleifgen, J.A. & Falchi, L. (January 2008). “From English language
learners to emergent bilinguals.” Campaign for Education Equity: Teachers
College. (on blackboard) also
www.tc.edu/i/a/document/6468_Ofelia_ELL__Final.pdf
4) Garcia, O. (2010). “Misconsturctions of Bilingualism in the U.S.” New York SABE
News.
5) Borkowoski, John W., and LLC Hogan & Hartson. "Legal Issues for School Districts
Related to the Education of Undocumented Children." In 978-088364-311-2,
edited by The National School Board Association and The National Education
Association. Alexandria, VA: The American School Board Association, 2009
www.nea.org/assets/docs/09undocumentedchildren.pdf.
6) Cummins, Jim. "Rethinking Monolingual Instructional Strategies in Multilingual
Classrooms." Canadian Journal of Applied Linguistics 10, no. 2 (2007): 221-140.
ojs.vre.upei.ca/index.php/cjal/article/viewFile/267/328
7) Gándara, Patricia, and Megan Hopkins. "The Changing Linguistic Landscape of the
United States." In Forbidden Language: English Learners and Restrictive
Language Policies, edited by Patricia Gándara and Megan Hopkins, 7-19. New
York: Teachers College, 2010.
8) Gándara, Patricia, Daniel Losen, Diane August, Miren Uriarte, M. Cecilia Gómez, and
Megan Hopkins. "Forbidden Language: A Brief History of U.S. Language
Policies." In Forbidden Language: English Learners and Restrictive Language
Policies, edited by Patricia Gándara and Megan Hopkins, 20-33. New York:
Teachers College Press, 2010.
9) King, Kendall, and Lyn Fogle. "Raising Bilingual Children: Common Parental
Concerns and Current Research." In CAL Digest. Washington, D.C.: Center for
Applied Linguistics, 2006.
www.cal.org/resources/digest/raisebilingchild.html
10) Olsen, Laurie "Reparable Harm: Fulfilling the Unkept Promise of Educational
Opportunity for California's Long Term English Learners." Long Beach, CA:
Californians Together, 2010.
www.calfund.org/pub_documents/reparable_harm_full_final_lo.pdf
Course Evaluation:
Students will do readings related to bilingual education and be asked to respond and
reflect on the readings. In addition, they will do application projects connected to the
topics. Through class discussions of readings and application projects students will
demonstrate the ability to analyze and reflect.
Course Requirements
Course Requirements
Attendance and Participation It is expected that students attend all classes, come to
class fully prepared, and participate in class discussion.
E-mail -It will be necessary to check your e-mail at least three times a week to read
amessages from your professor either clarifying or reminding you of assignments. In
addition, there will be times that an e-mail response from you may be required.
Check your e-mail frequently for reminders and messages from the professor.
Reading Assignments: It is expected that students will complete readings assignments
on time and be prepared to discuss what they have read. The professor will provide both
preview and review lecture and respond to questions and written assignments from the
readings.
Guided Response papers to readings: Papers must be turned in on time. Find a reader
to edit your paper before turning it in. Points will be deducted for late assignments.
Guided Applications: These are activities related to the readings and are meant to help
students connect the course content to the school and community context in which they
live and work. Students will carry out these activities, take notes on findings, and report
back both orally and in writing. Application papers should not only report findings but
also connect to the readings. SUBMIT these electronically before class and bring a copy
to class. Points will be deducted for late assignments.
Applications #1 Due before 9-13 (post on blackboard)
1. Page 17 of García lists common characteristics of ELLs. Look at the ELLs in your
school. List the characteristics that are the same for your school.
ELLs Common characteristics
Characteristics of ELLs in ___________
Most ELLs are Spanish-speaking Latinos
2. In Closing the Achievement Gap there is a discussion of Ogbu’s classification of
immigrant and involuntary minorities (pp. 6-11). Both groups experience discrimination,
but they react differently. Consider one or two emergent bilinguals in your schools. What
characteristics do you notice that they have? Are they immigrant or involuntary? Explain.
3. Find one LTEL and one LFS student at your school or in your district. Interview that
student and report the student’s immigration background, family background, and
schooling background. What do those students’ need from school?)
4. List the four keys for success in Closing the Achievement Gap. What activities or units
described in the book did you particularly like? Why?
Application #2 Due before 9/17 (post on blackboard)
1. (Baker, Chapter 1) Think about students, friends, colleagues, and family members.
List one example of each of the following telling the name of the person, how you know
the person (can be you, a family member, friend, student, co-worker, etc) and describing
why the person fits the dimension of bilingualism. (It is easiest to do this in a chart form)
Example
Name
Relationship
Why?
Productive bilingual Sandra Mercuri Colleague at the
Sandra reads, writes,
university and friend speaks, and understands
Receptive Bilingual
Christian
Husband of a family
friend
Spanish and English
Christian reads and
understands quite a bit
of English but is more
comfortable not
speaking or writing it.
1) productive bilingual
2) receptive bilingual
3) Someone with bicultural competence
4) An example of an endogenous community
5) An example of an exogenous community
6.) Elective bilingual
7) Circumstantial bilingual
2.
Make a chart like the one on p. 5 of Baker reflect on what language you use with
different targets and in different domains. List the targets and which language(s) you
use (Spanish, English, other) and then the domains and which languages you use. If you
are NOT bilingual, choose a bilingual person or student you know well enough to answer.
3. (Baker, Chapter 3)
Fishman describes on page 61 eight stages for disrupted languages. Consider Spanish and
one other language you know about or have read about. Where do those languages fit in
the stages? Why?
4. In Chapter 3 of Foundations and Chapter 1 of Gándara and Hopkins languages and
language distributions was discussed. Write a sentence or two about each of the
following.
a. What did you learn about the languages of the world?
b. About languages in the U.S?
c.About ELLs success in the U.S.?
d. About teachers of ELLs?
Application #3 Due before 10-18 (Post on blackboard)
1. Look at the chart on p. 70. Where do you fit on the chart? Where does you school
community fit? (You may need to think of different groups)
2. King and Fogle make four points about childhood bilingualism. Do you think parents
understand them?
3. García describes four misconstructions of bilingualism. Do you think teachers and
administrators at your school would agree?
4. Do you think that the Spanish language is seen as a problem, a right, or a resource in
the your area in general? in your school district? in your home? For those in the Houston
area, how are other languages viewed?
Application #4 (Due 11-1) Post on blackboard
(1) Do a survey of 5 of your colleagues asking them the following true or false questions.
(You may edit the questions to make them clearer to the people you interview) Make a
chart of the answers.
1) The younger a person is the easier it is to learn a second language.
2) Older learners do not master a second language because it is more difficult to learn a
language at an older age.
3) There is research evidence showing that if a person does not begin learning a second
language before puberty, they will not be able to become proficient in a second language.
4) ELLs should be allowed to keep their first language because they can then maintain
their social identity.
5) Older learners learn a second language faster than younger learners.
6) Power relationships between students learning English and teachers and communities
influence language learning.
Compare their answers with those in your reading.
2. Do a survey of 5 of your colleagues asking them the following true or false questions.
(You may edit the questions to make them clearer to the people you interview) Make a
chart of the answers.
1. English language learners will learn English best if they are immersed in all English.
2. English language learners will learn English best if they are given some first language
support (for a few months or a year) and then immersed in all English.
3. Children who are taught in two languages get confused.
4. A child who comes to school speaking only Spanish and learns all in English will do
better than a Spanish speaking child taught in English and Spanish.
5. A child who comes to school speaking Spanish will do well in school in English if
he/she learns to read and write well in both Spanish and English.
6. Teaching a Spanish speaking child all in English can harm the child’s academic
achievement in English.
7. When teaching in a bilingual classroom, the languages must be kept separate at all
times.
Compare their answers with those in your reading.
Application #5 Due 11/22
1. Do a timeline of bilingual/ESL education in the U.S.
Guided Response Papers
Paper #1
In about five to eight pages respond to the following points referencing the readings you
have done (García and Baker.)
(1) Compare education of ELLs in the Rio Grande Valley or the Houston area (and your
district in particular) with García’s discussion in “ From English Language Learners to
Emergent Bilinguals” including demographics and characteristics of students, programs
and policies for ELLs, and quality of instruction and materials.. Does your school/ area
match what García has to say?
(2) Describe the characteristics of long term and limited formal English language
learners. Also, describe immigrant and involuntary minorities according to Ogbu. After
you give these characteristics, describe two students you know who represent the
different groups explaining how they fit the characteristics.
(3) In Closing the Achievement Gap the authors suggest four keys for success for ELLs.
What are the four keys? Describe a different activity you read about or you have done in
your classroom for each key. (You should have at least four activities.)
(4) Baker writes about language loss around the world Summarize what Baker tells us
about language death and what we might do to prevent it.
(5) Gándara and Hopkins write about ELLs in the U.S., the languages they speak, the
academic struggles they have, and the teaches who teach them. In two or three paragraphs
summarize what you learned from this chapter about the “linguistic landscape in the
U.S.”
Paper #2
In about five to eight pages respond to the following points referencing the readings you
have done
1. (2) García describes four misconstructions of bilingualism in U.S. education in her
short NYSABE News article. Explain each in your own words. Do you agree with her
about each? Explain
(2) Baker discusses additive and subtractive language contexts. Ruiz discusses language
as a problem, a right, and/or a resource. What do you believe is the context in your
district Explain why.
(3) Is codeswitching good or bad? Is it a strength or a weakness? When do people
codeswitch? Explain your answer and use yourself and others if you wish as examples.
(4) Explain the balance theory and what Cummins termed “separate underlying
proficiency.” How is the “common underlying proficiency” theory different? Which of
the two explains transfer? What is the idea behind the dual iceberg theory? You may use
examples of people to help clarify the distinction. What is the Thresholds Theory?
Where do students who do not get bilingual education fall on the threshold? Why?
(5) What is Cummins distinction between BICS and CALP? What are some of the
boundaries and limitations of BICS and CALP? Use some real life examples to show you
understand one or two of the limitations. Cummins’ quadrants help educators evaluate the
language they use in the classroom and decide how to help ELLs understand instruction.
Explain each quadrant and give some activities that could fit into each. (You may use a
drawing like the one on page 181, but come up with your own activies.)
Final presentation For this final, you will prepare a power point presentation (working
in pairs) summarizing what you have learned about bilingualism and second language
acquisition in this class. You should bring together the different theories, research, and
practices you have been reading, writing, and talking about in this course. You should
state what kinds of curriculum and/or programs students (and especially ELL students) in
your district need. In your discussion, you should cite (naming the theorist) at least 6
different theories that are relevant, 4 to 5 research studies and or reports, and list
principles of teaching and learning that you studied (crediting the academic who came up
with these ideas). Your conclusion should include summary points of how you can best
meet the needs of the different types of students who come to school as speakers of
languages other than English. Provide a handout for the professor and your classmates
with the key points.
Grading- Your grade will be based on your written work, and your participation and
attendance. If you see that your grade is not good, please talk to the instructor. Do not
wait until the end of the course to talk about how you might improve your grade.
Date
8/23
8/30
Week
One
Two
Assignment due
Six Advantages of bilingual education-Who are you?
• Read García. O., Kleifgen, J.A. & Falchi, L. (January 2008). From
English Language Learners to Emergent Bilinguals.
9/6
Three
No
Class
Labor
Day
9/13
Four
• Read ALL of Closing the Achievement Gap book (Freeman,
and Freeman, with Mercuri)
Carry out Application #1 to turn in on 9/13
(Post on Blackboard or e-mail by 9/13- also bring copy to class
to discuss).
• Read ALL of Closing the Achievement Gap book (Freeman,
and Freeman, with Mercuri)
Carry out Application #1 to turn in on 9/13
(Post on Blackboard or e-mail by 9/13- also bring copy to
class to discuss).
9/20
Five
• Read "Reparable Harm: Fulfilling the Unkept Promise of
Educational Opportunity for California's Long Term English
Learners." pp. 1-49
• Read Chapter 1 in Baker, “Definitions and Distinctions” p. 2-19
9/27
Six
10/4
10/11
Seven
Eight
• Read Chaptes 3 in Baker’s Foundations (pp. 43-66).
• Read Gándara, Patricia, and Megan Hopkins. "The Changing
Linguistic Landscape of the United States." 7-19. (Chapter 1)
Carry out Application #2 and turn in?? or bring notes to class
Paper #1 Due
• Read Chapter 4 in Baker’s Foundations pp. 68-94 and Chapter 17
pp. 382-397.
10/18
Nine
• Read Chapter 5 Foundations pp. 96 -118
• Read “Raising Bilingual Children (King and Fogle). (on
blackboard) 4 key points Do Parents Understand Them?
•Read “ Misconstructions of Bilingualism in U.S. Education”
García (on blackboard) 4 Misconstructions Do schools
10/25
Ten
11/1
Eleven
11/8
Twelve
11/15
Thirteen
11/22
Fourteen
12/29
12/6
Fifteen
Sixteen
understand them?
Carry out Application #3 and turn in or???bring notes to class.
• Read Chapter 6 pp. 120-141 of Foundations
• Cummins, Jim. "Rethinking Monolingual Instructional Strategies
in Multilingual Classrooms." (on blackboard) pp. 221-140.
• Read Chapter 7 Foundations pp. 143-165
• Read Chapter 8 Foundations pp.167-186
Carry Application #4 and turn in or???bring notes to class.
• Paper #2 Due
• Read Chapter 9 Foundations pp. 188-211
• Gándara, Patricia, Daniel Losen, Diane August, Miren Uriarte, M.
Cecilia Gómez, and Megan Hopkins. "Forbidden Language: A Brief
History of U.S. Language Policies." (Chapter 2) pp. 20-33 (on
blackboard)
Fill in Timeline as you read
• read Borkowoski, John W., and LLC Hogan & Hartson. "Legal
Issues for School Districts Related to the Education of
Undocumented Children.". Read all including introduction
Turn in Timeline
Work on final presentations
Present final presentations
Attendance and participation
20
Guided papers (2) (20 points each)
40
Application Projects 5 (5 points each)
25
Final Exam ( Presentation)
15
A Outstanding scholarship. Performance that significantly exceeds the
requirements and qualitative expectations of the course. Superior mastery of
subject matter. Initiative and self-direction leading to significant study and
related activity beyond course requirements.
B Good Scholarship. Performance that fully meets all the requirements and
qualitative expectations of the Course. Solid mastery of subject matter.
C Marginal Scholarship. Performance that meets the requirements and
qualitative expectations of the course but does not indicate solid mastery.
Criteria for Class Participation
Outstanding Contributor: Contributions in class reflect thorough preparation and critical thinking.
Ideas offered are usually substantive, provide one or more major insights as well as direction for the
class. Arguments, when offered, are well supported and persuasively presented. If this person were
not a member of the class, the quality of the discussion would be diminished significantly.
Good Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually
substantive, provide good insights and sometimes direction for the rest of the class. Arguments,
when presented, are well supportive and are often persuasive. If this person were not a member of
the class, the quality of the discussion would be diminished considerably.
Adequate Contributor: Contributions in class reflect satisfactory preparation. Ideas offered are
sometimes substantive, provide generally useful insights. Arguments are sometimes presented, and
are fairly well supported.
Non-participant: This person has said little or nothing in the class. Hence, there is no adequate basis
for evaluation.
Unsatisfactory Contributor: Contribution in class reflects inadequate preparation. Ideas offered are
seldom substantive, provide few if any insights, and rarely a constructive direction for the rest of
the class.
Note: Student are to turn cellular phones and pagers off during classroom sessions.
Note: Students may only use computers during class time in specified situations.
Note: Course assignments, due dates, etc are subject to change at the discretion of the
professor. Changes will be announced with ample time.