THEORY, METHODS, AND APPLICATION IN BILINGUAL EDUCATION (for younger learners)

EDML 461 (3 Units) Spring 2009

Professor: Elizabeth Quintero, Ed.D. [email protected] Office: 2811 Bell Tower East Office Hours: Tuesday 3:00-4:00 PM and Wednesday 3:00-4:00 PM or by appt. Telephones: Office: 805-437-3306, Cell: 917-579-8551

COURSE DESCRIPTION:

Focuses on young children’s content learning using academic English, teaching methods, assessment, and programming regarding multilingual language acquisition and English language development in the classroom. Emphasis on younger learners and their families. Required course for the Early Childhood Studies Program.

LEARNING OBJECTIVES:

Upon completion of the courses, the students will be able to:

 Explain the basic theory, terms, philosophies, problems, issues, history and practices related to the education of language minority persons in California and the US.  Explain the most important goals and the theoretical bases upon which bilingual education is founded.  Explain the interrelationships between bilingual education and English as a second language/English language development goals and methods.

***  Explain the existing pupil identification, assessment, and language reclassification or re- designation requirements for the state of California.  Explain models of multilingual education and their resulting implications for curriculum, instruction, and educational policy.  Explain how the current laws (Proposition 227, Education Code and State Board of Education policy etc.) affect the education of English Learners.

***

 Explain the basic competencies related to language acquisition and language development that are necessary to possess CLAD certification.  Apply developmentally appropriate teaching and learning practice in multilingual contexts, emphasis on content including process writing for EL's  Identify and critically review curriculum and content utilized in the classroom and application for EL's  Assess, evaluate and interpret various assessment data (qualitative and quantitative) with English Learners  Use various scaffolding strategies for teaching reading and writing across the curriculum and engage in relevant and appropriate instructional and curricular planning for EL's

COURSE CONTENT:

 Socio-cultural factors affecting L1 and L2 development and application to teaching, including Politics of education that is bilingual, multicultural, multilingual  Language & Literacy Learning and Content Learning for English Learners  Language Structure & Use - systems of language, oral and written discourse, language change  Theory & methods of instruction through English, English as a Second Language & English Language Development  English language learning - modern approaches and strategies that facilitate EL acquisition & academic achievement in multilingual school settings  Program Models - Transitional Bilingual Education (TBE), Sheltered Instruction, Specially Designed Academic Instruction in English, Structured English Immersion (SDAIE), Two-Way Immersion, Dual Language, Content Based ESL, Early Exit, Late Exit.  ELD, Content Based ESL & Traditional Sheltered Instruction  Literacy Strategies across the content core curricula, including L2 writing connection - across the content core curricula  Developing Cognitive Academic Language Proficiency  Content Areas and CALLA  Teaching Reading and Writing in ELD (And English Only Instruction for ELs  Specially Designed Academic Instruction (SDAIE) in English - Lesson Design Utilization of English Language Development Standards in teaching and planning instruction  Curriculum Evaluation - Recommended & Adopted Texts in CA for EL's  Assessment and Evaluation of EL's across the curricula  Parental and community involvement and engagement in bilingual, multicultural/multilingual schools

This course builds upon the knowledge learned in ENGL 475 and extends it to working with younger children, children’s families, and to students in elementary school population with a greater emphasis on bilingual education and the implications of second language learning on all parts of the curriculum.

REQUIRED TEXTS:

Ada, Alma Flor & Campoy, F. Isabel. (2003). Authors in the Classroom: A Transformative Education Process. New York: Allyn & Bacon.

2 Buhrow, B. & Garcia, A.U. (2006). Ladybugs, Tornadoes, and Swirling Galaxies: English Language Learners Discover their World Through Inquiry. New York: Stenhouse Publishers.

CLASS FORMAT:

The class will be structured in a “Problem-posing” format reflective of Critical Theory. The format encourages participation by students and professor, the acknowledgement of multiple histories and sources of knowledge, and transformative action connecting class learning and practice. The Listening, Dialogue, and Action class activities include large group activities, small group activities, individual work, and lecture as learning methods. The activities will be structured to facilitate the connections among the readings, lecture information, and outside assignments with multilingual children and families. Students will participate in the Authors in the Classroom process (from the text by Ada and Campoy) as a way to incorporate learning from the extensive list of topics in course content.

ALIGNMENTOF STANDARDS FOR EDUCATOR DEVELOPMENT TO FOSTER STUDENT LEARNING

The class will address the National Association for the Education of Young Children “Where We Stand--Many Languages, Many Cultures: Respecting and Responding to Diversity” as well as the State of California English Learners Programs and information to improve language proficiency of English Learners and help them meet content standards adopted by State Board of Education.

COMMITMENT TO INFUSION OF COMPETENCIES TO ADDRESS THE NEEDS OF ALL CHILDREN

The Teacher Education Program Faculty is committed to infusing language, culture, special education/exceptionality, gender and technology competencies across the curriculum. These competencies are drawn from the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs. These competencies are attached to the syllabus and the competencies covered in this course are highlighted.

COURSE REQUIREMENTS AND ASSIGNMENTS:

I. Class Participation and Attendance (25 points)

Students are expected to attend each class session. For successful participation, you are expected to read the assigned weekly readings before each class meeting, be prepared for each session, and participate actively in class activities and discussions.

II. Reading Reactions (40 Points)

3 Reading reactions consist of reflective writings on assigned readings. Guidelines for each reflection will be provided at the time of assignment of readings based on the topic and the reading.

IV. Self-Assessment Project and Presentation (35 points)

Students should be regularly using intellectual standards in an explicit way everyday through self-assessment. This should be designed into instruction as a regular feature of it. The assignment for this course regarding self-assessment is:

Create, document, and present a self assessment project that addresses 1) at least four of the objectives stated on the syllabus, 2) your readings, 3) your analysis of Authors in the Classroom work, 4) your connecting your learning in your work with young children and families.

The assignment will be addressed in class on a regular basis before the final project is due.

IMPORTANT POLICIES

SUBMISSION OF WORK

All assignments are due on the dates indicated. Assignments must be typewritten/word processed, double-spaced, with standard 1” margins. It is expected that all assignments will reflect university-level composition and exposition. Use of electronic spelling and grammar checking is encouraged. A printed, paper copy of all assignments must be submitted to the instructor at class on the due dates specified. Late assignments will not be accepted and in- class activities cannot be made up at a later date. If you are absent from class, it is your responsibility to check on announcements and assignments made while you were absent.

WRITING REQUIREMENT

Effective written and oral communication at advanced levels is important for full participation and success in this course. THIS COURSE MEETS THE REQUIREMENT OF UPPER DIVISION INTENSIVE WRITING.

STUDENTS WITH DISABILITIES

Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class are requested to inform the professor and the campus Disability Accommodation Office in writing at the beginning of the course or when known. Adaptation of methods, materials, testing, or field experience may be made as requested and required to provide for equitable participation in the course. For information about the University’s Disability Accommodation Office, contact Dr. Terri Goldstein at 437-8528.

PLAGARISM

4 All work that students submit as their own work must, in fact, be their work. For example, if a paper presents language taken from other sources – books, journals, web sites, people, etc. – must be cited. In accordance with the CSU Channel Islands policy on academic dishonesty, students in this course who submit the work of others as their own (plagiarize), help other students cheat or plagiarize, or commit other acts of academic dishonesty will receive appropriate academic penalties, up to and including failing the course. Individual course assignments with plagiarized ideas or language will be graded “F”. Students are encouraged to consult with the professor on when and how to document sources.

CLASS ASSUMPTIONS

 The process of learning is an on-going process for all involved in this class and requires constant critique, reflection and action.

 Learning is seen to be a collective process, where participants share and analyze experiences together in order to address concerns, and relying on each others’ strengths and resources rather than either addressing problems individually or relying totally on outside experts to solve them.

 Content in this process is emergent. Students have to be involved not only in determining content, as well as explicitly reflecting on what counts as knowledge, how learning takes place, and their own roles in the process. The “bank” from which content is drawn is the social reality of students’ lives and experiences in conjunction with expert opinion, research and practice. It may range from the very immediate context of the classroom itself, of family and community context, and/or to broader political issues.

 Progress is seen to be cumulative and cyclical rather than occurring in discrete, linear steps.

5 Tentative Class Agenda

Date Activity Reading Assignments (due following class)

Jan. 21 Introductions, Syllabus, etc. Read pp. 1-20 in Authors in Classroom and respond to Explorations on those pages, read intro, pp. 1-8 in Ladybugs.

Jan. 28 History of Bilingual Education, Read pp. 21-31 in Authors in English as a Second Language Classroom– including responses to Education Explorations on those pages, read Ch. 1 in Ladybugs.

Feb. 4 Pupil identification, assessment, Read Chs. 2 and 3 in Authors California policies, affect on ELLs in Classroom– including responses to Explorations on those pages, read Ch. 2 activities in Ladybugs.

Feb. 11 Personal Story in Language Part II—Units 1 & 2 (through p. 99 Acquisition in Authors in Classroom including activities, Handouts CA State Education Office, read Ch. 3 in Ladybugs.

Feb. 18 More on national and state policies Read Unit 3 in Authors in and effects on children and families Classroom – including activities, read Ch. 4 in Ladybugs.

Feb. 25 Looking at competencies related to Read Unit 4 in Authors in Classroom Language acquisition & CLAD including activities, read Ch. 5 in certification Ladybugs.

March 4 Developmentally appropriate Read Unit 5 in Authors in Classroom teaching in multilingual contexts, – including activities, read Ch. 6 in emphasizing content and process Ladybugs. writing

6 March 11 Culturally appropriate Unit 6 in Authors in Classroom teaching in multilingual contexts, – including activities, read Ch. 7 emphasizing content scaffolding in Ladybugs.

March 18 Curriculum for ELLs, infants & Unit 7 Authors in Classroom – toddlers including activities, read Ch. 8 in Ladybugs.

March 25 SPRING BREAK

April 1 Curriculum for ELLs, pre-K Unit 8 Authors in Classroom – including activities, read Ch. 9 in Ladybugs.

April 8 Curriculum for ELLs, Kinder Unit 9 Authors in Classroom – including activities, read Ch. 10 in Ladybugs.

April 15 Curriculum for ELLs, Grades 1 & 2 Independent research

April 22 Assessment for ELLs Independent research

April 29 Self-assessment workshop

May 6 Presentations

7