The instructor reserves the right to revise this schedule as needed.
New Mexico Highlands University – School of Education
Course Number & Course Name: Theories & Principles of Bilingual Education GNED 4/512 Semester & Credits: Summer 2013, 3 credits Schedule: 9AM – 2:30PM Fridays—6/7, 6/14, 6/21, 6/28, 7/5, 7/12, 7/19, 7/26 Instructor: Edward Tabet-Cubero [email protected] Cell: 505 433-8128
Required Texts: Collier, V. & Thomas, W. (2009). Educating English Learners for a Transformed World. Albuquerque, NM: Fuente Press **Additional readings will be available electronically and are noted in the syllabus calendar
Computer use is not allowed (emailing, web surfing) unless it is a directed part of a classroom activity. If you need to use your computer for note taking during class please check with the instructor prior to doing so for this class.
Course Catalog Description This course is designed to provide students a comprehensive overview of the fundamental theories and principles of bilingual education in the United States in terms of the law and the practices which merged into the current situation. Topics include: • US history of Bilingual Education including reauthorization of ESEA. • US law regarding bilingual education with focus on Lau vs. Nichols and Castaneda vs. Pickard. • Language-in-education policy in relation to English Only versus English Plus initiatives (e.g., California Proposition 227, Arizona Proposition 203, and No Child Left Behind Act of 2001); • Various Bilingual Program Models (e.g., transitional bilingual programs, language maintenance programs, immersion programs); and an overview of NM State Bilingual Education. • Issues related to language development and language assessment; culturally competent teaching; parent/family/community engagement; and, advocacy initiatives nationally.
Course Goals & Learning Outcomes
Upon completing the course you will be able to:
Identify the historical and legal foundations of bilingual education and relate these to specific bilingual program requirements and procedures in New Mexico. Identify different models of bilingual education and assess these in relation to the characteristics of effective bilingual/L2 instruction in bilingual, English language development and mainstream classrooms. Participate meaningfully with an understanding of multiple perspectives in discussions and decision-making activities involving issues of bilingual education program design and implementation To understand the political positions held by supporters of bilingual education and supporters of the English-only movement. To develop a strategic framework for teaching second language learners and consider implications for classroom instruction. To develop an understanding of bilingual, dual language and ESL program models. To explore the historical and legal situation of second language learners in the U.S. educational system.
School of Education Conceptual Framework 1
“The NMHU School of Education believes in democratic access to an education, both theoretical and authentic, that allows the reflective learner to continue to develop cultural schemas and diverse cognitive processing skills to construct a knowledge base, practice the skills and develop professional dispositions in authentic settings needed to excel in education, leadership, counseling or other self- determined endeavors.”
Required / Supplemental Materials & Supplies All undergraduate students admitted during the Fall of 2009 and after, are required to purchase Chalk and Wire. Graduate students admitted to the School of Education, admitted during the Fall of 2009 and after, are required to verify with course instructors the status of Chalk and Wire utilization in their program of study. If the program requires C & W then the student is required to purchase. All Graduate students admitted in the Fall of 2010 will be required to purchase Chalk and Wire. 2
Attendance: Attendance is imperative. Attendance will be taken. A student's final grade will be lowered for sessions missed. Lateness and leaving early will also be taken into account. Attendance, knowledge of required readings, and active participation in cooperative groups is a major component of the course. Students are required to complete readings and participate in class discussion activities and presentations. During the “lecture” portion of this class, we will try different techniques in the teaching of bi-literacy, discuss the text and our experiences teaching, and develop our own methods, materials and evaluation systems based on our experiences.
NMHU Academic Integrity Policy Because academic dishonesty in any form compromises the university’s reputation and thus devalues the NMHU degree, it simply will not be tolerated. Consequently, students caught cheating, plagiarizing, or doing anything which involves trying to pass off someone else’s intellectual work as their own, will be subject to disciplinary action (NMHU Student Handbook).
Disabilities Accommodations (ADA Policy) NOTE: “In accordance with federal law, it is university policy to comply with the Americans With Disabilities Act (ADA). If you believe that you have a physical, learning, or psychological disability that requires an academic accommodation, contact the Coordinator of Accessibility Services by phone at (505) 454-3188 or 454-3252, via e-mail at [email protected], or visit Room 108 of the Felix Martinez building on the Las Vegas campus. If you need the document upon which this notice appears in an alternative format, you may also contact the Coordinator of Accessibility Service.” David Esquibel Student Advisor/Coordinator of Testing and Accessibility Services (revised 4/09)
NMHU Inclement Hotline 505-426-2297 1-866-231-2366 www.nmhu.edu INTASC Standards (Interstate New Teacher Assessment and Support Consortium)
Course Grading Policy Possible Points 1. Three in-class reflection papers (10 pts. each x three) 30 2. Mid-session exam (take home) 15 3. Final case study project (written) 20 4. Final case study project (oral presentation) 15 5. Participation and Attendance 20 Total Points Possible 100 Your final grade will be the total of points accumulated for the projects, activities and participation listed above. A=90 or better; B=80-89; C=70-79; D=60-69; F=59 and below.
Assignment Descriptions
1. Reflection Papers: Each student will prepare three in-class reflection papers connected to the assigned readings, class discussions, or guest presentations. Key elements of reflection papers include: (1) Self-reflection on the issue/topic; (2) Reference to course readings; (3) Relevance to linguistically diverse students; (4) Classroom application by you as a teacher.
2. Mid-session exam (take home) A take home exam will be required. It will consist of two questions dealing with content discussed in class and assigned readings. The purpose of the exam is for students to: Apply course readings to the exam topics Further develop your own personal theory of bilingual education Provide additional research to exam topics
3. Final Project: Each project should include a written synopsis (3 page minimum) as well as a powerpoint presentation (10 minutes). There are four options for the final project:
Option 1: Palo Verde School Program You will be provided with a fictitious community complete with demographics, ethnic breakdown of students, economic trends, an overview of a recently opened elementary school called Palo Verde and a series of tasks. The goal of this project is to have you work in groups and develop a bilingual program for this school complete with mission statement; goals, outcomes; a parent and community involvement plan; a professional development plan, and a budget. Your budget will be developed similar to how schools in NM create program budgets.
Option 2: Issue Debate This project will require students to work in pairs. Each partner will select one perspective on a current or historical bilingual education issue and engage in a debate. For example, a pair may select the Serna v. Portales case, and one partner would argue the Serna side, while the other would argue the side of Portales School District (whether you agree or not), being sure to accurately portray and highlight each side’s key arguments. The pair would then share their own conclusions/opinion related to today’s context and their own experiences. Another option could be to argue the pros/cons of New Mexico’s new teacher evaluation system and its impact on teachers of linguistically and culturally diverse students.
Option 3: Parent Presentation Prepare a powerpoint presentation for the parents of your school/community explaining the following key components of bilingual education: 1. Legal obligation to ELLs 2. Bilingual Education theory 3. Program models w/pros/cons 4. Results
Option 4: Analysis of A to F Grading of NM Schools Compare multiple (at least 6) schools’ A-F report cards on the NM PED site. Provide an analysis of the data for linguistically and culturally diverse sub-groups, eg growth compared to overall school grade; comparisons to different schools; trends or lack of trends in the way school grades are allocated.
4. Participation and Attendance Students are expected to attend all class sessions, arrive on time, and stay through the duration of the session. Student participation is a vital component in demonstrating completion of the class readings as well as contributing to the shared construction of understanding of course content. One fifth of students’ grades will be based on participation and attendance.
Course Schedule
Session 1: June 7 Topics and Activities Readings Assignments Due -Introductions Nieto, David. A Brief History of Bilingual Education in TBD -Course Overview the US -Overview of Bilingual Education http://www.urbanedjournal.org/sites/urbanedjournal. -Highlights from Bil. Ed. Research org/files/pdf_archive/61-72--Nieto.pdf -Intro to ESEA and corresponding current issues http://www.ed.gov/about/offices/list/oela/index.html
http://www.ed.gov/admins/lead/account/lepfactsheet Guest: Dr. Paul Martinez .pdf
http://www.ed.gov/programs/sfgp/gtepsfgp.pdf
http://www.ed.gov/programs/betp/legislation.html
http://www.ed.gov/teachers/how/academic/foreign- language/teaching-language.html
http://www.ncela.gwu.edu/resabout/nclb/
Session 2: June 14 Topics and Activities Readings Assignments Due -Changing demographics of US -Ch. 1-2 of Collier and Thomas (before) Reflection 1 (in schools -14th Amendment to US Constitution (before) class) -Labels for linguistically diverse -Brown v Board of Education (before) students -Lau v Nichols (in class) -Achievement gap -Castañeda v Pickard (in class) -Legal obligations (federal) -Cisneros v Corpus Christi ISD (in class) -Parent/Community Engagement -Serna v Portales Municipal Schools (in class)
Session 3: June 21 Topics and Activities Readings Assignments Due -Role of the Office for Civil -Ch. 3-4 of Collier and Thomas (before) Rights -Cummins: Bilingual Child’s Mother Tongue (in class) -Castañeda Standards http://iteachilearn.org/cummins/mother.htm -Academic Language Overview -Native Language Instruction -Cummins: BICS & CALP Clarifying the Distinction (in Overview class) http://iteachilearn.org/cummins/bicscalp.html -2nd Language Acquisition Overview Cummins Video: -The Prism Model: Academic, http://www.dlenm.org/index.php?option=com_cont Linguistic, and Cognitive Dev’t in ent&view=article&id=101:jim-cummins- 2 Languages keynote&catid=119:dlenm-videos&Itemid=19
Guest: Ruth Kriteman
Session 4: June 28 Topics and Activities Readings Assignments Due - Components of Sheltered -Wong-Fillmore and Snow, What Teachers Need -Reflection 2 (in Instruction to Know About Language (before) class) -Features of Academic Language http://people.ucsc.edu/~ktellez/wong-fill- -Language Functions snow.html -L1 and L2 Instruction -Cross-Language Transfer -Colorin Colorado—Language Objectives: The key to effective content area instruction for English learners http://www.colorincolorado.org/article/49646/
Session 5: July 5 Topics and Activities Readings Assignments Due -NM’s History of Bilingualism - Language Rights and NM Statehood (before) Mid-Term -Impact of Current “Reform” -Goldenberg—Teaching ELLs: What the Initiatives on ELL Instruction (A Research Does and Does not Say (before) to F Grading of NM Schools and -Article 23 Bilingual Education Law (in class) Teacher/Principal Evaluation) -NM English Plus Resolution (in class) -Parent/Community Engagement -Proclamation of NM as Multicultural State (in class) -NMHU Toolkit (in class)
Session 6: July 12 Topics and Activities Readings Assignments Due -Bilingual Education Program -Ch. 5-6 of Collier and Thomas Models -Speaking in Tongues Video -Long-Term Results for ELLs -DLeNM Videos: Voces Bilingues, American -Expectations Graduate -Different State Approaches to Linguistic Diversity
Session 7: July 19 Topics and Activities Readings Assignments Due -Current Issues in Bilingual -Ch. 7-8 of Collier and Thomas (Before) Final Project Education -Current Events, including ESEA Reauthorization, Reflection 3 (in -Federal and State Issues NM Legislation class) -Advocacy -The Elevator Speech for Bilingual Educators: Honing our Talking Points
Session 8: July 26 Topics and Activities Readings Assignments Due -Final Project Presentations -Make Up Final Project -Course Evaluation
6.64.10.9 COMPETENCIES FOR ENTRY-LEVEL BILINGUAL EDUCATION TEACHERS:
A. Language other than English (1) The teacher communicates effectively orally and in writing *(where the written form exists and is allowed) in the language other than English. For Native American languages which have locally developed tribal standards for language proficiency, tribal standards may be used. (a)The teacher *demonstrates at least a minimum of an eighth grade level of proficiency in oral and written language (where the written form exists and is allowed, necessary to deliver content preK- 12 in the language other than English. (b) The teacher demonstrates a high level of accuracy and fluency in spoken language. (c) The teacher utilizes vocabulary appropriate to a broad range of functions, topics, and genres in speech. (d) The teacher demonstrates competency as a participant in ordinary social situations in which the language other than English is spoken. (e) The teacher *responds adequately to written material by exercising the processes of comparing, contrasting, categorizing, summarizing, inferring, analyzing, synthesizing, hypothesizing, and evaluating. (f) The teacher *reads with comprehension a broad range of literary forms (folk, technical, classic, etc.) across the content areas. (g) The teacher writes sentences, paragraphs and essays, utilizing formal language models which express original thought; communicates and accomplishes complete and well-organized ideas; and accomplishes a full set of written functions. (2) The teachers carries out instruction in content areas of the curriculum to attain the standards and benchmarks for the content area in the language other than English.
B. Culture: Bilingual teachers shall increase and diffuse their knowledge of the internal and external forces of change and how they relate to culture. (1) The teacher understands and accepts the diversity of behavior involved in multicultural settings. (2) The teacher develops an ability to demonstrate to the learner the value of cultural diversity. (3) The teacher prepares and assists students to interact successfully in pluralistic cultural settings. (4) The teacher recognizes and accepts different patterns of child rearing within and between cultures in order to formulate realistic instructional strategies. (5) The teacher assists students to maintain and extend identification with and pride in one’s cultural heritage and awareness of being part of a larger global coalescence. (6) The teacher demonstrates knowledge of the monumental (art, literature, architecture, history, civilization, and literary history) and fundamental (food, folklore, customs, and traditions) elements of traditional and modern cultural influences affecting learners. (7) The teacher recognizes and respects the similarities and differences among many cultures with a pluralistic society. (8) The teacher demonstrates knowledge of the effects of cultural and socio-economic variables on the student’s learning styles. (9) The teacher accesses, analyzes, evaluates and applies current research to educate students from linguistically and culturally diverse backgrounds. (10) The teacher recognizes the culture and history of each student’s ancestry. (11) The teacher recognizes the contributions of the diverse cultural groups to New Mexico and to the United States. C. English language development (1) The teacher recognizes and accepts the standard and dialectal language variety as valid systems f communication, each with its own legitimate functions. (2) The teacher demonstrates knowledge of the basic nature of language, language acquisition, language variation, language change, and the relations of language to society and culture. (3) The teacher demonstrates knowledge of the nature of bilingualism and the process of becoming bilingual. (4) The teacher identifies structural and semantic differences between the student’s first and second language, recognizes areas of potential influence of the first language and utilizes this information for instructional purposes. (5) The teacher uses methods for teaching English as a second language for the English language development of students in all content areas including the language arts. D. Instructional methodology (1) The teacher demonstrates knowledge of the philosophical, historical, legal, theoretical, and sociological foundations of bilingual education programs, including a knowledge of national, state and local curriculum requirements and standards. (2) The teacher demonstrates knowledge of major models and prototypes of bilingual and English as a second language programs and components of such programs. (3) The teacher demonstrates knowledge of theories of first and second language acquisition by utilizing teaching methods appropriate to various language groups, distinct learning styles, and different developmental levels. (4) The teacher demonstrates knowledge of and uses theories, approaches, methods, and techniques for teaching listening, speaking, reading, and writing in two or more languages in the development of literacy, mathematics, social studies, science , art, music, and physical education. (5) The teacher demonstrates curriculum planning and classroom management skills, including procedures for identifying biases and deficiencies in existing curriculum and strategies to modify the curriculum to better address student linguistic, cultural, and developmental needs in English and the language other than English. (6) The teacher applies strategies to develop, acquire, adapt and evaluate materials appropriate to the bilingual/multicultural classroom. (7) The teacher demonstrates abilities to organize, plan and teach specific lessons in required curriculum areas using the appropriate terminology in English and the language other than English. (8) The teacher demonstrates the ability to collaborate with other education professionals in promoting the participation of second language learners in all aspects of schooling. (9) The teacher explores, evaluates and uses technology including applications, tools, educational software, and assorted documentation for culturally and linguistically diverse students. (10) The teacher knows about exceptionalities in learning, and is able to access resources and facilitate inclusive learning for all students. E. Community/family involvement (1) The teacher values family and community involvement for the success of learners and bilingual programs. (2) The teacher demonstrates a concerned and caring attitude by establishing a trusting, mutual sharing relationship with families. (3) The teacher demonstrates knowledge of the teaching and learning patterns of the student’s home environment and incorporates these into the instructional areas of the program. (4) The teacher demonstrates ability to involve families in teaching, curriculum development, classroom management and materials development. (5) The teacher knows how to act as a catalyst in enhancing the educational skills of second language speaking family members to better assist their children. (6) The teacher demonstrates ability to move family members from passive observers to active change agents on behalf of their children’s education. (7) The teacher acquires and uses culturally relevant information and materials from the community for curriculum content and instructional materials. (8) The teacher understands the importance of encouraging bilingual students as they grow and develop to become propones and models of bilingualism in the community. F. Assessment (1) The teacher recognizes potential linguistic and cultural biases of assessment instruments and procedures when prescribing a program for the second language learner. (2) The teacher assesses oral and written language proficiency in academic areas in both languages utilizing the results for instructional placement, prescription, and evaluation. (3) The teacher evaluates growth of learner’s first and second language in the context of the curriculum. (4) The teacher continuously assesses and adjusts instructional language to maximize student comprehension and verbal participation. G. Professional leadership (1) The teacher demonstrates knowledge of the legal issues concerning the education of language minority children in New Mexico and in the United States. (2) The teacher demonstrates knowledge of the different theories and philosophies related to bilingual education programs. (3) The teacher demonstrates knowledge of the history of bilingual education programs. (4) The teacher demonstrates knowledge of the importance of advocating knowledge of bilingual education among peers, family, and community. (5) The teacher demonstrates knowledge of current trends related to the education of culturally and linguistically diverse students. (6) The teacher demonstrates knowledge of the ability to collaborate with all other education professionals.
NOTE: “In accordance with federal law, it is university policy to comply with the Americans With Disabilities Act (ADA). If you believe that you have a physical, learning, or psychological disability that requires an academic accommodation, contact the Coordinator of Accessibility Services by phone at (505) 454-3188 or 454-3252, via e- mail at [email protected], or visit the Felix Martinez Building, Room 111 on the Las Vegas campus. If you need the document upon which this notice appears in an alternative format, you may also contact the Coordinator of Accessibility Service.” David Esquibel, Student Advisor/Coordinator of Testing and Accessibility Services