<p> CALIFORNIA STATE UNIVERSITY CHANNEL ISLANDS COURSE MODIFICATION PROPOSAL Courses must be submitted by October 15, 2014, and finalized by the end of the fall semester to make the next catalog (2015-16) production DATE (CHANGE DATE EACH TIME REVISED): NOVEMBER 4, 2014, REV 1/21/15, REV 2/6/15</p><p>PROGRAM AREA(S): CHS COURSE NO: 364 Directions: All sections of this form must be completed. Use YELLOWED areas to enter data. All documents are stand-alone sources of course information. </p><p>1. Indicate Changes and Justification for Each. [Mark an X by all change areas that apply. X Course title Chicana/o English X Course Content Prefix/suffix CHS X Course Learning Outcomes Course number 364 X References Units 3 X GE Staffing formula and enrollment limits Other Prerequisites/Corequisites Reactivate Course X Catalog description Mode of Instruction</p><p>Justification: (Please provide justification(s) for each marked item above). This course is modified to incorporate GE Language, Category C-3a and multicultural Category C-3b. The focus of the course is on the US Spanish speaking (or background) and English speaking US population, including the Black American English speaker and speakers of other varieties of English. The addition of the GE Categories C-3a and 3-3b will hopefully increase the appeal of the course to students.</p><p>2. Course Information. [Follow accepted catalog format. Add additional prefixes if cross-listed.]</p><p>OLD NEW Prefix CHS 364 Units (3) Prefix CHS 364 Course# Title Chicano English Title Chicana/o English Units (3) 3 hours lecture per week X hours 3 per week X hours 3 per week</p><p>Prerequisites: Prerequisites: Consent of Instructor Required for Enrollment Corequisites: Corequisites: Catalog Description (Do not use any symbols): Catalog Description (Do not use any symbols): Examination of the social, cultural and linguistic Examination of socio-cultural and socio-linguistic factors that influence the development of Chicano factors that influence the development of Chicana/o English in context. Investigation of Chicana/o’s use of English. Investigates the language use of Chicano’s English as a means of communication in everyday and the sociolinguistic and sociocultural ways of speech, poetry, literature, music and media. Attention to speaking and communicating. Issues of language the treatment of Chicana/o English as a variety of variety, influence of Spanish, social history and use spoken English in the larger social US context. Standard and function in the Chicano community. English as the language of power is investigated. Implications for K-12 schooling are addressed. Background of language issues related to bias toward non-mainstream varieties of US English including Black English and other cultural varieties. General Education Categories: General Education Categories: C-3b Grading Scheme (Select one below): Grading Scheme (Select one below): x A – F X A – F Credit/No Credit Credit/No Credit Optional (Student’s Choice) Optional (Student’s Choice) Repeatable for up to units Repeatable for up to units Total Completions Total Completions Multiple Enrollment in Same Semester Y/N Multiple Enrollment in Same Semester Y/N </p><p>10.1.13 km2 1 Course Level: Course Level: x Undergraduate X Undergraduate Post-Baccalaureate Post-Baccalaureate Graduate Graduate</p><p>3. Mode of Instruction (Hours per Unit are determined by CSU Policy) Hegis Code(s)______(Provided by the Provost Office) Existing Proposed</p><p>Gr Grad CS No. Hours Default Hours Default (filled out Units Per Section Size Units Per Unit Section Size by Provost Unit Office) Lecture 3 1 25 x Lecture 3 1 25 X Seminar Seminar 1 Lab Lab 3 Activity Activity 2 Field Studies Field Studies Indep Study Indep Study Other blank Other blank Online ____ Online ______</p><p>4. Course Attributes:</p><p>General Education Categories: All courses with GE category notations or changes (including deletions) must be submitted to the GE website: http://summit.csuci.edu/geapproval. Upon completion, the GE Committee will forward your documents to the Curriculum Committee. A (English Language, Communication, Critical Thinking) A-1 Oral Communication A-2 English Writing A-3 Critical Thinking B (Mathematics, Sciences & Technology) B-1 Physical Sciences B-2 Life Sciences – Biology B-3 Mathematics – Mathematics and Applications B-4 Computers and Information Technology C (Fine Arts, Literature, Languages & Cultures) C-1 Art C-2 Literature Courses C-3a Language X C-3b Multicultural D (Social Perspectives) E (Human Psychological and Physiological Perspectives) UDIGE/INTD Interdisciplinary Meets University Writing Requirement (Graduation Writing Assessment Requirement) Meets University Language Requirement</p><p>American Institutions, Title V Section 40404: Government US Constitution US History Regarding Exec Order 405, for more information: http://senate.csuci.edu/comm/curriculum/resources.htm</p><p>Service Learning Course (Approval from the Center for Community Engagement must be received before you can request this course attribute).</p><p>Online Course (Answer YES if the course is ALWAYS delivered online).</p><p>5. Justification and Requirements for the Course. [Make a brief statement to justify the need for the course] 10.1.13 km2 2 OLD NEW This course will be an upper division course offered as one of This course will be an upper division course offered as one of the core requirements for Chicano Studies major and for non- the core requirements for Chicano Studies major and for non- Chicano Studies majors. Chicano Studies majors.</p><p>X Requirement for the Major/Minor Requirement for the Major/Minor Elective for the Major/Minor X Elective for the Major/Minor Free Elective Free Elective Submit Program Modification if this course changes your program.</p><p>6. Student Learning Outcomes. (List in numerical order. Please refer to the Curriculum Committee’s “Learning Outcomes” guideline for measurable outcomes that reflect elements of Bloom’s Taxonomy: http://senate.csuci.edu/comm/curriculum/resources.htm. The committee recommends 4 to 8 student learning outcomes, unless governed by an external agency (e.g., Nursing). Upon completion of the course, the student will be able to: Upon completion of the course, the student will be able to: OLD NEW - describe the nature of language use in a - Investigate the origins of Chicana/o English (CE) sociocultural context among Mexicans, Mexican-Americans across - detail the nature of language use and function by generations, Central Americans, and others, and its Chicano speakers of English relationship to indigenous languages, Spanish and - Explain the features of and analyze Chicano English. English use and the use of Spanish - Explain social contexts of the Chicano community - Investigate the social context of the Chicano language use (e.g., CE and Standard English), and community and language use compare and contrast these with other English- - Analyze the phonology of Chicano English speaking communities (e.g., Black English). (GE 1.1 - Collect and analyze Chicano English language a) sample - Compare CE and other non-mainstream English - Compare and contrast examples of Chicano varieties English with Standard English - Examine the degree of acculturation and assimilation - Investigate the function and use of chicano English of the CE speaker through sociolinguistic, Chicana/o and degree of acculturation and assimilation and Educational perspectives. - Critically examine the relationship between - Clearly and logically write and present ideas about CE Chicano English and academic success for K-12 (e.g., code-switching and language loss and other students. varieties). (GE 4.1, GE 4.2) - Collect and analyze language samples for sociolinguistic analysis as it applies to Chicana/o Studies and education theory and practice. </p><p>7. Course Content in Outline Form. (Be as brief as possible, but use as much space as necessary) OLD NEW - Language in context, use and function - Origins of Chicana/o English (Mexicans, Mexican - Sociocultural implications for language use Americans, Central Americans and others) across - Language use in the Chicano community generations - Key concepts of Chicano Spanish and Chicano - Relationship to indigenous languages English - English (standard) as the language of power - Language use in mainstream and non-mainstream - Language use in the Chicano community and the role contexts of social history (e.g., Chicana/o movement) - Discourse analysis in the Chicano community - Language use in mainstream and non-mainstream - Role of Social History contexts, i.e., Black English (Ebonics), English - Process of language change and shift varieties in the US (across geographic areas) - Chicano bilingualism - CE and other varieties as rule-governed discourse and - Chicano monolingualism communication forms - Role of culture and community - Discourse analysis in the Chicano community - Language, education and power (transcription, analysis and presentation of findings) - Process of language change and shift - Chicano bilingualism and culture - Chicano mono-lingualism and culture - Sociocultural, educational and sociolinguistic 10.1.13 km2 3 implications for language use</p><p>Does this course content overlap with a course offered in your academic program? Yes X No If YES, what course(s) and provide a justification of the overlap. </p><p>Does this course content overlap a course offered in another academic area? Yes X No If YES, what course(s) and provide a justification of the overlap. </p><p>Overlapping courses require Chairs’ signatures.</p><p>8. Cross-listed Courses (Please note each prefix in item No. 1) Beyond three disciplines consult with the Curriculum Committee. A. List cross-listed courses (Signature of Academic Chair(s) of the other academic area(s) is required). B. List each cross-listed prefix for the course: C. Program responsible for staffing: Chicana/o Studies</p><p>9. References. [Provide 3-5 references. For references more than 10 years old, provide a one-sentence explanation of relevance.] OLD Cazden, Courtney. (2008). Classroom discourse: The language of teaching and learning Fought, Carmen. (2002). Chicano English in Context. MacGregor-Mendoza, P. (2000). Aqui no se habla Espanol: Stories of linguistic repression ion southwest school. Bilingual Research Journal. Vol. 4, no.3, pp. 275-288. Perry, Theresa and Lisa Delpit. (1998). The real Ebonics debate: Power, language and the education of African American children. Santa, Ana, Otto. (1992). Chicano English Evidence for the Exponential Hypothesis: A Variable Rule Pervades Lexical Phonology. Language Variation and Change, Vol. 4, no. 3, pp. 275-288. Santa Ana, Otto. (2003). Chicano English and the Nature of the Chicano Language Setting. Hispanic Journal of Behavioral Sciences, Vol. 25, no. 1, pp. 3-35.</p><p>NEW Baron, Dennis. Hooked on Ebonics. Baugh, John. (2000). Beyond Ebonics: Linguistic pride and racial prejudice. Oxford University Press. Berumen, Frank Javier Garcia. (1995). The Chicano/Hispanic Image in American Film. New York: Vantage Press. Fought, Carmen. (2002). Chicano English in Context. Gee, James Paul. (2014). An introduction to discourse analysis: Theory and method. MacGregor-Mendoza, P. (2000). Aqui no se habla Espanol: Stories of linguistic repression ion southwest school. Bilingual Research Journal. Vol. 4, no.3, pp. 275-288. Finegan, Edward. What is correct language? Perry, Theresa and Lisa Delpit. (1998). The real Ebonics debate: Power, language and the education of African American children. Santa Ana, Otto. (2003). Chicano English and the Nature of the Chicano Language Setting. Hispanic Journal of Behavioral Sciences, Vol. 25, no. 1, pp. 3-35. Sanchez, Erika L. (2013). From gangs to literature, a Chicano poets frank look at machismo. Wolfram, Walt, and Natalie Schilling-Estes. American English: Dialects and Variation. Malden, Mass .: Blackwell Publishers, Latest Edition.2010</p><p>10. Tenure Track Faculty qualified to teach this course. Lillian Vega Castaneda, Professor, Language, Culture and Literacy</p><p>11. Requested Effective Date or First Semester to be offered: Fall 2015</p><p>12. New Resource Requested: Yes No X If YES, list the resources needed. </p><p>A. Computer Needs (data processing, audio visual, broadcasting, other equipment, etc.) </p><p>B. Library Needs (streaming media, video hosting, databases, exhibit space, etc.) Streaming media and all other BB/CI Learn apps. I teach using BB, including streaming media, discussion boards, readings, weekly posts, announcements, blogs, etc. </p><p>C. Facility/Space/Transportation Needs:</p><p>D. Lab Fee Requested: Yes No X (Lab fee requests should be directed to the Student Fee Committee) 10.1.13 km2 4 E. Other. </p><p>13. Will this course modification alter any degree, credential, certificate, or minor in your program? Yes No X If, YES attach a program update or program modification form for all programs affected. Deadline for New Minors and Programs: October 1, 2014. Deadline for Course Proposals and Modifications, and for Program Modifications: October 15, 2014. Last day to submit forms to be considered during the current academic year: April 1, 2015.</p><p>Lillian Vega Castaneda October15, 2014 Proposer(s) of Course Modification Date Type in name(s). Signatures will be collected after Curriculum approval.</p><p>GE Committee response to your request have CHS364: Chicano English added to C3b: Multicultural</p><p>Approved on 11/24/2014 for C3b by 2014-2015 GE Committee. Forwarded to CC committee for review.</p><p>------Request Submitted ------Course: CHS364 Chicano English Area: C3b Multicultural Date Submitted: 10/26/2014 3:44:28 PM Date Approved: 11/24/2014 8:59:43 PM</p><p>10.1.13 km2 5 Approval Sheet Course Prefix and number: If your course has a General Education Component or involves Center affiliation, the Center will also sign off during the approval process.</p><p>Multiple Chair fields are available for cross-listed courses.</p><p>The CI program review process includes a report from the respective department/program on its progress toward accessibility requirement compliance. By signing below, I acknowledge the importance of incorporating accessibility in course design.</p><p>Program Chair</p><p>Signature Date</p><p>Program Chair</p><p>Signature Date</p><p>Program Chair</p><p>Signature Date</p><p>General Education Chair</p><p>Signature Date</p><p>Center for Intl Affairs Director</p><p>Signature Date</p><p>Center for Integrative Studies Director Signature Date</p><p>Center for Multicultural Engagement Director Signature Date</p><p>Center for Civic Engagement and Service Learning Director Signature Date</p><p>Curriculum Chair</p><p>Signature Date</p><p>AVP</p><p>Signature Date</p><p>10.1.13 km2 6</p>