San Jose State
University
College of
Education
Division of
Teacher Education
Elementary
Education Program
EDTE 225 Sect.
1 Code # 06480
Prof.
Nicholas Meier
Spring Session 2002
phone:
831-688-2708
Theory and Practice
of Dual Language Instruction
email: nsmeier (at)
stanford.edu
Room SH 311
Office:
Room 332
Mondays 7:00pm –9:50pm
Hours:
Mondays 6:00
pm Ð6:45
SYLLABUS
COURSE DESCRIPTION
This course has been designed to meet the
requirements
of the Cross-cultural Academic Language Development (CLAD) emphasis
credential.
CLAD teachers are authorized to provide instruction in English language
development and content areas in English to second language learners.
State
standards for the CLAD emphasis require that CLAD candidates develop an
understanding of the foundations of bilingual instruction. In keeping
with that
requirement, this course will provide participants with a survey of the
historical, theoretical, practical, and legal foundations of dual
language
instruction.
Students in this class will be expected to
produce
their written work on a word processing program. Student will regularly
interact with the professor and each other through email. Students will
use web
sites and databases to retrieve information about course topics.
COURSE TEXTS (Required)
Lessow-Hurley,
Judith. (2000). The Foundations of dual language instruction 3rd
edition. London: Longman.
Cummins, J. (2001). Negotiating
identities: Education for
empowerment in a diverse society.
Ontario, CA: California Association for Bilingual Education.
Krashen, S.
D. (1999). Condemned without a trial: Bogus arguments against
bilingual
education. Portsmouth, NH:
Heinemann.
Class
Reader: Available at AS Printing (on-campus print shop, across from the
student
union, next to the Burger King).
1/28
Orientation
& Demographics
Assignment:
send test email test to professor.
2/4
Historical
& Intl Perspectives
Reading
Due:
Lessow-Hurley
Chapter 1
Krashen
Chapter 3
Crawford
(email)
Reader: Demographics and Historical Perspectives.
Log due: Arguments against bilingual education
2/11
Bilingual
Education Today
Readings
Due:
Krashen
Chapters 1 & 2
Reader:
B/L Ed. Today
Log due:
Reading reflections
2/18
Legal
Foundation/Politics
Readings
Due:
Lessow-Hurley
Chapters 10&11
Reader:
Legal Foundation/Politics
Log due:
Reading reflections
2/25
Aspects of
Language
Readings
Due:
Lessow-Hurley
Chapter 3
Krashen
Chapter 4
Reader:
Aspects of Language
Log
due: Family Language history
3/4
Language
Development
Readings
Due:
Lessow-Hurley
Chapter 4
Reader:
Language Development
Log
Due: Reading reflections
3/11
Language
Ability
Readings
Due:
Lessow-Hurley
Chapter 5
Cummins
Chapter 3
Reader:
Language Ability
Log due:
Reading reflection
Interview paper due.
Book
selection for Review due
3/18
Aspects of
Culture
Readings
Due:
Lessow-Hurley
Chapter 8
Cummins
Chapter 2 (pp. 31-40)
Reader
on Aspects of Culture
Log
due: Reading reflection
4/8
Culture
and Academic Success
Readings
Due:
Lessow-Hurley
Chapter 9
Krashen
chapter 5
Cummins
chapter 7
Reader
on Culture and Success
Book
reviews due
4/15
Dual
Language models
Readings
Due:
Lessow-Hurley
Chapter 2
Reader:
Dual Language Models
Log Due:
reading reflection
4/22
English
Only models
Readings
Due:
Cummings
Chapter 6
Reader:
English Only Models
Log
due: open-ended
4/29
Primary
Language Instruction
Readings
Due:
Lessow-Hurley
Chapter 6;
Reader:
1st Language Instruction
Log due: Response to Porter and Macedo
Final
handed out
5/6
Second
Language Instruction
Readings
Due:
Lessow-Hurley
Chapter 7
Reader:
2nd Language Instruction
Log
due: What languages have you studied, and how.
5/13
Second
Language Instruction
Readings Due:
Cummins
Chapter 5
Reader:
Crossing Boundaries
Final
due
5/20
Final
returned and reviewed
ASSIGNMENT
DESCRIPTIONS:
Assignments
should be both emailed to the professor as attachments, preferably in
Word
format, as well as a paper copy. If this is problematic (i.e. difficult
access
to a computer or internet) please see me about this.
Journal Writes (Logs):
Each week there will be an assignment to a
write
reflective piece on some aspect of the topics being covered. These
serve to
both help you, the student, think about the topic from your personal
experience, and to assist me in monitoring the classÕ
understanding of the
topics. These writes will be graded on a credit / no credit basis (you
receive credit
based on the proportion of the writes you do. They are not graded for content).
These should be emailed to the professor by
Sunday
night, and you need to bring a copy to class.
Interview
a bilingual teacher (500
to 750
words):
Write up an
interview with a bilingual teacher in terms of her/his teaching
experience,
professional philosophy, instructional program, and impacts of
Proposition 227.
Teacher and school may be kept confidential. Please include your
reflections
and questions regarding what you find out from this interview.
Setting:
What
kind of school is it, i.e demographics, location. What kind of
bilingual
program does the school have?
Professional
Experience:
Indicate
how long this teacher has taught by number of years, grade levels, and
settings.
Is this teacher on a waiver, or do they hold a BCLAD?
Professional
philosophy:
Have
the teacher describe their philosophy of teaching. What kind of
pedagogy do
they use? What is their belief about the purpose of bilingual
education? How
has proposition 227 affected them and their program?
Classroom
support:
How do they view their access to
adequate materials and support? Is it equitable compared to English
Only
classrooms? Do they have an instructional assistant? Do they receive a
bilingual stipend? Is the school climate supportive to bilingual
education and
bilingualism? How?
Instruction:
How do they
organize the classroom? Describe the classroom both physically and in
terms of
instruction. What types of instructional strategies do they use? What
do they
do for ELD? Does their program include English speakers? Do they
receive
Spanish as a second language? How does the teacher organize the day in
terms of
language use?
Presentation of a English Language
Development
(ELD) lesson
This is a cooperative assignment is to be
done with a
partner.
Present an ELD lesson to the class as if we
were your
students.
The lesson should be geared toward the type
of
students you envision teaching.
The presentation should take about 30 minutes
Most of you will probably be teaching in classes with a broad range of studentsÑfrom native English speakers, to students who may speak little or no English. You want to design a lesson that can meet as broad a range as possible.
Keep in mind such issues as:
Include:
Also let the audience know the context of the lesson: Is this part of a larger unit; If so, what came before, and what do you have planned next.
Preface or debrief with a justification for
the
technique and methodology used based on second language acquisition
theory and
pedagogy. A written lesson plan should accompany the presentation in a
standard
lesson plan format, and should also include a brief paragraph citing
the theory
of second language acquisition upon which the technique and pedagogy of
the
lesson are based.
All students will give brief written feedback
to the
presenters.
Final
The final for this course is a take home essay final. You will be given seven essay questions of which you will select five to answer. The questions will address the major topics covered throughout the course. You will be expected to cite evidence from the reading in completing your answers. Answers should be between 1 and 2 pages in length each (see final for more details).
Book Review: (600Ð800 words)
Review of a nonfiction book about bilingual
education,
second language education, teaching English Language Development, or
primary
language instruction. Selected book should have been published in the
last 10
years. Each review should consist of a summary of the authorÕs
topic and major
points. The main part of the paper should be a critique of the book:
was it
well written?; does the author substantiate his/her points?; is the
book
useful?; did you agree with it?; would you recommend it?; to whom? This
is a
book review, not a book
report.
Also include a 25-40 word summary/recommendation for the creation of a class annotated bibliography.
Title the book review thus:
Name of Book
Author(s)
Year, Publisher, #pp.
PRESENTATION OF PAPERS
Heading:
Please head papers as follows
Name
EDTE
225
Fall 2000
SJSU
TITLE OF PAPER
Please have your name
appear on each page, as well as number the pages
(use ÒHeaders and
footersÓ to do this). Use 11/2 or
double spacing. Please use a serif font (e.g. Times
Roman).
ASSIGNMENTS
AND GRADING:
Grading
Assignment
Due:
15 points
Class
Writes
Ongoing
5 points
Participation
Ongoing
20 points
ELD
Lesson
Variable
15 points
Interview
March
11
20 points
Book
Review
April
8 (approval of book by March
11)
25
points
Final
May
13 (handed out April 29)
100 points
total
(Late
papers: up to 3 points may be deducted from grade for each class
session a
paper is late)
Calculation
of Grades
A
95Ð100
C
73Ð76
AÐ
91Ð94
CÐ
70Ð72
B+
88Ð90
D+
67Ð69
B
83Ð87
D
63Ð66
BÐ
80Ð82
DÐ
60Ð62
C+
77Ð79
BIBLIOGRAPHY
Baker, C. (1996). Language allocation in bilingual classrooms. In Foundations of bilingual education (2nd ed.). Philadelphia: Multilingual Matters.
Betances, S. (1986). My people made it without bilingual education: what's wrong with your people? California School Boards, 44(3), 14-16.
Carrasquillo, A., & Rodríguez, V. (1996). The integrated development of oral and written language. In Language minority students in the mainstream classroom (pp. 76-88). Clevedon: Multilingual Matters.
CDE. California Department of Education Questions and answers about English language development assessment. Multilingual News, 24(3&4).
Chamot, A., & O'Malley, J. M. (1989). Cognitive Academic Language Learning Approach. In P. Riggs & V. Allen (Eds.), When they don't all speak English (pp. 110-125): National Council of Teachers of English.
Crawford, J. (1998). Language politics in the USA.: the paradox of bilingual education. Retrieved 1/9, 2002, from On WWW at: http://ourworld.compuserve.com/homepages/JWCRAWFORD/paradox.htm
Cummins, J. (2002). Negotiating Identities: Education for Empowerment in a Diverse Society (2nd ed.). Ontario, CA: California Association for Bilingual Education.
Gándara, P. (1997/1999). Review of the research on instruction of limited English proficient students (Report). UC Davis: UC Linguistic Minority Research Institute Education Policy Center.
Gándara, P. (2000). In the aftermath of the storm: English language learners in the post-227 era. Bilingual Research Journal, 24(1&2).
García, E., & Curry-Rodriguez, J. (2000). The education of limited English proficient students in California schools: An assessment of the influence of Proposition 227 in selected districts and schools. Bilingual Research Journal, 24(1&2).
Genessee, F. (1999). Program alternatives for linguistically diverse students (Report). Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.
Krashen, S. (1994). Bilingual education and second language acquisition theory. In C. F. Lebya (Ed.), Schooling and Language Minority Students: A Theoretical Framework. Los Angeles: Evaluation, Dissemination and Assessment Center, School of Education, CSU.
Lu, M.-Y. (2000). The social root of language development. ERIC Digest (Digest): ERIC.
Macedo, D. (1999). The illiteracy of English-only literacy. Educational Leadership(December/January).
Menkart, D. (1993). Multicultural education: Strategies for Linguistically diverse schools and classrooms, from On WWW at: http://www.ncbe.gwu.edu/ncbepubs/pigs/pig16.htm
Morlan, C. (2000). Structured immersion: An alternative to traditional bilingual education, 2000, from On WWW at: http://www.independent.org
Nieto, S. (1984). Affirmation, solidarity and critique: Moving beyond tolerance in education. Multicultural Education Magazine.
Porter, R. (1999). The benefits of English immersion. Educational Leadership(December/January).
Putney, L., Wu, Y., & Wink, J. (1999). What can English-dominant teachers do in a multicultural context? Stop, think, and proceed with care. The California Reader, 32(2), 10-15.
Rothstein, R. (1998). The way we were? The myths and realities of America's student achievement (pp.102–109). New York: The century Foundation Press.
Rumberger, R., & Gándara, P. (2000, October 22-24). The state of education for English language learners in California. Paper presented at the University of California ACCORD Conference, “Education and Equity: Research, Policy, and Practice”, San Jose, CA.
San Diego County Office of Education. ELD standards descriptors.
Santa Clara County Office of Education. (1998). Implementing Proposition 227.
Saville-Troike, M. (1978). A guide to culture in the classroom, from On WWW at: http:www.ncbe.gwu.edu/miscpubs/classics/culture/nature.htm
Silverstein, S. (1999, December 8). Crossing language barriers. Los Angeles Times.
Thomas, W., & Collier, V. (1997). Language minority student achievement and program effectiveness: workshop handout.
Proposition 227: English language education for children in public schools(1997).