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
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
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
Krashen Chapters 1 & 2
Reader: B/L Ed. Today
Log due: Reading reflections
2/18 Legal Foundation/Politics
Lessow-Hurley Chapters 10&11
Reader: Legal Foundation/Politics
Log due: Reading reflections
2/25 Aspects of Language
Lessow-Hurley Chapter 3
Krashen Chapter 4
Reader: Aspects of Language
Log due: Family Language history
3/4 Language Development
Lessow-Hurley Chapter 4
Reader: Language Development
Log Due: Reading reflections
3/11 Language Ability
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
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
Lessow-Hurley Chapter 9
Krashen chapter 5
Cummins chapter 7
Reader on Culture and Success
Book reviews due
4/15 Dual Language models
Lessow-Hurley Chapter 2
Reader: Dual Language Models
Log Due: reading reflection
4/22 English Only models
Cummings Chapter 6
Reader: English Only Models
Log due: open-ended
4/29 Primary Language Instruction
Lessow-Hurley Chapter 6;
Reader: 1st Language Instruction
Log due: Response to Porter and Macedo
Final handed out
5/6 Second Language Instruction
Lessow-Hurley Chapter 7
Reader: 2nd Language Instruction
Log due: What languages have you studied, and how.
5/13 Second Language Instruction
Cummins Chapter 5
Reader: Crossing Boundaries
5/20 Final returned and reviewed
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.
What kind of school is it, i.e demographics, location. What kind of bilingual program does the school have?
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?
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?
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?
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:
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.
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
Year, Publisher, #pp.
PRESENTATION OF PAPERS
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
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).