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Education of Bilingual Children: Theory and Practice
Instructor: Susan Roberta Katz, Assistant Professor
Course Description: Examination of key aspects of bilingual cross-cultural education: theories of first and second language acquisition; legal evaluation and basis; school programs for second language learners; effective instructional strategies; empowerment and deficit issues.
This course is linked to one unit of field observation, consisting of weekly assignments related to the topics being studied. Specific dates and visiting speakers have been eliminated.
Course Objectives: The following objectives operationalize the B/CLAD competencies which a preservice professional should demonstrate.
A. At the end of the course the candidate will demonstrate knowledge of:
1. Basic concepts and terminologies in bilingual cross-cultural education.
2. A theoretical framework/rationale for bilingual education that considers the principles of language acquisition, literacy development, second language teaching, and content instruction in English and the native language.
3. Historical and legal evaluation and bases for bilingual education.
4. Empowerment and deficit issues in bilingual education.
5. Types, characteristics, and effectiveness of bilingual and other education programs.
6. Instructional strategies and materials appropriate for students with diverse needs, interests, and learning styles.
7. Problems, issues and procedures in the assessment and placement of students of diverse linguistic and cultural background.
8. Language and content area assessment.
9. Misconceptions about bilingual education.
B. The candidate will demonstrate skills in:
1. Relating theory to instruction of and adapting the curriculum to meet the educational needs of second language learners.
2. Interacting effectively with children and adults from linguistically and culturally diverse groups.
3. Observing and evaluating strategies used in the education of students of different linguistic, cultural, and socioeconomic backgrounds.
4. Presenting ideas clearly and meaningfully.
Course Requirements:
20%
2. Reading and class reflection logs. You will need a 3-ring binder and a folder.
Each week you will write a reading reflection in which you record your reflections/questions on the reading assignments for each week. Clearly label each response with week, date and title of reading. Select one quotation from one reading which particularly struck you as significant. Discuss your reactions to this reading, why you especially liked it, disagreed with it or found it important.
At the end of each class session, you will write a critical reflection where you record your reactions to the class (lecture, discussion, activities, guest speaker, etc.). You will have 10 minutes at the end of each class to complete this assignment. Clearly label each response with week and date.
NOTE: If you are absent, write a reflection on a topic related to the course, e.g.. field observation, event, or a relevant issue.
Bring these to each class to facilitate discussions. logs will be collected and responded to every 3 to 4 weeks. On Week 12, you will trade your log with a peer during class. Turn in the reflections due in a folder. Reflection logs are due in class. They should include the readings for that week. No late reflection logs will be accepted.
20%
2. Article or book review. Select a journal article or a book that you are using as a major source for your I-Search paper. See Supplementary Bibliography at the end of this syllabus. You will orally present this review to a small group as well as write it up. A written report is due.
20%
3. Field observation assignments. Prepare four written observation reports (see guidelines) and participate in field observation work of four hours per week in two different sites. Contribute to discussions.
30%
4. Final project. I-Search paper (evaluated for oral and written presentation).
10%
5. In-class assignments and participation. Participate in class assignments, discussions, groups, and activities. Attendance is mandatory given the interactive nature of the class.
Please notify the instructor by phone or e-mail if you must miss a class for illness or an emergency.
Work turned in late will lose points (-5 points for each day late).
Required Textbooks:
1. Genesee, F. (ed.) (1994). Educating Second Language Learners: The Whole Child, the Whole Curriculum, the Whole Community. Cambridge, UK: Cambridge University Press.
2. Peregoy, S.F. and O.F.Boyle (1997). Reading, Writing and Learning in ESL. Menlo Park, CA: Longman.
3. Course Reader of selected articles and book chapters.
Course Schedule:
Week One:
Introductions to students, instructor, course.
Themes: What is bilingual education? Linguistic human rights of children.
Issues: Definition of bilingualism. Personal experiences with other languages.
Reading Assignment:
1) Brisk, M.E. (1998). Introduction. Bilingual Education: From Compensatory to Quality Schooling. Mahwah, NJ: Lawrence Erlbaum Associates. (Course reader).
Writing: Personal second language experience. Write a reflection of your own experiences learning a second language, whether in the classroom, travel, or daily life.
Week Two:
Theme: Bilingualism in the U.S.: Youth and First-Hand Perspectives.
Issues: School experiences of bilingual learners. Differences between circumstantial and elective bilingualism.
Reading Assignment:
1) Nieto, S. (1994). "Lessons from Students on Creating a Chance to Dream." Harvard Educational Review 64(4), Winter 1994: 392-426. (Reader)
2) Olsen, L. (1988). "The New World: An Immigrant Child's Perspective." Crossing the Schoolhouse Border: Immigrant Students and the California Public Schools. San Francisco: California Tomorrow. (Reader)
3) Rodriguez, R. (1982). "Hunger of Memory." Reprinted in H. Augenbraum and I. Stavans (1993), Growing up Latino: Memoirs and Stories. New York: Houghton and Mifflin: 305-328. (Reader)
Field Observation:
Interview a person who was born in another country and then was schooled in the U.S. Choose an immigrant student (not an international student).
Ask at least 10 questions about the nature of this person's experience as an immigrant student in U.S. schools. What presented significant challenges for them? How did they overcome those challenges? Record the questions and answers in writing and bring to class.
Week Three:
Theme: Bilingualism in the U.S.: Immigration and demographics, language maintenance and language shift.
Issues: History of bilingual education in U.S. Understanding language loss. Current movements towards language revitalization.
Reading Assignment:
1) Crawford, J. (1995). Bilingual Education: History, Politics, Theory and Practice. Los Angeles, CA: Bilingual Educational Services. Pages 20-60. (Reader 46)
2) Grosjean, F. (1982). Life with Two Languages: An Introduction to Bilingualism. Cambridge, MA: Harvard University Press. Pages 102-112. (Reader 87)
3) Basham, C. (1994). "Going 'Down Under' to Get up on Language Revitalization." Journal of Navajo Education XI,3: 12-14. (Reader 94)
Field Observation:
Make a chart of your family's linguistic history, going as far back in time as you can. Be prepared to present this chart and discuss how it represents language shift, maintenance or revival.
Week Four:
Theme: Language issues in the education of African American children.
Issues: Difference between language and dialect. Definition of "Standard English." Strategies to bridge informal and formal varieties of English. Linguistic roots and features of Ebonics.
Reading Assignment:
1) Foster, M. (1997). "Ebonics and all That Jazz: Cutting Through the Politics of Linguistics, Education, and Race." The Quarterly: 7-12. (Reader 98)
2) Baugh, J. (1997). "What's in a Name? That by Which We Call the Linguistic Consequences of the African Slave Trade." The Quarterly: 9. (Reader 99)
3) McWhorter, J. H. (1997). "Wasting Money on an Illusion." The Black Scholar 27,1: 9-14. (Reader 103)
Class Activity: Guest speaker.
Reading Reflection Logs Due. (Weeks 1-4)
Week Five:
Theme: First language acquisition.
Issues: Language proficiency vs. communicative competence. Language subsystems (pragmatics, semantics, morphology, phonology, syntax). Behaviorist, innatist, and interactionist theories of language acquisition. Focus on oral language development in preschool-age children. Simultaneous and successive bilingualism. Language separation and language mixing.
Reading Assignment:
1) Peregoy and Boyle. Chapter 2 (Second Language Acquisition), Pages 27-37.
2) Goodz, N.S. (1994). Interactions Between Parents and Children in Bilingual Families. Chapter 3: Genessee book.
Field Observation:
Visit a preschool. Focus on one child, observing language acquisition.
Writing: Research Topic Due (one or two sentence description)
Week Six:
Theme: Second language acquisition: Theoretical models.
Issues: Behaviorist, creative constructionist and interactionist theories of second language acquisition. How differing theories affect instruction. Transfer of first language acquisition to second language acquisition. Structure of American English.
Reading Assignment:
1) Peregoy and Boyle. Chapter 2 (Second Language Acquisition), Pages 37-56.
2) Krashen, S. (1991). "Bilingual Education and Second Language Acquisition Theory." Schooling and Language Minority Students: A Theoretical Framework. Los Angeles, CA: California State Department of Education. 51-79. (Reader 107)
Field Observation: ESL class or bilingual immersion class. Written report due.
Week Seven:
Theme: Primary language instruction.
Issues: Role of native language instruction in both language acquisition and literacy development. Cognitive consequences of bilingualism. Reading in first and second languages.
Reading Assignment:
1) Snow, Catherine E. (1990). "Rationales for Native Language Instruction: Evidence from Research." In A.M. Padilla et al., Bilingual Education: Issues and Strategies. Newbury Park, CA: Sage. (Reader 123)
2) Freeman, D.E. & Freeman, Y.S. (1993). "Strategies for Promoting the Primary Languages for All Students." The Reading Teacher 46, 7:552-558. (Reader 130).
Class Activity: Guest speaker.
Field Observation: Two-way immersion or bilingual class. Written report due.
Reading Reflection Logs Due. (Weeks 5-7)
Week Eight: No Class
Week Nine:
Theme: Bilingual programs.
Issues: Models of bilingual education - transitional, maintenance, dual immersion, ESL.
Reading Assignment:
1) Lessow-Hurley, J. (1996). The Foundations of Dual Language Instruction. White Plains, NY: Longman. Pages 11-17. (Reader 135).
2) Thomas, W.P. and V.P.Collier (1997). School Effectiveness for Language Minority Students. National Clearinghouse for Bilingual Education, April, 1997. (Reader 139)
Class Activity: Guest speaker.
Field Observation: Two way immersion or bilingual class. Written report due.
Writing: List of references for I-Search Paper.
Week Ten:
Theme: Politics of bilingual education.
Issues: Unz initiative in California. Public opinion towards bilingual education. Strengths and weaknesses of native language instruction versus ESL or submersion.
Reading Assignment:
1) Walters, L.S. (1998). "The Bilingual Education Debate." The Harvard Education Letter XIV,3: 1-6. (Reader 153)
2) Readings on Unz initiative, including original text of initiative from wwww.onenation.org web site. Edited by Lois Meyer, San Francisco State University. (Reader 159)
Class Activity: Guest Speaker.
Field Observation Compare effectiveness between ESL and primary language instruction. (for example, student engagement, teacher-student interaction, nature of content knowledge, etc.). Written Report Due.
Week Eleven:
Theme: Assessment
Issues: Designation of students as non-English, limited and fluent English proficient. District assessments of oral and written language proficiency. Classroom practices of assessment (holistic scoring, narrative records, informal teacher assessments).
Reading Assignment:
1) Genesee, F. and E.V. Hamayan,(1994). "Classroom-Based Assessment." Chapter 9, Genesee book.
2) Peregoy and Boyle, Chapter 3 (Classroom practices for English learner instruction), Pages 88-94. Chapter 6 (English learners and process writing), Pages 223-229.
3) Costantino, G. (1992). "Overcoming Bias in Educational Assessment of Hispanic Students." Psychological Testing of Hispanics. Washington, DC: APA: 89-97. (Reader 180)
Class Activity: Baseball Game on terminology.
Field Observation: Observe and document the testing and assessment practices in your classroom, focusing on English second language learners.
Week Twelve:
Theme: Bridging the home/community and the school.
Issues: Oral history as a bridge between home/school and oral/written language proficiency. Ways to maximize school participation for immigrant parents.
Reading Assignment:
1) Ada, A.F. (1995). "Fostering the Home-School Connection." Reclaiming our Voices. Ontario, CA: California Association of Bilingual Education: 163-178 (Reader 185)
2) Pease-Alvarez, C. & Vasquez, O. (1994). "Language Socialization in Ethnic Minority Communities." Chapter 4, Genesee book.
3) Weinberg, S.K. (1996). Unforgettable Memories: Using Oral History in the Classroom. Voices from the Middle 3,3: 18-25. (Reader 194)
Class Activity: Oral history activity. Students interview each other, record questions/ answers and write narratives.
Field Observation: Interview a parent of a bilingual student in your field placement. If not possible, interview a teacher about ways to involve parents.
No written report due.
Article and Book Reviews
Reading Reflection Logs Due. (Weeks 9-12). Write peer response for Week 12 in class.
Week Thirteen:
Theme: Classroom practices for English Learner Instruction
Issues: Specially Designed Academic Instruction in English (SDAIE). Sheltered English in content classrooms. Ways to modify instruction for second language learners.
Reading Assignment:
1) Cummins, J. (1994). "Knowledge, Power, and Identity in Teaching ESL." Chapter 2, in Genesee book, Pages 33-55.
2) Peregoy and Boyle, Chapter 3, Pages 59-97.
Class Activity: Guest Speaker.
Field Observation: Observe a Sheltered English classroom.
No written report due.
Article and Book reviews
Writing: Introduction of I-Search paper.
Week Fourteen:
Theme: Effective practices: Literacy development through writing.
Issues: Structural and functional approaches towards literacy. Writing process approach - strengths and weaknesses for second language learners. Importance of explicit teaching of skills for second language learners. Creating a print-rich environment in the classroom.
Reading Assignment:
1) Peregoy and Boyle, Chapters 6 (English Learners and Process Writing), 183-232.
Field Observation: Observe and document a writing activity, focusing on English second language learners. No written report due.
Class Activity: Models of writing lessons for second language learners -- dialogue journals, free writing, show-not-tell writing, poetry.
Article and Book Reviews
Week Fifteen:
Theme: Effective practices: Literacy development through reading.
Issues: Reading and literature instruction. Research on second language reading. Developmental phases in second language reading. Reader's theater. Language-experience approach. Patterned books. Literature response groups. Miscue analysis.
Reading Assignment:
1) Peregoy and Boyle, Chapters 7 (Reading and literature instruction). Pages 234-279.
2) Hamayan, E. (1994). "Language Development of Low-Literacy Students." Chapter 11, Genesee Book. Pages 278-300.
Field Observation: Observe and document a reading activity, focusing on English second language learners. No written report due.
Class Activity: Divide into elementary and secondary groupings with different guest speakers
Article and Book Reviews
Week Sixteen:
Theme: Education of bilingual students: Special education, newcomers, dropouts.
Issues: Language issues and academic performance. Maximizing equity in the school site for all students.
Reading Assignment:
1) Rodriguez, L.J. (1997). "Hearts and Hands: A New Paradigm for Work with Youth and Violence." Social Justice 24,4: 7-20. (Reader 203).
2) Katz, S.R. (1996). "Where the Streets Cross the Classroom: A Study of Latino Students' Perspectives on Cultural Identity in City Schools and Neighborhood Gangs." Bilingual Research Journal 20,3-4. Summer/Fall 1996: 603-631. (Reader 212)
3) Coelho, E. (1994). "Social Integration of Immigrant and Refugee Children." Chapter 12, Genesee Book. 301-327.
Class Activity: Guest Speaker.
Field Observation: Observe and interact with a student whom teachers perceive as a "problem kid," focusing upon his/her strengths.
Article and Book Reviews
Reading Reflection Logs Due. (Weeks 12-16)
Week Seventeen:
Theme: Exhibitions of final I-search projects.
I. Search Project Guidelines 0708-611-01/2/3
Education of Bilingual Children: Theory and Practice
1. Decide on your key questions or themes. What emerges in your observations or readings which seems interesting to you? Possible topics are: - language revitalization programs -- effectiveness of two-way immersion programs - current political debates on bilingual education - use of code-switching of bilingual students
2. Find published resources addressing your question. What have other authors discovered about your topic? Include one book (see Supplementary Reading List) and at least two other published references (e.g. articles).
3. Interview at least two people knowledgeable about your topic. Conduct and record in writing these interviews.
4. Conduct at least one observation of a classroom/site in which you focus on collecting data on this issue.
5. Discussion
a. What trends did you notice in your interviews? Observations? Summarize your findings.
b. Compare your findings with the research literature.
6. Conclusion
What are the implications of your findings for your future teaching?
Outline
I. Introduction Your question(s) and why you are interested
II. Review of the literature
III. Findings
A. Interviews
B. Observation
IV. Discussion
V. Conclusion
Supplementary Bibliography
Books
Baetans Beardsmore, H. (1986). Bilingualism: Basic Principles. Clevedon: Multilingual Matters.
Bialystok, E. (ed). (1991). Language Processing in Bilingual Children. Cambridge: Cambridge University Press.
Brisk, M.E. (1998). Introduction. Bilingual Education: From Compensatory to Quality Schooling. Mahwah, NJ: Lawrence Erlbaum Associates.
Cazden, C.B. & Snow, C.E. (1990). English Plus: Issues in Bilingual Education. Newbury Park, CA: Sage.
Crawford, J. (1991). Bilingual Education: History, Politics, Theory and Practice (2nd ed.). Los Angeles: Bilingual Education Services.
Cummins, J. & Swain, M. (1986). Bilingualism in Education. New York: Longman Press.
Cummins, J. (1984). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon, England: Multilingual Matters.
Delgado-Gaitan, C. &Trueba, H. (1991). Crossing Cultural Borders: Education for Immigrant Families in America. New York: Falmer.
Dillard, J.L. (1972). Black English: Its History and Usage in the United States. New York: Random House.
Fantini, A. (1985). Language Acquisition of a Bilingual Child: ASociolinguistic Perspective. San Diego: College Hill Press.
Fishman, J. & Keller, G.D. (1982). Bilingual Education for Hispanic Students in the United States. New York: Teachers College Press.
Fishman, J. (1991). Reversing Language Shift. Clevedon: Multilingual Matters.
Frederickson, J. (1995). Reclaiming our Voices: Bilingual Education/ Critical Pedagogy and Praxis. Ontario, CA: CABE.
Garcia, E. (1991). The Education of Linguistically and Culturally Diverse Students: Effective Instructional Practices. Santa Cruz, CA: Center for Research on Cultural Diversity and Second Language Learning.
Garcia, E. (1983). Bilingualism in Early Childhood. Albuquerque, NM: University of New Mexico Press.
Gonzalez, M.L., Huerta-Macias, A. & Tinajero, J.V. (1997). Educating Latino Students: A Guide to Successful Practice. Lancaster, PA: Technomic Publishing Company.
Grosjean, F. (1982). Life with Two Languages: An Introduction to Bilingualism. Cambridge, MA: Harvard University Press.
Guerra, J. (1998). Close to Home: Oral and Literate Practices in a Transnational Mexicano Community. New York: Teachers College Press.
Hakuta, K. (1986). Mirror of Language: The Debate on Bilingualism. New York: Basic Books.
Krashen, S. & Biber, D. (1988). On Course: Bilingual Education's Success in California. Sacramento: California Association for Bilingual Education.
Krashen, S. (1989). Language Acquisition and Language Education. New York: Prentice Hall International.
Lambert, W.E. & Tucker, R. (1972). Bilingual Education of Children: The St. Lambert Experiment. Rowley, MA: Newbury Press.
McKay, S. & Wong, S.C.(eds.) (1988). Language Diversity: Problem or Resource? New York: Newbury House.
Mahiri, J. (1998). Shooting for Excellence: African American and Youth Culture in New Century Schools. Urbana, IL: NCTE Press.
Minami, M. & Kennedy, B.P.(1991). Language Issues in Literacy and Bilingual/Multicultural Education. Harvard Education Review Reprint Series.
Nieto, S. (1995). Affirming Diversity. New York: Longman Press.
Olsen, L. (1988). Crossing the Schoolhouse Border: Immigrant Students and the California Public Schools. San Francisco: California Tomorrow.
Olsen, L. (1997). Made in America: Immigrant Students in Our Public Schools. New York: The New Press.
Ovando, C.J. & Collier, V.P. (1998). Bilingual and ESL Classrooms: Teaching in Multicultural Contexts. New York: McGraw Hilil.
Padilla, R.V. & Benavides,A.H. (eds). (1992). Critical Perspectives on Bilingual Education Research. 2nd edition. Tempe, AZ: Bilingual Press.
Piper, T. (1998). Language and Learning: The Home and School Years. 2nd edition. Upper Saddle River, NJ: Merrill.
Portes, A. (ed.). (1996). The New Second Generation. New York: Russell Sage Foundation.
Ramírez, J.D., Yuen, S.D., & Ramey, D.R. (1991). Final Report: Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Programs for Language Minority Children. Report submitted to the U.S. Department of Education. San Mateo, CA: Aguirre International.
Scarcella, R. (1990). Teaching Language Minority Students in the Multicultural Classroom. New York: Prentice Hall Regents.
Skutnabb-Kangas, T. (1984). Bilingualism or Not: The Education of Minorities. Clevedon: Multilingual Matters.
Skutnabb-Kangas, T. & Cummins, J. (eds). (1988). Minority Education: From Shame to Struggle. Clevedon: Multilingual Matters.
Smitherman, G. (1986). Talkin' and Testifyin': The Language of Black America. Detroit: Wayne State University Press.
Spolsky, B. & Cooper, R.(eds). (1977). Frontiers of Bilingual Education. Rowley, MA: Newbury House.
Tinajero, J.V. & Ada, A.F. (1993). The Power of Two Languages: Literacy and Biliteracy for Spanish-Speaking Students. New York:
Trueba, H.T. (1987). Success or Failure? Learning and the Language Minority Student. Scranton, PA: Harper & Row.
Trueba, H.T. (1989). Raising Silent Voices: Educating the Linguistic Minorities for the 21st Century. New York: Newbury House.
Valdés, G. & Figueroa, R.A. (1994). Bilingualism and Testing: A Special Case of Bias. Norwood, NJ: Ablex.
Valdés, G. Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools. New York: Teachers College Press.
Vigil, J.D. (1997). Personas Mexicanas: Chicano High Schoolers in a Changing Los Angeles. San Diego: Harcourt Brace College Publishers.
Journals
Bilingual Research Journal
The Journal of Educational Issues of Language Minority Students
Harvard Educational Review
TESOL Quarterly
Social Justice
Multicultural Education
Web Sites
www.ncbe.gwu.edu/
www.ourworld.compuserve.com/homepages/jwcrawford/
Field Observation 0708-611-01/2
Guidelines for Observation Reports
1. Clearly mark heading with subject of observation report, your name, classroom observed (school name, teacher, grade, composition of students, type of program), date and time observed.
Example:
Two-Way Immersion Classroom
Observer: Mark Brattleboro
School: Rainbow Middle School
Teacher: Salvadora Gonzalez
Classroom: Grade 6, Spanish bilingual social studies
Composition: 75% Latino students (Central American and Mexican), 10% African American, 15% Euro-American. Part of "family: structure.
Date: October 8, 1998, 9-10 am.
2. Take field notes during observation and attach these to final report.
3. Type final report double-spaced. Do not exceed 3 pages.
4. Summarize patterns in your observation and give examples from field notes. Look for: language used by teacher, language used by students, differences between language used in instruction and in informal interaction, involvement/engagement of students. Any other issues of interest to you.
5. Make connections between what you observed and what you have learned from readings.
6. Include a map of the classroom (if appropriate).