ED 516 Syllabus
Foundations of Bilingual Education
Jill Kerper Mora, Ed.D.
San Diego State University
Textbooks
Required:
Mora, J.K (2000). ED 516 Course Reader. San Diego, CA: Montezuma Publishing. Available from Aztec Book Store.
Recommended:
Miramontes, O.B., Nadeau, A., & Commins, N.L (1997). Restructuring
Schools for Linguistic Diversity. New York, NY: Teachers College Press.
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Course Description
This course is designed to equip bilingual and second language teachers who are pursuing the Cross-cultural Language and Academic Development (CLAD) credential with the knowledge and philosophy to work as "team players" in the education of language minority students in the context of bilingual/ESL programs. We will explore the historical, political and legal foundations of bilingual education programs in the United States. We will examine different models of bilingual programs and the psycholinguistic and sociolinguistic principles upon which each is based.
In light of the passage of Proposition 227, our discussions and activities will include a critical analysis of the provisions of the law and its implications for implementation of programs for language minority students. Teacher candidates will become thoroughly familiar with the bilingual/ESL program requirements and procedures in California.
CLAD credential candidates will also examine the pedagogical, socio-cultural and linguistic issues that make bilingual education controversial and define a professional philosophy of bilingual/ESL teaching. The course content will be presented and mastered through the kinds of experiential, participatory and process-oriented strategies that are used in successful bilingual/ESL classrooms.
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 California.
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.
Identify and apply theories of language
acquisition and language teaching in articulating a professional philosophy of
bilingual/L2 instruction.
Participate meaningfully with
an understanding of multiple perspectives in discussions and decision-making activities
involving issues of bilingual education program design and implementation.
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Grading
The projects for the course are described thoroughly in class and in handouts and models. Since this is a one unit course, usually consisting of five 3-hour sessions, it is vitally important to come prepared to class with readings and assignments. This preparation will be demonstrated by a high level of critical thinking in questions and contributions to whole and small group discussions with a high level of active and engaged participation.
Two quizzes and/or in-class quickwrites
over readings, presentations and class discussions.
Written statement of your philosophy of bilingual/L2 education following the guidelines
outlined in the course reader.
Preparation and participation in the
simulation activity The Bilingual Education Debate: The
Calidale School Board Meeting. Participation should demonstrate a high level of
integration of course concepts and group collaboration. This assignment includes a written
reaction to the debate.
Participation in all class discussions
& activities.
Proportional Grading
Class work, projects, quizzes and written assignments will be weighed for the total
course grade according to the following percentages:
| Philosophy of bilingual education | 45% |
| Quizzes and/or quickwrites | 20% |
| Preparation/participation in B. E. Debate | 20% |
| Class participation | 15% |
The point system described below will be used for all papers, tests/quizzes and
graded class writing assignments in ED 516. Scores will be converted into percentages and
weighed according to the scale outlined in the syllabus.
Philosophy of Bilingua/L2 Education Assignment
The philosophy of bilingual/L2 teaching assignment will
be typed, double-spaced and edited for usage and mechanical errors. The content will be
evaluated based on the level of higher order thinking skills and the integration of
concepts and content from this course demonstrated by the student. The criteria for
grading will be fully explained. Any papers not turned in by the beginning of class on the
date due will be designated late. Late papers will be penalized ten percent for each class
session past the due date until handed in to the instructor.
Click here for a Road Map to the
Bilingual Education Controversy that will guide you in writing your
philosophy paper.
Class Participation
Participation in class is weighed heavily because the processes learned through
interaction with peers are an essential component of the course. Students must come to
class with the required textbook and book of class readings since these will be used
continuously. Space has been provided beside the miniatures of slides to take notes from
class discussions. Students are encouraged to reflect on the situations and contexts from
personal experience that illustrate applications of the concepts and principles discussed.
Grading Criteria & Scoring
(100-90%) This score will be
awarded to papers showing a high degree of competence; coverage of all parts of the
question as described in the course reader; effective organization and critical analysis.
References to course materials are utilized to support analysis of cultural and linguistic
values. Examples are used to illustrate analysis of multiple perspectives based on a
defined set of professional beliefs and practices. Authoritative sources are cited for
generalizations about second language education. Surface feature and grammatical or
mechanical errors are few and minor.
(89-80%) This score acknowledges
the clearly competent response, although it may be weak in some aspects of the superior
paper: e.g. it may slight one part of the question; may not be as effectively organized or
detailed; may have minor grammatical inconsistencies; may not be supported by references
to course materials or use as many pertinent examples; may show less in-depth analysis of
multiple perspectives; may focus on personal beliefs to the exclusion of analysis from a
professional "B/CLAD teacher" point of view; those that fail to cite
authoritative and reputable sources for statistics or global evaluations of second
language education.
(79-70%) This score will be given
to papers demonstrating competence; however, the papers will be less developed and the
analysis may be more superficial than papers scored a four. Papers awarded a score of
three may show occasional awkwardness of expression and grammatical weakness. Grammatical
and mechanical errors may obscure author's meaning or interfere with the flow of the
writing. Paragraphing may be infrequent or inappropriate.
(69-60%) This score will be
awarded for the following papers:--those that are primarily a restatement of subject's
words or ideas without adequate rationale given for their selection; --those that deal
with only one part of the question; --those that offer clichés instead of thoughtful
analysis; --those that remain general and undeveloped or without relevance to the author's
own cultural experience, values or beliefs; --those that lack focus or pertinent detail.
(59-0%) This score
will be used for papers that are severely underdeveloped or that exhibit serious
weaknesses in structure or syntax; -- papers that show little understanding of the
question or demonstrate incompetence in structure, syntax or other conventions of standard
written English, --papers that are excessively late, incomplete or not turned in.
PLEASE NOTE POLICY ON LATE PAPERS IN SYLLABUS
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ED 516 is taught using various class schedules. These include five
consecutive sessions each week for five weeks or weekend sessions, usually four class
meeting, two on Fridays and two on Saturdays. Be sure to check the SDSU course schedule
for the sessions and times of the section for which you are registered. The agenda below
is for the five-session model. Content will be adjusted according to the
announced schedule of sessions.
Check with Dr. Mora during the first class session for any modifications.
Session #1
1. California teaching credentials for classrooms with bilingual/L2 instruction: Areas of competency for B/CLAD teachers
2. Legal foundations of bilingual /L2 education
Implications for bilingual/sheltered immersion program compliance
3. History of bilingual/L2 education: A Jigsaw Activity
Reading Assignment: Reader Sec. A; Sec. B & Sec. C, p. 1-18
MoraModules #13.4
The Why's & How's of CLAD Teaching
MoraModules #13.5 CLAD
Teaching is Good Teaching Plus
MoraModules #13.6
Bilingual Education vs. English Immersion
MoraModules #16.1 Legal History
of Bilingual Education
MoraModules # 17.1 Goals
of Proposition 227
MoraModules # 17.2
Analysis of SBOE Emergency Regulations
MoraModules # 17.2
Role of the Regulators in
Proposition 227
Session #2
1. Linguistic and sociocultural basis for bilingual/L2 education
2. Focus on the transitional model of BE and Proposition 227 program requirements for limited English proficient students
3. Case studies of bilingual/ESL programs:
Cooperative groups on aspects of BE controversy
Reading Assignment: Reader Sec. C; Sec. D
MoraModules #2.2
Principles of Bilingual Education
MoraModules #15.1
A Smooth Road to Biliteracy
MoraModules #15.2
La
Lectura en Español
MoraModules #16.3
Critical
Thinking in the BE Debate
MoraModules #17.12 Advocacy
for Language Minorities
Session #3
1. Alternative models of bilingual education and their impact on English language learners
2. Factors in bilingual/ESL program design & implementation:
The shared decision-making model
3. The Bilingual Education Debate: Interest groups planning meetings
Reading Assignment: Reader Sec. E; Sec. F & Sec. H
Library Reserve Materials
MoraModules #3.2
Models of Bilingual Education
MoraModules 16.2
Bilingual
Education Debate: A Role-play
MoraModules #17.3 Sheltered
Immersion: Contrasts & Controversy
MoraModules #17.6
Debunking
English-Only
MoraModules #17.10
Status of Bilingual Education Post-227
MoraModules #17.11
Analysis of READ Institute Report on 227
MoraModules #17.14 Intergroup Conflict
Analysis
MoraModules #17.17 Proposition
227's Second Anniversary
Session #4
1. What does a bilingual/ESL classroom look like?
Language assessment and student placement
2. Case studies in bilingual education:
The shared decision-making model
3. The Bilingual Education Debate:
The Calidale USD School Board Meeting
Reading Assignment: Reader Sec. G
MoraModules #3.4
Characteristics of Effective L2 Classrooms
MoraModules #7.1
Language Assessment
MoraModules #14.4
Language Minority Program Implementation Checklist
MoraModules #16.6 Road
Map to the Bilingual Education Controversy
MoraModules #17.4
Proposition 227: A Message to Educators
MoraModules #17.8
NAGB Testimony on LM Student Assessment
MoraModules #17.13
Analysis of ELLs' SAT-9 Scores
MoraModules
#17.18 How Long Does It Take to Learn English?
MoraModules #17.19
Proposition 227: A Public Policy Failure
Session #5
1. Teacher-student variables in the academic success of language-minority students
2. Defining a role as a CLAD teacher in bilingual/L2 education
3. Peer sharing of the professional philosophies
Reading Assignment: Reader Sec. I
MoraModules #3.4 Effective L2 Learning Classrooms
MoraModules #13.1
Cultural Diversity in the B/CLAD Classroom
MoraModules #13.2 Understanding Multiculturalism
MoraModules #14.1 Organizing the Multilevel B/CLAD Classroom
MoraModules #14.3 California's
Demographic Challenges
Assignment Due: Philosophy of Bilingual/L2
Education
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This page was last updated on 07/26/02