UNIVERSITY OF TEXAS AUSTIN EDC 371 Foundations of Bilingual Education Unique #09355, Fall, 2009 Wednesday, 4:00-7:00 p.m. SZB 370 Dr.

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1 UNIVERSITY OF TEXAS AUSTIN EDC 371 Foundations of Bilingual Education Unique #09355, Fall, 2009 Wednesday, 4:00-7:00 p.m. SZB 370 Dr. Deborah Palmer Office: SZB 440E Hours: Weds 2-3:30 or by appointment Phone: COURSE DESCRIPTION (3.0) hours credit This course is designed to give you an opportunity to learn about and discuss vital issues related to the education of linguistically and culturally diverse populations. It is designed as an introduction to the profession of bilingual teaching; as such, we will begin to talk about teaching methodology and curriculum development, but our primary focus will be on issues related specifically to the role of bilingual educators in the lives of English learning and immigrant children, and on the political, social, philosophical, and theoretical implications of bilingualism and bilingual education in Texas and the United States. PREREQUISITE Admission to the Bilingual Education EC-4 Cohort and expected beginning Spring or Fall GOAL The learner will demonstrate an understanding of the types of bilingual education programs and of the policies that impact bilingual education; of the historic trends and current theory behind bilingual education in the United States; of the characteristics of the language and culture of the student populations served in bilingual programs; of the various approaches, methods, and techniques related to the teaching of language and content to linguistically diverse students; of the basic concepts concerning the relation between language and culture; of national, state, and local assessment requirements; of the issues related to bilingual special education; and of the benefits of school-home relationships to the bilingual student s academic success. REQUIRED TEXT and READINGS 1

2 Ovando, C. J., Collier, V. P., & Combs, M.C. (2006). Bilingual and ESL classrooms: Teaching in multicultural contexts (4 th Edition). New York: McGraw Hill. Texas Essential Knowledge and Skills; Chapter 128. Spanish Language Arts and English as a Second Language; Science; Mathematics, and Social Studies. (No purchase needed; just access online when we need them: Anzaldua, Gloria (1993) Friends from the other side/amigos del Otro Lado. San Francisco: Children s Book Press. Mora, Pat (1997) Tomás y la señora de la biblioteca. New York: Dragonfly Books. (SPANISH version please) Jiménez, Francisco (1998) La Mariposa. Boston: Houghton Mifflin Company. (SPANISH version please) Course Readings available as PDF Documents on Blackboard STUDENT EVALUATION I expect you to perform at your highest potential. I will help you in any way I can, and I expect you to do your part. Course requirements (listed below) will each be graded and awarded points as indicated for a total of 100 points, and grades will be calculated according to the following distribution. Grade Distribution: A = B = C = D = F = <60 EXPECTATIONS Attendance Attendance of scheduled classes is required for completion of this course. Unexcused absences will result in a reduction in your grade. In order to be considered present for the class, you must arrive on time, sign the roster, and remain for the entire class period. Tardiness will be considered an absence after a total of 60 minutes of missed class time. You are responsible for notifying me in advance if you will be absent, and you must obtain all class work, assignments, handouts, etc. missed, due to absence. Unexcused absences will lose you points towards your final grade. An excess of unexcused absences will result in your being asked to drop the class. If you are ill, a doctor s note will excuse your absence. 2

3 According to University policy, "A student who is absent from class or an examination for the observance of a religious holy day may complete the work missed within a reasonable time after the absence if proper notice has been given. Notice must be given at least fourteen days prior to the classes scheduled on the dates the student will be absent. For religious holy days that fall within the first two weeks of the semester, notice should be given on the first day of the semester." Please do give me notice if you will be absent due to religious holy days; these of course would be excused. Quality of Work Written work will be accepted either in class, or as a word document attachment in an . All written work submitted MUST: Be of professional quality, neatly presented, grammatically correct, and free of spelling and punctuation errors Be prepared on a computer, using 12 point font, double spacing, PAGE NUMBERS, and a standard print style (e.g. Times, Geneva, New York). Include your name, course number/name, date, and assignment title at the top of the first page. Be stapled, if submitting a paper copy. Have your name and assignment title in subject heading, if submitting electronically. Use APA writing style for any references (see for more info) Be ON TIME. Late or incomplete assignments will not earn full credit. (note: Often, assignments can be re-done for a revised grade with my consent.) Failure to meet all these requirements will result in reduction of points. Blackboard Use You will need access to Blackboard for weekly questions on readings and periodic announcements, to access handouts, readings, and other class materials outside of class. You need a valid UT EID to log on. A copy of this syllabus can also be found in Blackboard. Classroom Conduct Students are expected to demonstrate professional conduct during class sessions. In order to minimize distractions, please do not leave the room during class unless an emergency arises. We will have a ten-minute break in the middle of each class period during which you may use the rest room, make phone calls, etc. Please also refrain from engaging in individual conversations during lectures or class discussions, and from using laptops for any purpose other than those directly connected with the class activity. There is NO texting permitted during class. And PLEASE turn off cell phones and pagers when class begins. (Help me remember too!!) Special Accommodations 3

4 Any student with a documented disability (physical or cognitive) who requires academic accommodations should contact the Services for Students with Disabilities area of the Office of the Dean of Students at (voice) or (TTY for users who are deaf or hard of hearing) as soon as possible to request an official letter outlining authorized accommodations. Plagiarism Addendum As a research university, UT takes plagiarism very seriously. Do not risk getting involved in a plagiarism infraction the consequences aren t worth it. Always cite your sources, and when in doubt consult a professor or librarian. You may read more about plagiarism at the Student Judicial Services website: COURSE ASSIGNMENTS Attend class, come prepared, and be an active participant in all in-class discussions and activities (Weekly) Each unexcused absence will lose you 1 point, each tardy will lose you half a point. I will collect and assign points to occasional group assignments and quick-writes. I will also award points to students who are active participants in discussions, either whole class or small group. Please BRING TEXTBOOK AND READINGS TO CLASS each week, as we will use them for discussions and activities. Also, during the first week we will make name tags; please keep these on your desk throughout the semester. This will help me and your classmates learn your name, as well as help guest speakers. (20 pts total available) Blackboard Questions on Readings Each week there will be questions posted on the Blackboard Discussion Board. You will need to respond to these questions before class on Wednesday at 4. Late postings will be graded down (but still count; better late than never). Your answers should be thorough, reflective, and demonstrate your understanding of readings. Please keep in mind that because these are posted to Blackboard, your classmates will be able to read them; in fact, I encourage you to read and respond to others postings to get an idea of what others think of the readings, as this will help advance our class discussions. I will grade your postings individually (and privately) directly on Blackboard, 2 points for complete and informative responses. (11 weeks, total 20 points) Group Presentation Midterm: Bilingual Education Debate (DUE: Oct 7) You will work together with a small group to prepare the following 10 minute presentation: You must testify to a legislative committee considering a bill that will abolish all bilingual educations programs in Texas and in their place require teachers to promote Sheltered English Immersion programs for ELL s. Use evidence from our readings and discussions, as well as other sources, to make your case. You may develop a power point, posters, or handouts to support your presentation. (Rubrics and further info will follow) (20 pts) 6 hours Classroom Observation: Logs and Reflections (DUE: Oct 28, Nov. 18) 4

5 The Classroom Observation component requires a minimum of six (6) hours of classroom observations in two classrooms/grade levels (3 hours in each). In exchange for these 6 hours, we will have no class on November 25, we will leave early on October 21, and you will be able to leave immediately after completing your final exam. You are responsible for selecting a school and teacher from a list provided and (working with classmates who will visit the same class) contacting the classroom teacher to make arrangements for the observations. You will complete and turn in a contact log that documents each classroom observation. Classroom observation logs will be provided, as well as information and guidelines for conducting classroom observations. (6 pts for 6 completed hours, documented by logs) You will hand in two observation logs and write up two reflections, one for each classroom in which you observe. Reflections should be divided into three parts: What I saw, My Reactions, and Connections. They should be at least 4 pages in length. I ll provide you with more detailed instructions for your reflections separately. (14 pts, 7 per reflection paper) Final Exam (12/2) The exam will include multiple choice, T/F, short answer and essay questions, and will cover the second half of the semester s topics and issues. I will provide you a list of covered topics, and you will be allowed to bring notes and materials into the exam. (15 pts) Stay and participate in BESO meetings after class The Bilingual Education Student Organization (BESO) will be holding meetings every other week beginning at 6:30 in our classroom. In other words, the first half hour of every BESO meeting will be mandatory attendance for all of us, as it will be during class time. This is your organization, and is an excellent opportunity to make connections with fellow majors and future bilingual teachers. It is also an opportunity for professional growth and development and exploration of the field. I consider your participation to be part of the experience of this course. I am requesting you to stay for the remainder of the meetings, until 7:30, and participate appropriately. Consider it homework. Meeting dates are indicated in the calendar below. (5 points) Note: If you join BESO and participate beyond bi-monthly meetings, I will gladly award up to 5 points extra credit. Detail your participation in an to me before the final exam, including dates and activities you participated in. 5

6 SCHEDULE OF ASSIGNMENTS/READINGS/CLASSES EDC 371 Foundations of Bilingual Education Fall 2009 Date Topics Assignments August 26 INTRODUCTION Discuss course syllabus, course format, and course requirements. In Class: Read Chapter 29, Texas Education Code; and California Ed Code Section (handout, PDF) Make Name Cards Linguistic Autobiography Introductions Venn Diagram Discussion: Comparing policies in California and Texas September 2 STUDENTS CHAPTER 1 Guest Speaker: Baudelio Bernal, Director de AMMAC Film: Latinos, Schools, and Society Children s Literature Study Circles September 9 POLICY AND PROGRAMS CHAPTER 2 Tea Party discussion Read Chapter 1 Ovando, Collier, & Combs; Read children s literature selections (Anzaldúa, Mora, Jimenez). Read Chapter 2 Ovando, Collier, & Combs; 6

7 September 16 TEACHING CHAPTER 3 Jigsaw: Sheltered Instruction: Doing it Right by Aida Walqui (handout) Read Chapter 3 Ovando, Collier, & Combs; Read McGroarty Cooperative Learning: The Benefits for Content-Area Teaching (PDF) September 23 LANGUAGE Acquisition Theory CHAPTER 4 Cummins Quadrants Student practice debates on Elimination of Bilingual Education Programs Brainstorming pro/con arguments September 30 LANGUAGE Teaching Strategies CHAPTER 4 What is Academic Language? (Anzaldúa, Tan, Letter for English B, Cummins, others) Groupwork: Review of language acquisition theories Read Chapter 4, pp Ovando, Collier, & Combs; Read LW Fillmore Loss of Family Languages: Why Should Educators Be Concerned? (PDF) Read Cummins Three faces of language proficiency (PDF) Read Chapter 4, pp Ovando, Collier, & Combs; Read Anzaldúa How to Tame a Wild Tongue Read Tan Mother Tongue (PDF) October 7 Bilingual Education Debates (no readings; no Blackboard questions) Due: Group Presentation Materials October 14 CULTURE CHAPTER 5 Guest Speaker: Marizza Marquez, bilingual teacher and Read Chapter 5 Ovando, Collier, & Combs; Read Moll, Amanti, Neff, Gonzales Funds of Knowledge for Teaching (in, PDF) 7

8 October 21 October 28 November 4 science support teacher, Wooldridge Elem, Austin ISD MATHEMATICS AND SCIENCE CHAPTER 6 Guest Speaker: Luz Maldonado, doctoral candidate in Math/Science Education, UT Austin, SOCIAL STUDIES CHAPTER 7 Guest Speaker: Dr. Frankie Monteverde, UT Austin. Social Studies Instruction ASSESSMENT CHAPTER 8 Looking at the Woodcock-Muñoz AISD s Assessment Policies on the web Jigsaw: Authentic Assessment for ELL s: Examples from the Classroom by O Malley & Valdez Pierce (handout) Re-read Anzaldúa, Amigos del otro lado Read Chapter 6 Ovando, Collier, & Combs; Read Flores, Alfinio Sí se puede, It can be done : Quality Mathematics in more than one language (PDF) Read Chapter 7 Ovando, Collier, & Combs; Read: Crossing borders, building empathy. and First Crossing (PDF) DUE: First Observation log and Reflection (covering 1 st 3 hrs) Read Chapter 8 Ovando, Collier, & Combs; Read Defending bilingual education and High Stakes Harm (PDF) 8

9 November 11 BILINGUAL SPECIAL EDUCATION CHAPTER 9 Guest Speaker: Maria Elisa Ulcak, doctoral student, UT Austin, Bilingual Special Education November 18 SCHOOL AND COMMUNITY CHAPTER 10 Review for Final Exam Guest Speaker: Amy Averett, Director, Austin Voices for Community and Youth (5:45) Read Chapter 9 Ovando, Collier, & Combs; Read Chapter 10 Ovando, Collier, & Combs; DUE: Second Observation log and reflection (covering 2 nd 3 hrs) November 25 NO CLASS: Thanksgiving Holiday December 2 (Last Day of Class) Final Exam Review Chs and related materials 9