LLSS 493/593: First and Second Language Developmentclick here to go to the course home page
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Fall, 2003, Mondays, 4:15-6:45 p.m. (3 credit hours), Ortega 219
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Instructor: Julia Scherba de Valenzuela, Ph.D. Office: Hokona Hall, room 254 E-mail: devalenz@unm.edu Phone: 277-1406 Web site: http://www.unm.edu/~devalenz/ Office Hours: Monday, Tuesday, and Thursday, 7:15-8:30 by appointment only.
Thursdays, 5-7:15, on a drop-in, first-come first-serve basis -- no appointment needed.NOTE: No office hours on September 25, October 16, or November 27. Last office hours for the semester on Thursday, Dec. 11, 2003.
The following information is included in this syllabus:
- Course Overview
- Readings
- Course Design
- Policies
- Class Schedule
- Mission Statements:
- Grading Assignments:
- second language learner interview
- classroom observation
- quick writes
- progressive study guide (493)
- progressive study guide (593)
- Grading Criteria:
- second language learner interview
- classroom observation
- quick writes
- first draft of progressive study guide (493)
- first draft of progressive study guide (593)
- final draft of progressive study guide
| OVERVIEW |
The purpose of this course is to provide
a framework for considering how language development in bilingual individuals
is both similar to and different from that of monolinguals. This course
is designed to assist educators in understanding how the multiple realities
of bilingualism interact with the educational context and therefore may
influence the academic performance and assessment of bilingual students.
This knowledge should lead to more considered instructional decision making
on the part of course participants.
| READINGS |
Anzaldúa,
G. (1987). Boderlands: La frontera = the new Mestiza. San Francisco, CA:
Aunt Lute Books.
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Cummins, J. (1979).
Linguistic interdependence and the educational development of bilingual
children. Review of Educational Research, 49(2), 222-251.
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Cummins, J. (1994).
Primary language instruction and the education of language minority students.
In C. F. Leyba (Ed.), Schooling and language-minority students: A theoretical
framework (2nd ed., pp. 3-46). Los Angeles: Evaluation, Dissemination and
Assessment Center, California State University.
.
Bachman, L. F.,
& Palmer, A. S. (1996). Language testing in practice. Oxford, England:
Oxford University Press.
.
Bohannon III, J.
N., & Bonvillian, J. D. (2001). Theoretical approaches to language
acquisition. In J. Berko Gleason (Ed.), The development of language (pp.
254-314). Boston, MA: Allyn and Bacon.
.
Bruer, J. T. (2001).
A critical and sensitive period primer. In D. B. J. Bailey & J. T.
Bruer & F. J. Symons & J. W. Lichtman (Eds.), Critical thinking
about critical periods (pp. 3-26). Baltimore, MD: Paul H. Brookes.
.
Corson, D. (2001).
Language diversity and education. Mahwah, NJ: Lawrence Erlbaum.
.
De Houwer, A. (1995).
Bilingual language acquisition. In P. Fletcher & B. MacWhinney (Eds.),
The handbook of child language (pp. 219-250). Cambridge, MA: Blackwell.
.
de Valenzuela, J.
S., & Niccolai, S. L. (submitted). Language development in culturally
and linguistically diverse students with special education needs. In L.
Baca & H. Cervantes (Eds.), The bilingual special education interface
(4th ed.). Upper Saddle River, NJ: Merrill.
.
Ely, R., & Berko
Gleason, J. (1995). Socialization across contexts. In P. Fletcher &
B. MacWhinney (Eds.), The handbook of child language (pp. 251-270). Cambridge,
MA: Blackwell.
.
Hakuta, K. (2001).
A critical period for second language acquisition? In D. B. J. Bailey &
J. T. Bruer & F. J. Symons & J. W. Lichtman (Eds.), Critical thinking
about critical periods (pp. 193-205). Baltimore, MD: Paul H. Brookes.
.
Jitendra, A. K.,
& Rohena-Diaz, E. (1996). Language assessment of students who are linguistically
diverse: Why a discrete approach is not the answer. School Psychology Review,
25(1), 40-56.
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Krashen, S. D. (1994).
Bilingual education and second language acquisition theory. In B. E. Office
(Ed.), Schooling and language-minority students: A theoretical framework
(2nd ed., pp. 47-75). Los Angeles: Evaluation, Dissemination and Assessment
Center, California State University.
.
Larsen-Freeman,
D., & Long, M. H. (1991). An introduction to second language acquisition
research. New York: Longman.
.
Lessow-Hurley, J.
(2000). The foundations of dual language instruction (3rd ed.). New York:
Longman.
.
MacSwan, J. (2000).
The threshold hypothesis, semilingualism, and other contributions to a
deficit view of linguistic minorities. Hispanic Journal of Behavioral Sciences,
22(1), 3-45.
.
Marinova-Todd, S.
H., Marchall, D. B., & Snow, C. E. (2000). Three misconceptions about
age and L2 learning. TESOL Quarterly, 34(1), 9-34.
.
Nichols, P. C. (1996).
Pidgins and creoles. In S. L. McKay & N. H. Hornberger (Eds.), Sociolinguistics
and language teaching (pp. 195-217). Cambridge, United Kingdom: Cambridge
University Press.
.
Nofsinger, R. E.
(1991). Everyday conversation. Newbury Park, CA: SAGE.
.
Ochs, E. (1986).
Introduction. In B. B. Schieffelin & E. Ochs (Eds.), Language socialization
across cultures (pp. 1-13). Cambridge, England: Cambridge University Press.
.
Pease-Alvarez, C.,
& Vasquez, O. (1994). Language socialization in ethnic minority communities.
In F. Genesee (Ed.), Educating second language children: The whole child,
the whole curriculum, the whole communnity (pp. 82-102). Cambridge, England:
Cambridge University Press.
.
Pinker, S. (1994).
The language instinct: How the mind creates language. New York: William
Morrow and Company.
.
Schiff-Myers, N.
B., Djukic, J., McGoven-Lawler, J., & Perez, D. (1993). Assessment
considerations in the evaluation of second-language learners: A case study.
Exceptional Children, 60(3), 237-248.
.
Timm, L. A. (1993).
Bilingual code-switching: An overview of research. In B. J. Merino &
H. T. Trueba & F. A. Samaniego (Eds.), Language and culture in learning:
Teaching Spanish to native speakers of Spanish (pp. 94-112). Washington,
DC: The Falmer Press.
.
Tizard, B., &
Hughes, M. (1984). Young children learning. Cambridge, Mass: Harvard University
Press.
.
Valdés, G.,
& Figueroa, R. (1994). Bilingualism and testing: A special case of
bias. Norwood, NJ: Ablex.
.
Wong Fillmore, L.
(1991a). Second-language learning in children: A model of language learning
in social context. In E. Bialystok (Ed.), Language processing in bilingual
children (pp. 49-69). Cambridge, England: Cambridge University Press.
.
Wong Fillmore, L.
(1991b). When learning a second language means losing the first. Early
Childhood Research Quarterly, 6, 323-346.
.
Wong Fillmore, L.
(1996). What happens when languages are lost? An essay on language assimilation
and cultural identity. In D. I. Slobin & J.
.
Gerhardt & A.
Kyratzis & J. Guo (Eds.), Social interaction, social context, and language
(pp. 435-446). Mahwah, NJ: Lawrence Erlbaum.
.
Wong Fillmore, L.
(2000). Loss of family languages: Should educators be concerned? Theory
into Practice, 39(4), 203-210.
.
Zehler, A. M., Hopstock,
P. J., Fleischman, H. L., & Greniuk, C. (1994). An examination of assessment
of limited English proficient students (Task Order Report D070). Arlington,
VA: Special Issues Analysis Center.
| COURSE DESIGN |
Students who require special accommodations or instructional modifications need to notify the instructor by the beginning of the semester, or as soon as difficulties become apparent, with appropriate documentation from the Student Support Services Center (277-3506), Mesa Vista Hall, Room 2021.
Specific
Course Requirements:
Descriptions of
and criteria for grading each assignment will be handed out in class. Extra
copies can be obtained at the instructor's web site -- http://www.unm.edu/~devalenz/
The total points
possible for all of the above assignments add up to 99 points. The final
point will be added to the student's grade at the instructor's discretion
for any assignment that goes significantly above and beyond the work of
other students. This allows the instructor to assign a grade of 'A+' only
in the case of the student fulfilling the stated requirements for all assignments,
attending all class sessions (or making up those missed) AND performing
clearly superior work on at least one assignment.
Evaluation
Procedures & Grading System:
Final grades will
be determined by a point system (X out of 100 total possible points). Fractionated
grading will be used, with the following breakdown:
A+ = 100
B+ = 88-89
C+ = 78-79
D+ = 68-69 F = below
60
A = 94-99
B = 84-87
C = 74-77
D = 64-67
A- = 90-93
B- = 80-83
C- = 70-73
D- = 60-63
Incompletes are
strongly discouraged and are only given when the conditions of the university
are met and after a conference with the instructor at the initiation of
the student. Incompletes and withdraws from the course will be allowed
only in accordance with UNM policies. Please see the UNM catalog for a
description of these policies.
Written directions for all assignments are provided in this syllabus, along with the criteria for determining point values. Extra copies of the syllabus, assignments, and grading criteria are available at the instructor’s web site at: http://www.unm.edu/~devalenz/. All written assignments will be expected to be typed and follow the American Psychological Association Manual (5th ed.) format, unless otherwise specified. A brief guide to APA is also available on the instructor's web site, under the "handouts" link.
In particular, all
assignments should:
| .POLICIES |
Academic dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or assignments; claiming credit for work not done or done by others . . .
What does this mean for this course?
So, if you didn’t actually write it
or you didn’t actually read it, you must make that explicit. Additionally,
if you didn’t originally write it for this class, you may not use it. Failure
to comply with these guidelines falls under the category of academic dishonesty
and will result in the following:
To assist you in understanding what
plagiarism is and isn’t, you will be provided with a handout during the
first day of class on what plagiarism is and how to avoid it. Further information
on avoiding plagiarism and other forms of academic dishonesty can be found
in the APA Manual and at the Dartmouth College Website: http://www.dartmouth.edu/~sources/contents.html.
Rutgers University also has many resources on this topic, including an
interactive presentation on plagiarism: http://sal.rutgers.edu/plagiarism.html.
If you have any concerns or questions about how to appropriately indicate what is your own work and what is derived from the work of others, or whether small portions of an assignment developed for another course might be appropriate to include in an assignment for this course, please see me during office hours, or if that time is not convenient, call or email to set an appointment time.
2.) Late Paper Policy: All assignments are due by the beginning of class on the date assigned. Papers turned in after class (such as brought to my office later that evening) will be considered late. Late assignments will receive a one (1) point deduction for every day late, with a limit of seven days allowed. If assignments are not turned in within 1 week of the assigned date, they will not be accepted, except in the case of significant illness (doctor's note required) or major family emergency. You need to notify me as soon as possible about this emergency, so that we can arrange a mutually agreed upon time for completion of the assignment.
If you will not be able to be in class the date an assignment is due, please arrange for a friend to turn in your assignment during class, have the assignment faxed to the special education office by the time/date due, or have it handed in in person to either Terri Montoya or Jo Sanchez in the Special Education office (Hokona Hall 273) prior to 5 p.m. on the date due. If your assignment will be turned in at the Special Education office, please make sure that the time and date it is received are documented by the staff. Do NOT put late assignments under my office door, unless you want them accepted as turned in on the day I find them, which may or may not be the same day as you turned them in. Since I am not at the university every day, this could cost you points.
If you would like to send me your assignment as an attachment to an e-mail, I may allow that, at my discretion, with prior approval. However, I will only allow this when absolutely necessary -- if you e-mail me your assignment the evening after a paper is due, I will not accept it, unless you have arranged this ahead of time. If I agree to allow you to send me your assignment and you do so, I will e-mail you back with confirmation that your assignment was received and that the attachment could be opened. It is your responsibility to make sure that you receive confirmation of the receipt of your e-mail attached assignment. Please print and keep a copy of this return e-mail. I am not responsible to e-mail that do not arrive or attachments which cannot be opened.
3.) Re-Writes: In order to be fair to all students, re-writes will not be allowed, except under extraordinary circumstances beyond the student's control. However, students are STRONGLY encouraged to talk with, e-mail questions to, and/or submit drafts to the instructor at least 2 weeks ahead of time, so that revisions can be made, if necessary, by the assigned due date. You are also encouraged to bring drafts of your work to drop-in or scheduled office hours, in advance of the date the assignment is due, so that I can provide you with feedback on the spot.
4.) Class Attendance:
Class attendance is mandatory - Students who miss three class sessions
will be dropped from the course, regardless of the reason. Missed
class sessions (up to three) can be made up with the following, turned
in no later than three weeks after the missed class:
Five points will be deducted for every
absence that is not made up. No excuse or documentation is necessary for
missed classes.
Late arrivals to class interrupt the learning of all students. Therefore, a point will be deducted for arriving more than 30 minutes late to class. Arriving more than an hour late will be considered a class absence and will need to be made up, as indicated above.
5.) Class Participation:
Class participation that is conducive to the learning of all course participants
is expected. Behaviors that are considered to be conducive to learning
(of the student him/herself and others) include:
I expect students to demonstrate consistently
positive class participation. Frequent and/or significant failure to fulfill
these expectations will result in the student being dropped from the course.
The following four areas are defined below:
Respect for self, colleagues
and instructor is shown by: 1) following group norms during discussions,
2) consistent use of oral and body language that is professional, and 3)
frequent reference to classmate's opinions and perspectives in class discussion
in a positive and supportive manner.
Positive contribution to the group is demonstrated when: 1) the quantity of contributions is neither significantly more or less than that of other students, 2) the student is not usually the first one to talk after a prolonged silence, 3) contributions are almost always on topic, and 4) comments frequently engage other participants or support the engagement of other students in a consistently positive manner.
Listening is demonstrated by: 1) providing previously provided information to colleagues when asked, 2) not redundantly repeating what was already stated, 3) consistently following directions, and 4) incorporating others' responses and comments in contributions to class discussions.
Openness is shown by: 1) consistent
recognition and consideration of alternative perspectives, 2) consistent
reaction to alternative ideas in a thoughtful manner, and 3) a positive
response to criticism.
| COURSE SCHEDULE |
| UNDERGRADUATES | GRADUATE STUDENTS |
| August 25, 2003 (#1)
Topic: Introduction - Instructor’s vision, expectations and classroom norms, assignments & grading criteria, and web site orientation Read: no reading due 1st day of class |
August 25, 2003 (#1)
Topic: Introduction - Instructor’s vision, expectations and classroom norms, assignments & grading criteria, and web site orientation Read: no reading due 1st day of class |
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| September 8, 2003 (#3)
Topic: What is language and what does it mean to know a language? Read: 1. Lessow-Hurley, chapter 3, and |
September 8, 2003 (#3)
Topic: What is language? Read: 1. Lessow-Hurley, |
| September 15, 2002 (#4)
Topic: Approaches to First Language Development - Behaviorism Read: 1. Bohannon & Bonvillian (pp. 254-264) |
September 15, 2002 (#4)
Topic: Approaches to First Language Development - Behaviorism Read: 1. Bohannon & Bonvillian (pp. 254-264) |
| September 22, 2003 (#5)
Topic: Approaches to First Language Development - Nativism Read: 1. Pinker |
September 22, 2003 (#5)
Topic: Approaches to First Language Development - Nativism Read: 1. Pinker, and |
| September 29, 2003 (#6)
Topic: Approaches to First Language Development - Language Socialization Read: 1. Ely & Berko Gleason |
September 29, 2003 (#6)
Topic: Approaches to First Language Development - Language Socialization Read: 1. Ely & Berko Gleason, |
| October 6, 2003 (#7)
Topic: Comparing and Contrasting First and Second Language Development Read: 1. de ValenzuelaDue: Interview with a Second Language Learner |
October 6, 2003 (#7)
Topic: Comparing and Contrasting First and Second Language Development Read: 1. de Valenzuela,Due: Interview with a Second Language Learner |
| October 13, 2003 (#8)
Topic: Theories of second language acquisition - Krashen Read: 1. Krashen, 1994, and**mid-semester class evaluation (how is it going so far?) |
October 13, 2003 (#8)
Topic: Theories of second language acquisition - Krashen Read: 1. Krashen, 1994, and**mid-semester class evaluation (how is it going so far?) |
| October 20, 2003 (#9)
Topic: Theories of second language acquisition - Cummins Read: 1. Cummins, 1994 |
October 20, 2003 (#9)
Topic: Theories of second language acquisition - Cummins Read: 1. Cummins, 1994, |
| October 27, 2003 (#10)
Topic: Theories of second language acquisition - Wong Fillmore Read: 1. Wong Fillmore, 1991aDue: rough draft of final essay |
October 27, 2003 (#10)
Topic: Theories of second language acquisition - Wong Fillmore Read: 1. Wong Fillmore, 1991aDue: rough draft of final essay |
| November 3, 2003 (#11)
Topic: Misconceptions about second language learners: critical periods Read: 1. Marinova-Todd, Marshall, & Snow |
November 3, 2003 (#11)
Topic: Misconceptions about second language learners: critical periods Read: 1. Marinova-Todd, Marshall, & Snow, |
| November 10, 2003 (#12)
Topic: Misconceptions about second language learners: dialects, pidgins, and creoles Read: 1. Corson, chapter 4 |
November 10, 2003 (#12)
Topic: Misconceptions about second language learners: dialects, pidgins, and creoles Read: 1. Corson, chapter 4 and |
| November 17, 2003 (#13)
Topic: Misconceptions about second language learners: code-switching Read: 1. TimmDue: classroom observation assignment |
November 17, 2003 (#13)
Topic: Misconceptions about second language learners: code-switching Read: 1. TimmDue: classroom observation assignment |
| November 24, 2003 (#14)
Topic: Misconceptions about second language learners: language attrition and the silent period Read: 1. Schiff-Myers, Djukic, McGovern-Lawler, & Perez, and |
November 24, 2003 (#14)
Topic: Misconceptions about second language learners: language attrition and the silent period Read: 1. Schiff-Myers, Djukic, McGovern-Lawler, & Perez, |
| December 1, 2003 (#15)
Topic: Assessment issues with second language learners Read: 1. Bachman & Palmer |
December 1, 2003 (#15)
Topic: Assessment issues with second language learners Read: 1. Bachman & Palmer, and |
December 8, 2003 (#16)
Topic: Recognizing the sociopolitical context around bilingual education Read: 1. AnzaldúaDue: final essay |
December 8, 2003 (#16)
Topic: Recognizing the sociopolitical context around bilingual education Read: 1. AnzaldúaDue: final essay |
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| Julia Scherba de Valenzuela, Ph.D. |
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Last
updated: September 1, 2003
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