First and Second Language Development Syllabus

.. ..Julia Scherba de Valenzuela, Ph.D.

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Bilingual Education 593 (003):
First and Second Language Development

Syllabus
Spring, 2000, Mondays, 7-9:30 p.m. (3 credit hours)
Mitchell Hall, rm. 212
Instructor: Julia Scherba de Valenzuela, Ph.D.
Office: Education Office Building, rm. 203
Phone: 277-1406
Fax: 277-8679
E-mail: devalenz@unm.edu
Web site: http://www.unm.edu/~devalenz/
Office Hours: Mondays & Tuesdays 4-6:30 on a drop-in basis
Course Description:
The purpose of this course is to provide a framework for considering how language development in bilingual individuals is 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.
Rationale:
The mission of the College of Education is to advance the quality of the educational experience for all learners and to educate professionals who can facilitate human growth in schools, homes, communities, and workplaces. In carrying out this mission, the College explicitly values diversity in people and perspectives. This course supports the College of Education framework by addressing student abilities within the context of a diverse society, recognizing the need to support all individuals in life-long learning, and validating all individuals as valuable members of their communities, including their communities of learners.
Course Objectives:
The objectives of this course are to prepare and develop teachers and other leaders who:

understand that cultural and linguistic differences do not constitute an educational handicap;

understand the relationship of second language development to the broader social, political and educational context;

value and support the native cultures, languages, and dialects of their students and their students’ families and communities;

are advocates for second language learners and families;

recognize all students as life-long learners;

Required Readings:
Baca, L., & de Valenzuela, J. S. (1998). Background and rationale for bilingual special education. In L. Baca & H. Cervantes (Eds.), The bilingual special education interface (3rd ed., pp. 2-25). Upper Saddle River, NJ: Merrill.
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.
de Valenzuela, J. S. (1998). Language acquisition and the bilingual exceptional child. In L. Baca & H. Cervantes (Eds.), The bilingual special education interface (3rd ed., pp. 121-143). Upper Saddle River, NJ: Merrill.
Goodz, N. S. (1994). Interactions between parents and children in bilingual families. In F. Genesee (Ed.), Educating second language children: The whole child, the whole curriculum, the whole community (pp. 61-81). Cambridge, England: Cambridge University Press.
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.
Lessow-Hurley, J. (1996). The foundation of dual language instruction. White Plains, NY: Longman.
Miramontes, O. B., Nadeau, A., & Commins, N. L. (1997). Restructuring schools for linguistic diversity: Linking decision making to effective programs. New York: Teachers College Press.
McKeon, D. (1994). Language, culture, and schooling. In F. Genesee (Ed.), Educating second language children (pp. 15-32). New York: Cambridge University Press.
Paley, V. G. (1995). Looking for Magpie: Another voice in the classroom. In H. McEwan & K. Egan (Eds.), Narrative in teaching, learning, and research (pp. 91-99). New York: Teachers College 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 community (pp. 82-102). Cambridge, England: Cambridge University Press.
Romaine, S. (1995). Bilingualism. (2nd ed.). Oxford, England: Blackwell.
Sánchez, R. (1994). Chicano discourse. Houston, TX: Arte Público Press.
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.
Tharp, R., & Gallimore, R. (1991). The instructional conversation: Teaching and learning in social activity (Research Report 2). Santa Cruz, CA: The National Center for Research on Cultural Diversity and Second Language Learning, University of California, Santa Cruz.
Tharp, R. G. (1997). From at-risk to excellence: Research, theory, and principles for practice (Research Report 1). Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.
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.

Course Design:
This course is designed so that students will interact actively with the course material -- small group projects, in-class and on-line discussion of readings, and in-class activities, rather than instructor lecture, will make up the bulk of in-class sessions. Therefore, it is imperative that students arrive at each class having read all of the assigned readings. Graded assignments are designed to be instructional as well as providing a means of arriving at a final grade for each student. Therefore, less emphasis will be placed on quizzes and exams and more will rest on graded out-of-class assignments that rely on interpretation of course materials and development of critical thinking. Students’ ability to participate appropriately during in-class discussions and small group work will also factor into their final grade. 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 Learning Support Services Center (277-6670).

Specific Course Requirements
(Descriptions of and criteria for grading each assignment will be handed out in class. Extra copies can be obtained from the instructor's course home page.)

interview with a second language learner    20 points

attitude survey                              20 points

class language use observation               20 points

final portfolio                                25 points

class participation                            15 points

Evaluation Procedures:
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                C = 74-77
A = 94-99              C- = 70-73
A- = 90-93             D+ = 68-69
B+ = 88-89             D = 64-67
B = 84-87               D- = 60-63
B- = 80-83             F+ = 58-59
C+ = 78-79             F = below 57
Written directions for all assignments will be provided, along with the criteria for determining point values. Extra copies of assignments will be 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 (4th ed.) format, unless otherwise specified. A brief guide to APA is also available on the instructor's web site, under the "handouts" link.
Class participation will be determined by instructor- and self-administered evaluations, copies of which will be distributed at the beginning of the semester and available on the web site. Students' conduct that contributes to their own learning and that of the others in the class will be evaluated. Behaviors that are considered to be conducive to learning (of the student him/herself or others) include: arriving to class on time and well-prepared, paying attention to instructor and/or other students when they are speaking, use of appropriate or non-offensive language during class or in written class assignments, demonstrating cooperation and respect for the instructor and peers during class discussions, and showing consideration for other students' need for alternative teaching strategies. Class attendance is mandatory and considered part of class participation - 1 point will be deducted for every unexcused absence or arriving more than 15 minutes 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 family emergency. If you will be not be able to be in class, 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 or Jo 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.

Class Schedule:
January 24, 2000 (class #1)
Topic: Introduction - Instructor’s vision, expectations (circle of voices), assignments & grading criteria, web site & on-line discussion
QW: "What is language?"
January 31, 2000 (class #2)
Topic: Folk theories of language & defining language
Read: McKeon, 1994 AND de Valenzuela, 1998
February 7, 2000 (class #3)
Topic: Basic concepts in linguistics
Read: Lessow-Hurley, 1996, chapter 3 AND Miramontes, Nadeau, & Commins, chapter 1
February 14, 2000 (class #4)
Topic: General processes in language development
Read: Lessow-Hurley, 1996, chapter 4
February 21, 2000 (class #5)
Topic: language socialization
Read: Pease-Alvarez & Vasquez, 1994 AND Paley, 1995
**1st mid-semester class evaluation
February 28, 2000 (class #6)
Topic: Patterns of second and bilingual language development
Read: Valdés & Figueroa, 1994, chapter 1 AND Romaine, 1995, pp. 181-187 & 236-240
March 6, 2000 (class #7)
Topic: Patterns of second and bilingual language development, cont.
Read: Goodz, 1994
Due: interview with a second language learner
March 13, 2000
SPRING BREAK - NO CLASS
March 20, 2000 (class #8)
Topic: Why is this important? Defining the larger context of bilingual education in the U.S.
Read: Baca & de Valenzuela
Due: attitude survey
March 27, 2000 (class #9)
Topic: Controversial issues in second language development: Semilingualism & code switching
Read: Sánchez, 1994, chapter 5
April 3, 2000 (class #10)
Topic: Controversial issues in second language development: First language attrition
Read: Schiff-Myers, Djukic, McGoven-Lawler & Perez, 1993 AND Wong Fillmore, 1991b
**2nd mid-semester class evaluation
April 10, 2000 (class #11)
Topic: Models of second language development: Cummins and Krashen
Read: Cummins, 1994 AND Krashen, 1994
April 17, 2000 (class #12)
Topic: Models of second language development: Wong Fillmore
Read: Wong Fillmore, 1991a
Due: classroom language use observation
April 24, 2000 (class #13)
Topic: Contexts for learning in the classroom: Fundamental principles (Tharp and Miramontes)
Read: Tharp, 1997, pp. 1-15 AND Miramontes, Nadeau & Commins, Chapter 2
May 1, 2000 (class #14)
Topic: Contexts for learning in the classroom: Instructional conversations
Read: Tharp & Gallimore, 1991
May 8, 2000
Finals Week
Due: final portfolio and class participation self-evaluation by 5 p.m. to my office - EOB 203 (unless prior arrangements have been made for turning assignment in in advance)

The vision of the College of Education:
Excellence and diversity through people, ideas, and innovation.
Our mission is the study and practice of education through teaching, research, and service. We

address critical education issues;

test new ideas and approaches to teaching and learning;

educate professionals who can facilitate human growth and development in schools, homes, communities, and workplaces, and

prepare students for participation in a complex and challenging society.

In carrying out our mission we value

excellence in all that we do;

diversity of people and perspectives;

relationships of service, accountability, collaboration, and advocacy;

the discovery, discussion, and dissemination of ideas, and innovation in teaching, technology, and leadership

Instructor's vision and mission statement
VISION: A classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.
MISSION: To facilitate the collaborative construction of the above learning environment via attention to the following:
whole and small group dynamics;
increased literacy in academic discourse (comprehension and production, oral and written); and
opportunities for active engagement with course content and materials.

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Last updated: January 21, 2000