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Bilingual Education 593 (310):
First and Second Language Development

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Syllabus
Summer Session #1 (June 5-30, 2000), Monday-Friday, 11:40-1:40 (3 credit hours)
New:  Dane Smith Hall 128

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: Wednesdays 9:20-11:20 on a drop-in basis (no appointments needed)

The following information is included in this syllabus:

• course description
• rationale
• course objectives
• required readings
• course design
• course requirements
• evaluation procedures
• grading system
• late paper policy
• class attendance & participation policies
• class schedule
• COE mission statement
• instructor's mission statement
• COE conceptual framework

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;

can articulate the relationship between first and second language development;

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

are knowledgeable about the major theories in second language acquisition and can discuss them in relation to issues of teaching practice,

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; and

recognize all students as life-long learners.

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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.

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Course Design:
This course is designed so that students will interact actively with the course material -- whole and small group discussion, 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 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).

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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 -- http://www.unm.edu/~devalenz/

• interview with a second language learner    20 points
• attitude survey                                20 points
• Bloom's taxonomy assignment                 20 points
• final exam drafts (5 points each)            15 points
• final exam                                      25 points

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                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.

Late Paper Policy: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 turn late papers in to the LLSS/Bilingual Ed staff on the first floor -- several papers have been lost that way! Also, 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 Attendance & Participation Policies: Class attendance is mandatory - 5 points will be deducted for every absence that is not made up. No more than 4 class sessions in a semester can be made up. Students who miss more than 4 class sessions will be dropped from the course. Missed class sessions can be made up with the following, turned in no later than 2 days (class sessions) after the missed class:

• a typed summary of all assigned readings for the class missed, including a response to all reading questions,
• a copy of a colleague's notes from the missed class, and
• a typed response to the assigned quick write (available on the instructor's web site, under 'class outlines').

Late arrivals to class interrupt the learning of all students. Therefore, a point will be deducted for arriving more than 15 minutes late to class. Arriving more than 45 minutes late will be considered a class absence and will need to be made up, as indicated above.

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:

• arriving to class on time and well-prepared,
• paying attention to instructor and/or other students when they are speaking,
• use of appropriate and non-offensive language during class and in written class assignments,
• demonstrating cooperation with and respect for the instructor and peers during class discussions,
• and showing consideration for other students' need for alternative teaching strategies.

A rubric indicating the instructor's expectations for appropriate classroom participation will be distributed at the beginning of the course. Students who repeatedly violate these expectations will be dropped from the course.

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Class Schedule:

Week 1
June 5, 2000 (#1)
Topic: Introduction - Instructor’s vision, expectations and classroom norms, assignments & grading criteria, and web site orientation
QW: "What is language?"

June 6, 2000 (#2)
Topic: Folk theories of language & defining language
Read: McKeon, 1994

June 7, 2000 (#3)
Topic: Folk theories of language & defining language, cont.
Read: de Valenzuela, 1998

June 8, 2000 (#4)
Topic: Basic concepts in linguistics
Read: Lessow-Hurley, 1996, chapters 3 & 4

June 9, 2000 (#5)
Topic: General processes in language development
Read: Miramontes, Nadeau, & Commins, chapter 1

Week 2
June 12, 2000 (#6)
Topic: Language socialization
Read: Pease-Alvarez & Vasquez, 1994
Due:   Interview with a Second Language Learner & 1st draft of final exam

June 13, 2000 (#7)
Topic: Language socialization, cont.
Read:  Paley, 1995

June 14, 2000 (#8)
Topic: Patterns of second and bilingual language development
Read: Romaine, 1995, pp. 181-187 & 236-240

June 15, 2000 (#9)
Topic: Patterns of second and bilingual language development, cont.
Read: Valdés & Figueroa, 1994, chapter 1

June 16, 2000 (#10)
Topic: Patterns of second and bilingual language development, cont.
Read: Goodz, 1994
**mid-semester class evaluation

Week 3
June 19, 2000
No Class

June 20, 2000 (#11)
Topic: Why is this important? Defining the larger context of bilingual education in the U.S.
Read: Baca & de Valenzuela, 1998
Due:  Bloom's taxonomy assignment & 2nd draft of final exam

June 21, 2000 (#12)
Topic: Controversial issues in second language development: Semilingualism & code switching
Read: Sánchez, 1994, chapter 5

June 22, 2000 (#13)
Topic: Controversial issues in second language development: First language attrition
Read: Schiff-Myers, Djukic, McGoven-Lawler & Perez, 1993

June 23, 2000 (#14)
Topic: Controversial issues in second language development: First language attrition, cont.
Read:  Wong Fillmore, 1991b

Week 4
June 26, 2000 (#15)
Bilingual Special Education Institute -- Guest Speaker Nadeen Ruiz
Due: attitude survey & 3rd draft of final exam

June 27, 2000 (#16)
Topic: Models of second language development: Cummins and Krashen
Read: Cummins, 1994 AND Krashen, 1994

June 28, 2000 (#17)
Topic: Models of second language development: Wong Fillmore
Read: Wong Fillmore, 1991a

June 29, 2000 (#18)
Topic: Contexts for learning in the classroom: Fundamental principles (Tharp and Miramontes)
Read: Tharp, 1997, pp. 1-15 AND Miramontes, Nadeau & Commins, Chapter 2

June 30, 2000 (#19)
Topic: Contexts for learning in the classroom: Instructional conversations
Read: Tharp & Gallimore, 1991
Due: final exam

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The vision of the College of Education:
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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

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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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College of Education's Conceptual Framework:
Professional Understandings, Practices, and Identities

The College of Education at the University of New Mexico believes that professional education should seek to help individuals develop professional understandings, practices, and identities. These understandings, practices and identities frame the life-long learning of professional educators and reflect the values articulated in our Mission Statement and in state and national standards and competencies.

Understandings frame the identity and practice of educational professional. We seek to help you better understand:

• Human Growth and Development

Patterns in how individuals develop physically, emotionally, and intellectually. How to provide conditions that promote the growth and learning of individuals from diverse cultural and linguistic backgrounds, including those with special learning needs.
 
• Culture and Language

The nature of home, school, community, workplace, state, national, and global contexts for learning. How social groups develop and function and the dynamics of power within and among them. How language and other forms of expression reflect cultural assumptions yet can be used to evoke social change. How one's own background and development shape understanding and interaction.
 
• Content of the Disciplines

The substance of the disciplines you teach -- the central organizing concepts and factual information -- and the ways in which new information is created, including the forms of creative investigation that characterize the work of scholars and artists.
 
• Pedagogy

Theory and research on effective educational practice. How to create contexts for learning in and across the disciplines. How to assess student learning and design, plan, and implement instruction to meet the needs of learners. How to evaluate educational practice.
 
• Technology

Effects of media and technology on knowledge, communication, and society. How to critically analyze and raise awareness of the impact of media and technology. How to use current technology.
 
• Professional Issues

The social and political influences on education, both historically and currently. Local, state, and national policies, including requirements and standards. How to critically analyze and participate in the formation of educational policy. Strategies for leadership, collaboration, and research.
 
• Nature of Knowledge

How knowledge is constructed within social contexts, including the academic disciplines. The differences and connections among the knowledge constructed in different social contexts. How to conduct inquiry into the nature of knowledge within and across the disciplines.

These understandings enable you, as a professional, to value and engage in practices that embody the following qualities:

• Learner-Centered

Students' past experiences, cultural backgrounds, interests, capabilities, and understandings are accommodated in learning experiences. Routines promote learner risk-taking and allow learners to take increasing control of their own learning and functioning.
 
• Contextual

Experiences engage learners in ways of thinking, doing, talking, writing, reading, etc., that are indicative of the discipline(s) and/or authentic social contexts. Ideas and practices are presented with the richness of their contextual cues and information. Learners are provided with models and opportunities to reflect on their experiences and to relate their learning to other social contexts.
 
• Coherent

Learning experiences are organized around the development of concepts and strategies that learners need in order to participate in other similar situations. Learners are assessed on what they had to opportunity to learn.
 
• Culturally Responsive

Diversity is valued, and learners are helped to become aware of the impact of culture on how they and others perceive the world.
 
• Technologically Current

Available technology facilitates learning. Learners are helped to understand the effect of media on their perceptions and communication.

Developing a professional identity is central to lifelong growth as a professional educator. The University of New Mexico College of Education will help you to develop the following attributes of a professional:

• Caring

Attentive to learners, willingness to listen and withhold judgment, and ability to empathize while maintaining high expectations for learner success.
 
• Advocacy

Committed to ensuring equitable treatment and nurturing environments for all learners.
 
• Inquisitiveness

Habitual inquiry into the many, ever-changing ways in which knowledge is constructed, how people learn, and how educators can support learning.
 
• Reflection-in-Action

Able to analyze, assess and revise practice in light of student learning, research and theory, and collegial feedback.
 
• Communication

Skilled in speaking, writing, and using other modes of expression.
 
• Collaboration

Able to work cooperatively with students, parents, community members, and colleagues.
 
• Ethical Behavior

Aware of and able to work within the ethical codes of the profession.

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Last updated: June 13, 2000