Language, Literacy, and Sociocultural Studies
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Bilingual Education 453: History & Theory of Bilingual Education ESL Summer Institute
"Without dialogue, there is no learning. And without learning, there is no education." ~Paulo Freire~
I. Instructor Information: M. Cathrene Connery, B.F.A. , M.Ed.,
M.A. II. Required Texts/ Materials: ~Crawford, J. (1999). Bilingual Education: History, Politics, Theory,
& Practice. 4th Edition. Bilingual Educational Services: Los Angeles,
California. (University of New Mexico Bookstore) III. Key Objectives: B. Students will investigate Bilingual and English as a Second Language Education in the United States from political, legal, and sociohistorical perspectives. C. Students will critically examine national and international prototypes and program models designed to meet the needs of the second language learner. D. Students will identify educational prescriptions required by law for individual educators & administrators, schools, and districts on the behalf of linguistically subordinated students. E. Students will comprehend the nature of bilingualism and the role of native language literacy and content area instruction, as well as conversational and academic English as a Second Language instruction in cultivating conceptual and social knowledge. F. Students will design a project that applies first & second language acquisition & sociocultural theory to population specific, culturally appropriate instructional methodologies and classroom management strategies for the second language children, parents, & communities. G. Students will recognize potential linguistic and cultural biases of assessment and their impact on instructional placement, prescription, and evaluation of second language learners. IV. Academic Policies:A. All students are held responsible for active, supportive, and respectful participation during class sessions. Your personal & professional insights, life experience, and teaching expertise is valued and honored. We can't know everything and will make many mistakes together. We can also agree to disagree as we construct meaning as travelers on a collective journey. Please expect to discuss your ideas!!! Ask questions!!! Provide answers!!! B. Please come to class on time and prepared. We will be involved in many small group sessions and your team will depend on your prompt arrival. We have such a limited hours together and we want to make each minute count. C. Cite all electronic or bibliographic references for works that are not authored or created by you. If for some reason you do not have a complete reference for a document, do the best you can by providing an author, a date, a workshop site, etc. This is especially important for work posted on your project. If a document has been translated, give credit to the person whose talents made it readable to you. V. Class Meetings: A. Week of June 7 - 11, 1999 Cohort B: ~Tuesday 6/ 8 9:00- 10:30; 12:00 - 1:00 ~Thursday 6/ 10 9:00 - 10:30 Cohort A: ~Wednesday 6/ 9 9:00 - 10:30; 12:00 - 1:00 ~Friday 6/ 11 9:00 - 10:30 B. Week of June 14 - 18, 1999 Cohort B: ~Tuesday 6/15 9:00 - 10:30; 12:00 - 1:00 ~Thursday 6/ 17 9:00 - 10:30; 12:00 - 1:00 Cohort A: ~Wednesday 6/ 16 9:00 - 10:30; 12:00 - 1:00 ~Friday 6/ 18 9:00 - 10:30; 12:00 - 1:00 C. Week of June 21 - 25, 1999 Cohort A: ~Tuesday 6/ 22 10:30 - 12:00 Cohort B: ~Wednesday 6/ 23 10:30 - 12:00 D. Week of June 28 - July 2, 1999 Cohort B: ~Tuesday 6/29 9:00 - 10:30; 12:00 - 1:00 ~Thursday 7/ 1 9:00 - 10:30; 12:00 - 1:00 Cohort A: ~Wednesday 6/ 30 9:00 - 10:30; 12:00 - 1:00 ~Friday 7/ 2 9:00 - 10:30; 12:00 - 1:00 E. Week of July 5, - July 9, 1999 Cohort A: ~Thursday 7/ 8 10:30 - 1:00 Cohort B: ~Friday 7/ 9 10:30 - 1:00 F. Week of July 12 - 16, 1999 Cohort B: ~Tuesday 7/ 13 9:00 - 10:30; 12:00 - 1:00 ~Thursday 7/ 15 9:00 - 10:30; 12:00 - 1:00 Cohort A: ~Wednesday 7/ 14 9:00 - 10:30; 12:00 - 1:00 ~Friday 7/ 16 9:00 - 10:30; 12:00 - 1:00 VI. Course Requirements: 100 points A. Web Project: 20 points B. Theoretical Paper:25 points C. Journals:(3 audiences) 15 points D. Online Discussion: 10 points E. H & T Course: 30 points
1. "Pithy Quotes" Card File: 5 points This card file is to assist you in the development of your own theoretical stance towards Bilingual/ESL Education and second language learners. As you read the chapters, listen in class, and reflect on your own experience, jot down interesting observations, thoughts, quotations, etc. on a 3 X 5 index card. Dedicate one card to a solitary concept. Be sure to include the citation, reference, or other notable information to give its thinker credit. It would be helpful if these cards could be turned in a small collection at a time so I can see the evolution of your thinking and make comments, however, this is not necessary. All cards are due to the instructor with the final draft of your theoretical paper on Monday, June 28, 1999.
2. Class Participation: 10 points You will be responsible to articulate your views, perceptions, wonderment, excitement, disgust, thoughts, brainstorms, incredulousness, hate, love, and other reflections of the material we cover in class as your own background knowledge interfaces with the subject matter. Only 35% of all communication is verbal, leaving 65% attributed to "body language". Students will be asked to complete Participation Self Evaluation forms to assist them in monitoring their progress in these areas.
3. News Reviews/ Oral Histories: 5 points We will be conducting a search for information regarding past and present sociopolitical attitudes towards and activities involved in local Bilingual/ESL education efforts. This can be approached through a survey of the Albuquerque Tribune's Archives or other newspapers. A second approach is to interview family members, neighbors, or friends regarding their own experiences with language and education. Research teams will provide an informal, oral presentation of their findings/ interpretations to assist us in the construction of a context-specific profile of schooling and bilingualism in New Mexico. News Reviews/ Oral Histories will be presented in the latter part of the week of June 28, 1999.
4. Class Website Link: 10 points Each student will be asked to contribute 3 pages to a Class Website Link that will support educators' efforts in using the Internet in their classrooms. One of the link pages will include a description, critique, and list of recommendations for an ESL/Bilingual related Website or related article (e.g. Oral Historian article or TESOL summary & critique). The second link page will review a Website that has to do with a content related field (e.g. NASA's Website for Space Engineering). A template will be provided for the first two pages. The third link page will incorporate the adaptation of material gleaned from a Website for parents. The Class Website Link will be formatted and organized for easy reference like a telephone directory. All link pages will be due at the same time your final project is turned in.
VII. Course Syllabus and Readings: All readings located in the Crawford text A. Week One: June 7 - 11, 1999 *Pithy Quote Card File* 1. Sociolinguistics & The Education of Subordinated Students Chapter 1: Bilingualism in America: A Forgotten Legacy 2. History of Bilingual Education in the United States: Part I Chapter 2: The Evolution of Federal Policy B. Week Two: June 14 - 18, 1999 *News Reviews/ Oral Histories* PQCF 1. History of Bilingual Education in the United States: Part II Chapter 3: English Only or English Plus? Chapter 4: The Bennett Years 2. Politics, Policies, & Legal Issues: At the Crossroads of Civil Rights & Social Agendas Chapter 12: Language Policy & School Reform Appendix B: Title VII (1994) 3. A Menu of Bilingual Models: Irish Enchiladas vs. La Comida Rica Appendix A: Glossary of Program Models C. Week Three: June 21 - 25, 1999 *Pithy Quote Card File/ Peer Review * Bilingualism & Schooling: "Counting for Double" Everywhere Chapter 8: Theory Into Practice: The Case Studies Project D. Week Four: June 28 - July 2, 1999
* PQCF/ Final Draft Due* Chapter 5: The Effectiveness Debate Surfing ESL/Bilingual, Content Area, & Parent Web sites E. Week Five: July 5 - July 9, 1999: * Website Link Pages* Issues in Assessment: Cultural & Linguistic Gate keeping? Chapter 13: Disaster at the Polls Assorted Appendices: C. National Education Goals D. "English Language Empowerment Act" (1996) E. California's Proposition 227 F. Week Six: July 12- 16, 1999: Final Wrap Up Web Project Completion I'm looking forward to an exciting and enriching 6 weeks!
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