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San Diego State University
Imperial Valley
Division of Education
720 Heber Avenue
Calexico, CA 92231
Course Syllabus: Fall 2013
Course Title: PLC 601: Language Policies and Practices (3 units)
Lecture Room: Rm. N-102
Lecture Schedule: Thursdays: 7:25 – 10:05 pm (Aug 28 – December 18th, 2012).
Professor: Dr. Lasisi Ajayi
Office Address: Room 173
Office Hours: Thursdays 4:00 – 6:00pm & by Appointments
Phone: (760) 768 – 5504
E-mail: lajayi@mail.sdsu.edu.
Course website: http://www.ivcampus.sdsu.edu (departments/faculty/lajayi)
Textbooks:
(1) Crawford, J. (2000). At war with diversity: U.S. language policy in an age of anxiety.
Clevedon, England: Multilingual Matters.
Hall, J. K. & Eggington, W. G. (2000). The socio-politics of English language teaching (online
text through the SDSU Library).
http://libproxy.sdsu.edu/login?url=http://search.ebscohost.com.libproxy.sdsu.edu/login.aspx?dire
ct=true&db=nlebk&AN=23387&site=ehost-live
Course Description
The purpose of this course is to provide students with the background and
knowledge base of the current literature and research in literacy and language
policy as it relates to school programming and educational standards. Students
will acquire understanding of language acquisition process and methods for
teaching subject matter and strengthening language skills of English learners in
secondary content-area classrooms.
Learning Objectives
Upon completion of this course students will be able to:
 Explain the history of language policy in California and at the federal level.
 Analyze the crucial issues in U.S. language policy, including anti-bilingual initiative in
California, bilingual education, English-only ideology, language rights, official English,
and No Child Left Behind (NCLB) legislation.
 Analyze how ideologies and politics impact education for language and literacy learning, as
well as standards and assessment practices.
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 Analyze the politics of language and literacy learning in education for diverse learners.
 Discuss issues of a global perspective on multilingualism and society.
 Design a language education policy that meets cultural and linguistic needs of K-12
students in the multicultural, multiethnic, and multilingual California.
Course Requirements
1. Participation & Cooperation
Teaching and learning processes will be essentially through ‘dialogue and reflection.’ Hence
all students are expected to actively participate and contribute to discussions, learning activities
and collaborative demonstrations. For a full credit (15 points) you need to: (a) read all preassigned reading materials before lectures, (b) attend all classes, (c) contribute to discussions,
and (d) get to lectures on time and stay till the end.
2. Attendance Policy: Participation points will be deducted for late arrival, early departure, or
late return from break. Any request for excused absence from class must be submitted in
writing – a letter. Some acceptable reasons for absence are attendance at a conference or
meeting required by a school, and illness; these types of requests must include a letter from your
school principal or letter from your doctor for illness. Only one excused absence will be allowed
for work-related functions for a public school. No work-related absences accepted for a student's
assigned group-presentation date. Each unexcused absence or two tardy or two early
departures will result in -5 points from 15 points for participation.
3. ALL assignments submitted for grading must be typed, double spaced and font of 12 points.
4. All assignments must be submitted on due dates.
5. Do not email your assignments to me because I may not have papers to print them.
6. Professional Ethics: all students are expected to conduct themselves responsibly by being
polite, courteous and professional to one another and the professor. It is the responsibility of all
of us to create a learning atmosphere where each member of the class can freely express himself
or herself. The use of cell phones (making/receiving calls, logging into websites, playing
games) is not allowed. Laptops (computers) will only be allowed for note-taking. Any
student whose behavior does not reflect good citizenship authorities (i.e. disruptive and/or
disrespectful to other students and/or course professor) will be referred to the university
authorities.
7. Academic Integrity: Students are expected to appropriately cite sources of referenced
materials. Penalties for cheating and plagiarism include the following: assigning the affected a
failing grade for the specific assignment or assigning a lower or failing grade for the course. In
addition, such a student may be referred for further disciplinary measures.
8. Late Assignment Policy: Assignments are due on dates specified. Do not ask me in class for an
extension. I only accept late assignments if you make arrangements PRIOR to class time. Also, there
will be a 10% deduction in your score. If you are sick or have a personal emergency, email or call me.
We will then discuss your options for turning in the assignment. If an assignment is late, you will not
be permitted to rewrite it in order to raise the grade.
9. Rewrite policy: If you want to redo a paper or other assignment you will first need to schedule a
conference with me within a week after receiving the assignment back from me.
10. An important note about your writing: Professional, college level standards of writing is expected.
Please proofread your work and follow APA guidelines for all assignments.
11. Final note: A syllabus is subject to change according to the needs of the class. The instructor
reserves the rights to make changes if needed, at any time to the content of the course.
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12. Plagiarism: definition and examples
“Plagiarism shall be defined as the act of incorporating ideas, words, or specific substance of
another whether purchased, borrowed, or otherwise obtained, and submitting same to the
University as one’s own work to fulfill academic requirements without giving credit to the
appropriate source. Plagiarism shall include but not be limited to (a) submitting work, either in
part or in whole, completed by another; (b) omitting footnotes for ideas, statements, facts, or
conclusions that belong to another; (c) omitting quotation marks when quoting directly from
another, whether it be a paragraph, sentence, or any part thereof; (d) close and lengthy
paraphrasing of the writings of another; (e) submitting another person’s artistic works, such as
musical compositions, photographs, paintings, drawings, or sculptures; and (f) submitting as
one’s own work, paper purchased from research companies.”
13. Students with disabilities: Students who need accommodation of their disabilities should
contact me privately to discuss specific accommodations for which they have received
authorization. If you have a disability but have not contacted Barbara Romero (768-5509) or
Miguel Rahiotis (768-5507) please do so before making an appointment to see me.
Rubrics
Level 1. Candidate illustrates an awareness of theory and practice in relation to key policy
issues. Has some articulation of theory and research that addresses the impact policy and
political forces have on curriculum and instruction for ethnically-linguistically diverse
populations and/or the teachers, community or institutions in which they live.
Level 2. Candidate indicates a basic understanding of theory and practice in relation to key
policy issues. The candidate articulates some theory and research that addresses the impact
policy and political forces have on curriculum and instruction for ethnically linguistically diverse
populations and/or the teachers, community or institutions in which they live.
Level 3. Candidate clearly articulates elements of theory and practice in relation to key policy
issues. The candidate demonstrates knowledge of theory and research that addresses the impact
policy and political forces have on curriculum and instruction for ethnically-linguistically diverse
populations and/or the teachers, community or institutions in which they live.
Level 4. Candidate applies their knowledge of theory and practice in relation to key policy
issues. The candidate relates discussions to the impact policy and political forces have on
curriculum and instruction for ethnically-linguistically diverse populations and/or the teachers,
community or institutions in which they live.
Final Grades & Computation
Each student will be awarded a final grade based on a cumulative score of all the assignments:
1. Required textbooks
05 points (Due: Second Meeting).
2. Attendance & Participation
15 points
3. Individual Presentation (article/chapter) 10 points
4. Web-Based Assignment
30 points
5. Reflective Blogging
15 points (Hard Copy & Posting Due: Weekly)
(Postings: due 12 am Tuesdays).
6. Critical Analysis of a Specific Policy
10 points (present your work to the class).
7. Embedded Signature Assignment
(Design a Language Policy for California
K-12 Students)
15 points (Presentations)
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Final Grades & Computation
Points
Grade Description
96 – 100
A
Excellent
90 – 95
A85 – 89
B+
80 – 84
B
Good
75 – 79
B70 – 74
C+
Fair
65 – 69
C
60 – 64
C55 – 59
D
Unsatisfactory
54 & below F
Failed
Student Outcomes (i.e. demonstrates)
Full mastery of all student outcome
Full mastery of most student outcomes
Partial mastery of most student outcomes
Little mastery of most student outcomes
No mastery of most student outcomes
Guideline for Assignments, Presentation & Research Paper
3. Individual Presentation (journal article)
10 points
Each student will make a presentation as assigned below:
1. Hornberger, N. (1998). Language policy, language education, language rights: indigenous,
immigrant, and international perspectives. Language in Society, 27, P. 439 – 458). Sandra
2. Garcia, O. & Velasco, P. (2012). Insufficient language education policy: Intercultural bilingual
education in Chiapas. Diaspora, Indigenous, and Minority Education, 6, p. 1–18. Alexis
3. The stakes: Linguistic diversity, linguistic human rights and mother-tongue-based multilingual
education – or linguistic genocide, crimes against humanity and an even faster destruction of
biodiversity and our planet. (Google this article). Eva
4. Wiley, T. & Lukes, M. (1996). English-only and standard English ideologies in the U.S.
TESOL Quarterly, 30(3), 511 – 535. Alfonso
5. Phillipson, R. (1999). English and the world’s languages. (Google this article). Jose
6. Crawford, J. (1995). Seven Hypotheses on language loss: Causes and cures (Google this)
Christopher
7. Skutnabb-Kangas, T. & Phillipson, R. (n/d): A human rights perspectives on language
ecology. (Google this article). Denise
8. Skutnabb-Kangas, T. (2008). Human rights and language policy in education. In Language
Policy and Political Issues in Education, vol. 1 of Encyclopedia of Language and
Education, 2nd edition. Jazmine
9. Warschauer, M. (2000). The changing global economy and the future of English teaching.
TESOL Quarterly, 34(3), p. 511–535. Erika
10. Olson, “The Role of Advocacy in Shaping Immigrant Education” Teachers College Record
(TCR) Vol. 111(3), p. 817–850. Laura
11. Gandara, P. & Rumberger, R (2009). Immigration, Language, and Education: How does
language policy structures opportunity? Teachers College Records, vol. 111, n. 3. Maria
12. Fillmore, L. & Snow, C. (2000). What Teachers Need to know About Language. (google
this title) Brenda
13. Crawford, J. (1997). The campaign against proposition 227: A post mortem. Bilingual
Research Journal, vol. 21, n. 1. Lauren
14. Wiley, T. & Wright, W. (2004). Against the Undertow: Language-minority education policy
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and politics in the “age of accountability.” Educational Policy, vol. 18, N. 1, p. 142–168.
Guillermo
15. O’Malley, J., Chamot, A., Stewner-Manzanares, G., Kupper, L. & Russo, R. (2006).
Learning strategies used by beginning and intermediate ESL students. Language
Learning, vol. 35, N. 1, p. 21–46. Douglas
16. Phillipson, R. (2004). If language policy issues are explosive, how should they best be
handled? (Google the article). James
17. Garcia, O., Bartlett, L. & Kleifgen, J. (2006). From biliteracy to pluriliteracies. Handbook of
Applied Linguistics on Multilingual Communication. (Google this)
18. Kerper Mora, J. (n.d.). Debunking English-only ideology: Bilingual educators are not the
enemy. http://www.moramodules.com/Prop227/EngOnly.htm
Instruction for the Assignment
Prepare a 4 – 5 page overview of the designated article by responding to the questions below.
Please make sufficient copies for all 18 students. Use PowerPoint to present your work to the
class. Each presentation is between 8 – 10 minutes
Prompts:
a. Provide the salient CONCEPTS and ideas of the reading
b. Give the HEADLINE –with your words that describes the focus of the reading(s)
c. What was the PURPOSE of this article?
d. What are the MAIN ISSUES raised in this paper (identify at least 5 issues).
e. Select one or two sentences that you feel are the most SIGNIFICANT in the paper.
f. Describe WHY you selected the sentences in your own words.
g. What is the author(s) ASSUMING in the reading?
h. What are the IMPLICATIONS and possible CONSEQUENCES if we fail to follow the
author(s) ideas.
i. What is your SOLUTION, OPTION or ALTERNATIVE or RECOMMENDATIONS that
should be with the issues presented by the reading(s)
(4) Web-Based Assignment (5 points for each and 30 points for all the 6 assignments)
Respond to the following prompt:
a) What are the MAIN ISSUES raised in this paper (identify at least 5 issues).
b) Select one or two sentences that you feel are the most SIGNIFICANT in the paper.
c) Describe WHY you selected the sentences in your own words.
d) What are the IMPLICATIONS and possible CONSEQUENCES if we fail to follow the
author(s) ideas.
e) What is your SOLUTION, OPTION or ALTERNATIVE or RECOMMENDATIONS that
should be with the issues presented by the reading(s)
(5) Weekly Reflective Blogging (15 points) (3 points for 1 posting; 5 postings for 15 points)
This assignment requires each student to reflect and blog on teaching/learning activities in PLC
601 on a weekly basis. Print out a copy of each posting every week and submit weekly. Since
one of the goals of this assignment is to help candidates engage with new material and
access prior knowledge, late blogs are not allowed; that is, you can only submit one blog
per week (no make-ups).
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Respond to the Reflection Question of the Week. Post your reflections on Blogs.
Rubric
(a) Post one response to the Reflection Question of the Week (at least 5 sentences).
(b) Post two follow-up responses to two of your classmates’ discussions (at least 5 sentences).
(c) Closely link your discussions with issues of language policy in California and the U.S.
(d) Your blogs must be posted latest by midnight Tuesdays so that your peers can read them
and complete their own assignments on time.
(e) Print and summit your blog at the beginning of each lesson.
Learning Objectives
(a) To extend in-class discussions using technological resources in PLC 601.
(b) To develop affinity group – community of learners (to develop online social relations and
work together for the same goal).
Sample of Blog Assignment
Below I provide a sample of how I expect you to reflect and blog on this question: What are your
views regarding the impact of Prop 227 on English language learners in California?
Prop 227 has not adequately served ELLs in California. First, the law was based on wrong set of
assumptions. For example, the proponent argued that Prop 227 posed a threat to the homogeneity
of the U.S. culture. This argument does not reflect the demography of schools in the state. Most
schools have bilingual and bicultural student populations. I agree or disagree (2) with Jose in
her blog when she argues that Prop 227 will force Latino students to abandon their Spanish
heritage. I support Maria that teachers should be able to use Spanish to help Latino students to
learn in their classrooms. If teachers use Spanish and English to teach, most students will be able
to learn American culture while retaining their Spanish heritage. Of course, there is often a
disconnect between a law and its implementation, especially with an issue as controversial as
bilingual education. State officials can subvert the law through interpretations that don’t conform
to its intent; school districts can change their policies without making genuine changes in
curriculum; or teachers can ignore the mandates, closing their classroom doors and doing as they
please.
6. Pair Work: A Critical Analysis of Language Policies and ideologies in California/U.S. (10
points)
The instructor will randomly assign students into groups (2 students per group) and each group
will be randomly assigned to one topic from the listed topics below. Each group will consist of
one student from the Divisions of Education and one from Professional Studies. A group will
write a 5 – 6 page critical analysis of the topic. Present your work to the class using PowerPoint.
Each group will have about 15 minutes.
a) Proposition 227 (Sandra & Alexis)
b) English-only (monolingual) ideology (Eva & Alfonso)
c) No Child Left Behind (NCLB) (policy for English lang. learning) (Jose & Christopher)
d) Bilingual Education (Denise & Jazmine)
e) Language Rights (Erika & Laura)
f) Policy of cultural pluralism & multilingualism (Maria & Brenda)
g) Effects of the Lau Decision at the local, federal and/or local language policy on a
particular classroom, school and/ or district. (Lauren & Guillermo)
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h) Effects of language policy and practice on schools in Imperial Valley (Douglas & James)
How to do the Assignment
a) Explain your understanding of the issue.
b) State the two sides of the argument (from the opponent and advocates).
c) Critically examine the issue in light of the multilingual, multicultural, and multiethnic
population of California.
d) Discuss how you will use what you know about this issue to development a new policy or
support the existing one?
e) Use PowerPoint to present your work to the class
Objectives:
(a) To familiarize students with some of the issues in U.S. language policy
(b) To familiarize students with arguments for and against the policy, and
(c) Students critically examine the policy from their perspectives.
7. Embedded Signature Assignment (15 points) (8 – 10 pages)
In groups of 2 design a language education policy suitable to meet the learning, social,
educational, and cultural needs of K-12 students in California. Use PowerPoint to present your
paper to the class. Each presentation will be 25 minutes.
Research Format:
a) Introduction
i. Discuss the objective/goal of this paper (what is the larger goal, what do you hope that
your work will accomplish in the long run?
b) Background to your study
i. Discuss reasons for a significant gap between the learning achievements of minorityethnic and majority-ethnic students in the U.S./California,
ii. discuss the role of English-only as a medium of instruction in students’ achievement
gap,
iii. Discuss the demographic of California: the multilingual, multicultural, multiracial,
and multiethnic population of California.
iv. What are the effects of these variables of language use and education of children in
California?
c) Literature Review
i. What does literature say about the issues in language policy in California/U.S. Make
sure you discuss issues linguistic rights, linguistic imperialism, language politics,
language planning, linguistic protectionism, and linguistic purism.
d) Make a specific recommendation for language education policy.
i. Should language education policy be English-only/monolingualism, standard
language, subtractive/assimilationist policy, multilingual/additive policy, etc.).
ii. What language(s) should be taught in public schools?
iii. Who should be taught the language(s)?
iv. When will the language(s) be taught and for how long?
v. What linguistic skills and proficiencies should be taught? Reading/writing only,
everyday literacies of children, etc?
vi. How will student learning be assessed? Standardized tests or what?
e) Implications of your recommendation
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f)
i. Discuss at least 5 potential benefits of your recommendation for K-12 students and
their teachers, parents, community and California.
Reflection
i. Provide a summary of your personal thoughts as you reflect of this activity. What was
accomplished and what was learned in the process?
Learning Objective:
a. Students will critically examine the issue of language diversity in California/U.S.
b. Students will proffer a language education policy that addresses the problems in existing
policies.
Course Schedule
Date
Date
8/28
Face-to-face
9/4
Face-to-face
9/11
Independent
Work (1)
9/18
Face-to-face
9/25
Independent
Work (2)
10/02
Face-to-face
10/9
Topics
Reading Assignments
Topic
Course Introduction: Course Requirements; culture,
language, California demographics
and the issue of linguistic rights
Policy and Ideology
Weekly Reflective Blogging #1: What do you consider
to be impact of the dominance of English on groups
speaking other languages in the U.S.?
Individual Presentation: Avilez Sandra
Ayala Alexis
Benitez Eva
Reading Rssignment
Language Rights & Policy
Hall & Eggington, Ch. 2 & 3
Hall & Eggington, Chap. 1
Endangered Native American Languages
Crawford, p. 52 - 65
Weekly Reflective Blogging #2: Why should we care
about the endangered Native American languages?
DVD 515: Linguistic Diversity & Reading in the
Multicultural Classroom
Individual Presentation: Cardenas Alfonso
Fuentes Jose
Garcia Christopher
a. Hall & Eggington, Chap. 3
English-only Ideology
Seven Hypotheses on Language Loss
Crawford pp. 66 – 83
Weekly Reflective Blogging #3: Explain the
Crawford’s hypotheses on language loss? Do you agree
or disagree? Defend your position.
Individual Presentation: Garcia Denise
Godinez Jazmine
Gutierrez Erika
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Independent
Work (3)
10/16
Face-to-face
10/23
Independent
Work (4)
10/30
Face-to-face
11/06
Independent
Work (5)
11/13
Face-to-face
11/20
Independent
Work (6)
11/27
CLOSED
12/04
Face-to-face
12/11
Face-to-face
12/18
Face-to-face
Mis-education of Language Minority
Hall & Eggington, Chap. 6
Anti-Bilingual Initiative (Pro 22)
Weekly Reflective Blogging #4: What is the impact of
Prop 227 on English learners in California?
Individual Presentation: Guzman Laura
Herrera Maria
Huerta Brenda
Language Programs
English-only Model:
a) Structured immersion Programs
b) Sheltered Instruction Programs
Bilingual Models:
a) Dual Language Programs
b) Transitional Bilingual Programs
a) Theoretical Consideration in Developing
Language Teaching Principles
b) Transforming Politics of Schooling
Question of the Week: “Teaching students to read in
their first language promotes higher levels of reading
achievement in English.” Discuss this statement.
Individual Presentation: Huyler Lauren
Macias Guillermo
Rosette Douglas
Villa James
a. Prop 227
b. Crawford, p. 104 – 127
Participatory Learning Communities
Hall & Eggington, Chap. 8
Hall & Eggington, Chap 10
a) Goldenberg, C. (2008):
Teaching English language
learners: what the research
does – and does not say.
American Educator, vol. 32,
No 2.
b) Hall & Eggington, Chap. 7
Group Presentation: All 8 Groups
The Future of Language Policy & Practice
Thanksgiving Holiday
Work on Embedded Signature Assignment
Embedded Signature Assignment Presentation
Embedded Signature Assignment Presentation
Hall & Eggington, Chap. 11
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