DLE 604 Learning and Teaching Language
in a Dual-language Setting
Dual Language/Academic English Certificate Program
Instructor: Jill Kerper Mora
Email: jmora@mail.sdsu.edu
Office Hours: By appointment only via Blackboard Collaborate
I. Prerequisites & Requirements
This course is offered online, which offers the advantage of learning anyplace
and anytime. Despite the apparent flexibility of an online course, success in a
distance learning course has several requirements. To succeed in the online
learning environment, students should keep in mind the following requirements:
 A computer - PC or Macintosh- with a stable Internet connection. Higher
speed Internet connections (cable modem, DSL) are strongly
recommended.
 The most current version of the browser Firefox. Download Firefox
http://www.mozilla.org/en-US/firefox/new/
 Computer skills - email, surf the Internet, create basic word processor files,
use track changes feature in Word, upload and download documents.
 Microsoft Office 2010 or higher (Must include Word and PowerPoint).
 A reliable email address that will not change from the beginning until the
end of the semester.
 A "technology back-up" plan. Students should plan out an alternative
location to do assignments and quizzes in the event their computer or
Internet connection is not working!
 Time. Distance learning courses require as much time as traditional
(classroom) instruction. The primary difference is that online instruction
allows flexibility.
 Self-motivation. Online students must be "self-starters", and have the
ability to work with minimal supervision. Students who procrastinate are
rarely successful in distance learning courses.
Students are also required to:
 Make use of the online course materials available via Blackboard. Access
to these materials is available once you have registered for the course.
 Participate in asynchronous online discussions.
 Complete readings and assignments by the due dates indicated on the
syllabus.
1


Check email on a daily basis.
Check the course web site several times a week. Information may be
updated or changed due to developments in the field, or for other
academic reasons. The student is responsible for keeping up to date.
II. Course Description
Catalogue Course Description
DLE 604 Learning and Teaching Language in a Dual-language Setting
This course will examine the fundamentals of dual language instruction with a
focus on how teachers model oral and grammatical structures in language, with
special attention to Spanish and English. The course will guide teachers on how
to introduce and develop language acquisition and written structures from K to
12th grade. Special emphasis will be placed on the teaching of written structures
for academic literacy and achievement.
Extended Course Description
This course is designed to equip dual language (DL) professionals with the
knowledge and skills to effectively organize and implement language and literacy
instruction in DL programs, with an emphasis on Spanish/English biliteracy. In
this course, we examine the theoretical and research foundations of dual
language education with a focus on how bilingualism and biliteracy develop
through the acquisition of the learners’ second-language and the transfer of
learning between DL students’ first (L1) and second language (L2) that supports
and enhances academic achievement. We examine the psycholinguistic and
sociolinguistic principles of methods of L2 teaching and their relationship to and
application in literacy and content instruction in DL programs. This exploration
includes a review of research and curricula for Spanish language and literacy
instruction from Spanish-speaking countries.
We will also explore and review the foundations in the academic discipline of
linguistics of language teaching, including comparative and contrastive
Spanish/English linguistics and research in metalinguistic learning. This analysis
is based on the current curriculum reforms and requirements for implementation
of the Common Core Standards, the SDCOE Common Core en Español
Standards, and the CA 2012 English Language Development Standards in DL
programs and classrooms. We also apply formative language proficiency and
literacy assessments that inform instruction and ensure and enhance DL
program effectiveness. Student-practitioners will design lessons to demonstrate
competency in applying linguistic principles and effective instructional strategies
for language, literacy and content instruction in Spanish. Overall, studentpractitioners will demonstrate the knowledge, skills and theoretical and
philosophical predispositions of successful biliteracy teachers.
The goals of the DLE 604 course are as follows:
2
Goal 1: To apply to the student-practitioner’s context of professional practice a
deep understanding of theoretical principles and research base for new or
second or foreign language acquisition and the relationship between language
development and proficiency to literacy and content learning in the context of
multilingual instruction in dual language settings.
Goal 2: To gain expertise in curriculum development, lesson planning and
instruction to support and optimize students’ learning of English and Spanish as
a new, second or foreign language based on the foundations of Spanish
language pedagogy in linguistics and English/Spanish contrastive linguistics
through effective dual language program design and evaluation.
Goal 3: To gain expertise in curriculum development, lesson planning and
instruction to support and optimize students’ learning through their other-thanEnglish native or heritage language, with a focus on Spanish as a medium of
instruction.
III. Course Learning Objectives
Upon completing the course, Dual Language Certificate candidates will be able
to perform the following tasks with a high level of mastery:
1. Analyze the theoretical framework and findings of current research studies in
language and literacy teaching and learning in DL programs and present and
report the implications and applications of research to the DL candidate’s own
teaching context.
2. Identify and apply the principles and procedures of effective L2 methods and
strategies and linguistic and metalinguistic foundations of language and literacy
teaching and learning in designing lesson plans and learning activities based on
the California Common Core English Language Arts/ELD Framework, the
English Language Arts CCSS, the Common Core en Español and the CA 2012
ELD Standards. This includes demonstration of the ability to create lesson plans
that address the subsystems of language, reading comprehension and writing
skills.
3. Apply principles of effective language and literacy pedagogy to assessment of
DL students’ oral and written language production, with particular attention to
evidence of cross-linguistic transfer, for purposes of instructional planning and
DL program evaluation.
4. Analyze and critique a DL program, curriculum and the DL Certificate
candidates own instruction for elements of congruence with theoretical models
and sound curriculum design principles, with a focus on teaching for transfer to
enhance DL students’ development of bilingualism and overall academic
achievement.
3
IV. Required Texts & Materials
Mora, J.K. (2015). Spanish language pedagogy for biliteracy programs. San
Diego, CA: MoraModules. Available in January 2015 in PDF electronic and
printable file through moramodules.com.
Registration at the MoraModules website available at moramodules.com
(1 year full access recommended).
Larousse Gramática Lengua Español, First Edition. Querétaro, Qro. México:
Larousse, S.A. and Larousse Ortografía Lengua Española, First Edition
Querétaro, Qro. México: Larousse, S.A. Available for under $10 through
amazon.com (Any First Edition is okay).
V. Additional Readings Available Online
Common Core en Español Standards (SDCOE)
http://commoncore-espanol.com/
CA 2012 English Language Development (ELD) Standards
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
California Common Core Standards for English Language Arts
http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
VI. Recommended Resource Books (Optional)
Beeman, K. & Urow, C. (2013). Teaching for biliteracy: Strengthening bridges
between languages. Philadelphia, PA: Caslon Publishing.
Escamilla, K., Hopewell, S & Butvilofsky, S. et al. (2014). Biliteracy from the start:
Literacy Squared in action. Philadelphia, PA: Caslon Publishing.
Farrell, E.R. & Farrell, F. (2012). Side by side Spanish & English Grammar, 3rd
Ed. New York: McGraw Hill.
Hampton-Brown (1989). El sabelotodo: The bilingual teacher’s best friend.
Carmel, CA: Hampton-Brown Books.
Helman, L. Bear, D.R, Johnston, F, Invernizzi, M & Templeton, S. (2012).
Palabras a su paso: Guía del maestro. Boston, MA: Pearson Learning Solutions.
Howard, E.R., Sugarman, J., Christian, D., Lindholm-Leary, K.J., & Rogers, D.
(2007). Guiding principles for dual language education (2nd ed.) Washington, DC:
Center for Applied Linguistics.
4
Nash, R. (1997). NTC’s Dictionary of Spanish cognates: Thematically organized.
New York: McGraw Hill.
Prado, M. (1993). NTC’s Dictionary of Spanish false cognates. Chicago, IL:
NTC/Contemporary Publishing Company.
VII. Instructional Modules
This course is organized into eight units of instruction referred to as modules with
assigned learning activities and readings and “deliverables” according to the
schedule provided through the DLE 604 Blackboard. Each module is a two-week
cycle with the following learning activities and assignments:
 Assigned readings from the electronic textbook (Mora, 2015) and the
companion MoraModules website
 An on-line video recorded lecture or lectures
 A midpoint survey of knowledge gleaned from the reading assignments
 An interactive Discussion Board assignment or Turnitin PeerMark peer
review assignment
 Assigned lesson plans based on informational text or multicultural
literature
Pacing of your work in this course is vitally important. Do not get behind! Do not
wait until the last minute to work on assignments! The assignment due dates are
carefully calculated to give students adequate time to read and study the course
content and to prepare assignments. In addition, the Reading Assignment Survey
for Modules 1-7 are useful as a self-assessment of important points of
comprehension and learning from the readings. The surveys provide feedback to
the professor regarding students’ developing content knowledge and areas
where further elaboration may be needed. These surveys will not be graded for
each module but students will receive an overall score at the end of the course.
Communication within the on-line learning community is vitally important. The
professor has provided a Q & A Forum available through the Discussion Board
where students are encouraged to post questions and answers about course
content and assignments. The professor will only respond to e-mail messages
from students that are of a personal or private nature such as factors effecting
students’ completion of course requirements or inquiries about grading on
completed assignments. The professor will direct students to the source for
answers to general questions or shared concerns shared through the Q & A
Forum. Blackboard Collaborate sessions can also be scheduled to address
individual concerns.
Academic Spanish will be used in this course to the extent possible for the
purpose of enhancing and enriching the student-practitioner’s fluency and
confidence in utilizing a professional register of Spanish. Some assignments in
this course are required to be written in Spanish.
5
Modules Schedule
All assignments for each module are due on the last day of the module according
to this schedule for Spring 2015. Late assignments will receive reduced points.
Module #
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
Module 8
Module Dates
1/21/15 thru 2/1/15
2/2/15 thru 2/15/15
2/16/15 thru 3/1/15
3/2/15 thru 3/15/15
3/16/15 thru 3/29/15
3/30/15 thru 4/19/15 (includes SDSU Spring Break 3/30-4/3)
4/20/15 thru 5/3/15
5/4/15 thru 5/14/15
Consult the link titled Modules Schedule in Blackboard for a complete
description of each module and due dates of all “deliverables” for each module.
Guides and support materials for completing assignments are available through
Blackboard Assignments and Course Resources.
VIII. Grading and Scoring
Assignments
Discussion Board Posts (4 assignments @ 2/4 points)
Reading Assignment Surveys
Word Study/Grammar Lesson Plan
Word Study/Grammar LP PeerMark Review
Close Reading & Writing Lesson Plan
Close Reading & Writing LP PeerMark Review
Dual Language Program Evaluation
Total
Points
Possible
10
10
20
10
20
10
20
100 points
To successfully complete the course, students must earn 60 points (out of 100
possible points). See the table below for the scoring scale:
100-90%
Excellent
89-80%
Above Average
79-70%
Average
69-60%
Marginal
Below 59%
Unsatisfactory
Incomplete
Did not complete
6
IX. Plagiarism
“Plagiarism is the act of using someone else's words, sentences, or ideas, and
passing them off as your own without giving credit by citing the original source.
You might be plagiarizing if you








Submit someone else's work as your own.
Buy a paper from a papermill, website or other source.
Copy sentences, phrases, paragraphs, or ideas from someone else's
work, published or unpublished, without giving the original author credit.
Replace select words from a passage without giving the original author
credit.
Copy any type of multimedia (graphics, audio, video, internet streams),
computer programs, music compositions, graphs, or charts from someone
else's work without giving the original author credit.
Piece together phrases, ideas, and sentences from a variety of sources to
write an essay.
Build on someone else's idea or phrase to write your paper without giving
the original author credit.
Submit your own paper in more than one course.
Plagiarism is a serious academic offense. San Diego State University regards
plagiarism as academic dishonesty. Consequences of plagiarism may include
failing an assignment, receiving a lower course grade, and even failing a course.”
Read SDSU’s policy on Academic Dishonesty:
http://www.sa.sdsu.edu/srr/academics1.html
X. Americans with Disabilities Act (ADA) Accommodation
The University is committed to providing reasonable academic accommodation to
students with disabilities. The Student Disability Services Office provides
university academic support services and specialized assistance to students with
disabilities. Individuals with physical, perceptual, or learning disabilities as
addressed by the Americans with Disabilities Act should contact Student
Disability Services for information regarding accommodations. Please notify your
instructor so that reasonable efforts can be made to accommodate you. If you
expect accommodation through the Act, contact the Student Disability Services
Office at (619) 594-6473. Website http://www.sa.sdsu.edu/sds/sdsmain/prospective-general-info.html
7