San Diego State University Dual Language and English Learner Education DLE 515 Theories and Practice in Multilingual Education Course Syllabus Semester: Meeting Time: Meeting Place: Instructors: Email: Office Hours: Spring 2016 Wednesday, 7:00p – 9:40p EBA 443 Robert Pollack, M. Ed. Rpollack@mail.sdsu.edu By Appointment Course Description: This course is designed to provide participants with a foundational understanding of multilingualism and multilingual education. The course will advance pre-service teachers’ understanding of the pedagogical and programmatic practices for addressing linguistic and academic needs of multilingual learners. Historical and theoretical foundations related to language education programs to include analysis of instruction, curriculum, and assessment. Participants will engage in critical analysis and discussion of: (1) key historical and legal events leading to bilingual education and equality of educational opportunity for emergent bilinguals; (2) sociocultural characteristics of ethno-linguistic students’ school communities; (3) key educational principles guiding theoretical frameworks and practices of bilingual and dual-language education; (4) programmatic and pedagogical practices for building on the linguistic, sociolinguistic, and academic strengths and addressing the needs of English language learners or emergent bilinguals. Course Objectives and Learning Outcomes: 1. Describe and analyze the philosophical and constitutional bases that support educational equity and bilingual education for language minority students. (TPE: 7, 8, 13, 14, 15) (KDS 1, 2, 4, 5) 2. Research and analyze the sociocultural characteristics of the school community of ethno-linguistic student and develop a sociocultural profile of an ethnically diverse school community. (TPE: 7, 8, 11, 13, 16) (KDS 2, 3, 5) 3. Examine, describe, and analyze theoretical and pedagogical principles supporting bilingual education theory that support multilingualism and bi-cognitive development of students. (TPE: 7, 8, 13, 15) (KDS 1, 2, 3, 4) 4. Examine, discuss and analyze pedagogical and programmatic practices (assessment, development of first and second language, cognition, program effectiveness) for addressing the linguistic and academic needs of limited English proficient and underachieving students. (TPE: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 15) (KDS 1, 2, 4, 5) 5. Compare and contrast conceptual program designs that address the linguistic and academic development of language minority students and the characteristics of these programs to first and second language acquisition. (TPE: 1, 2, 6, 7, 8, 9, 13, 15) (KDS 2, 3, 4, 5) Required Text: De Jong, E. J. (2011). Foundations for Multilingualism in Education: From Principles to Practice. Philadelphia: Caslon Publishing. Role of the Instructor: In order to facilitate learning and a climate for sharing ideas and experiences in teaching in the multilingual setting, instructor will make presentations and facilitate interaction among participants through discussion and small group activities. It is assumed that each participant brings to the course a wealth of diverse knowledge and resources that will be pooled to experience in order to examine the field of multilingual education through multiple perspectives. Daily Meeting Format: The class will involve whole and small group interaction and incorporate fieldwork experiences in school communities. The assessment of course objectives will be made by course instructor. In order to facilitate participants’ continued development of academic/professional language proficiencies, the course will be taught in English and Spanish, although this may vary depending on the make-up and linguistic profile of course participants. As we collectively engage in dialogue, reflect on Ramon Ruiz’s, The Four Agreements, which include: Be Impeccable to your Word Speak with integrity. Say only what you mean. Avoid using the Word to speak against yourself or to gossip about others. Don’t take anything personally Nothing others do is because of you. What others say and do is a projection of their own reality. Don’t Make Assumptions Find the courage to ask questions and to express what you really want. Communicate with others as clearly as you can to avoid misunderstandings, sadness, and drama. Always do your Best Your best is going to change from moment to moment; it will be different when you are healthy as opposed to sick. Under any circumstance, simply do your best. Course Requirements: Requirement: Value: 1. Informed Participation & Attendance 25% 2. Written Reflections 30% 3. Chapter Lead Discussion 10% 4. Linguistic Autobiography* 20% TPE: 1, 2, 6, 7, 8, 9, 13, 15 KDS: 1, 3, 4, 5 5. Community Scan* 15% TPE: 7, 8, 11, 13, 16) KDS: 1, 2, 3, 5 * Refer to the assignment evaluation rubrics at the end of this document. Due: Every Meeting Every Meeting Once Midterm Final Grade Equivalencies: A = (94-100%) A- = (90-93%) B+ = (87-89%) B = (83-86%) B- = (80-82%) C = (70-79%) D = (60-69%) As a future bilingual credential student, you are expected to produce high quality work that does not fall lower than a “C.” The grade of “A” signifies exemplary work that meets and exceeds expectations in all aspects of the course. An “A” will be assigned for excellent, outstanding achievement, meaning that the student has met and exceeded the requirements of the assignment with exceptional thoughtfulness, critical insight, and attention to detail. Due dates are provided in the course schedule. Students with Disabilities: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the receipt of your accommodations, you should contact Student Disability Services as soon as possible. Please note that accommodations are not retroactive and that accommodations based upon disability cannot be provided until you have presented your instructor with an accommodation letter from Student Disability Services. Your cooperation is appreciated. Description of Course Requirements: 1. Informed Participation & Attendance (25%) Attendance, adequate preparation, active reading, and participation are necessary elements to succeed in class and to accomplish your educational and professional goals in the program. When discussing with your colleagues, please follow these ground rules: use gender neutral language; avoid language that devalues or denigrates any person or group; be precise and careful with terminology and phraseology; give other students a break (if they say something with which you disagree, make your own opposing perspective known in a way that they may be able to hear you). Base discussion on close reading of the texts and claim the authority of life experience, but do not assume such experience is universal. Recognize that alternative perspectives based on other life experiences do exist. Thus different people will reach different conclusions about “reality” and what is “normal.” Always question your own beliefs and assumptions as well as others. Please refrain from using electronic devices for purposes unrelated to class discussions during class unless three is an emergency. Students are required to sign in at the beginning of each class. You must notify instructor beforehand if you need to leave before the end of a class. Students will be allowed ONE unexcused absence per semester. Please note that 5% points will be deducted from your total final grade for each additional absence incurred unless it is due to a critical/emergency situation. In the event of an absence, it is the student’s responsibility to obtain course notes, assignments, and materials missed from a peer enrolled in the course. Students may also consult with the course instructor when/if needed. 2. Written Reflections (30%) Each student is to reflect and respond to 10 guiding question provided weekly by the instructor. Guiding questions will connect to readings and class discussions. Each reflection should be one-page (typed, double-spaced, and 12 pt. New Roman font). May be submitted in English or Spanish. Reflections must include date, chapter, and question number when applicable. Reflections submitted late will be penalized half of the points earned. As you read various texts required for the course, do so purposefully. All students should integrate key terms from the reading and class discussions in writing when relevant. Find the links between the readings, your academic/professional goals, and course assignments. Below are some questions to guide your reading of the course material, in particular the chapters in de Jong (2011): 1. What is the purpose of the work? 2. What are the key ideas/arguments the author makes and how does the author support these? 3. What are implications of the work for policy and/or practice? 4. What is the relevance of the work for your academic and professional development? 5. Are there any ideas in the text you think should be furthered clarified or addressed? 3. Chapter Lead Discussion (10%) In preparing for a 15 to 30 minute presentation of an assigned chapter in de Jong, each course participant will prepare a 1-page (single spaced) summary to be distributed to fellow course participants. Some guidelines in completing your summary are as follows: • Give the HEADLINE –with your words what describes the focus of the chapter. • What is the PURPOSE of the chapter? • What are the MAIN QUESTIONS and CONCEPTS raised in the chapter? • Select one or two sentences that you feel are the most SIGNIFICANT. Explain WHY you selected these sentences? • What are the IMPLICATIONS for policy, professional development, and school/classroom practices? In leading a discussion, the presenter(s) will design an activity for capturing classmate’s interest and participation. The presenter is responsible for exercising leadership in moving the discussion forward. The main goal of the activity is to facilitate substantive discussion about the content of the chapter and its relevance for theory, practice, and/or policy related to multilingualism and/or multilingual education. *For you assigned chapter presentation, you do not need to turn in the assigned written reflection. 4. Linguistic Autobiography (20%) Based on Chapter 3 in De Jong (2011) and “Application and Reflection” prompt #4 on p. 80, participants will: 1. Write a 3-5 page “linguistic autobiography” (typed, double-spaced, and 12 pt. New Roman font). May be submitted in English or Spanish. 2. Create a 5-minute presentation that addresses the prompt. See rubric in appendix for more information. Some ideas taken from: http://www.linguistics.berkeley.edu/~rosemary/55-fall2003-autobiography.pdf The kinds of details you include will vary according to your background and experience. If you speak more than one language you could write about the order in which you learned the different languages, how you learned each of them, how well you speak each and on what occasions you use each language, etc. You could also write about what variety of English/Spanish (other language) you speak. For example, have you noticed that you use different words or have different pronunciations of words than English or Spanish speakers from somewhere else? You could thus talk about where you are from and what variety of English/Spanish (other language) you grew up speaking in that place or places. With or without going into your own native language (English or another) you could talk about your family’s linguistic heritage. Where are your ancestors from? What languages did they speak? Relating to any of these possible topics you could also express your feelings about the languages and varieties of languages you discuss. How do you feel about your heritage language(s) and your ability or lack thereof to speak it/them? Is there an issue in your family about who speaks what language to whom? Are you proud or embarrassed about your native dialect of English/Spanish or another language? Do you ever consciously change your pronunciation or choice of word when talking to certain other speakers? 5. Community Scan (15%) Participants will work in teams to develop a school community profile presentation using Ochoa’s Community Scan Guide. The community profile research examines five specific areas (demographic, cultural, associational, influence, and socio-attitudinal) of the school Community. The culminating assignment includes a 5 to 10 page community profile report and a 15 to 30-minute presentation. May be submitted and presented in English or Spanish. See rubric in appendix for more information. Each presentation should include each of the sections listed below. • Introduction: Identify school community and methods or approaches to research. • Demographic characteristics • Cultural characteristics • Associational patterns • Influence patterns • Socio-attitudinal factors • Concluding section: Discuss how the above community dimensions relate directly to: (a) Curriculum change in culturally and linguistically diverse schools. (b) Modeling effective bilingual communication skill and bicultural values. (c) Participating in community activities available to students and teachers; (d) Using community resources to support student learning. (e) Involving families, parents, and community members in student learning. Tentative Course Schedule: Week: Dates: Topics: 1 1/20 Course Introduction Innovation and 21st Century Skills 2 1/27 Democratic Education Educators as Language Decision Makers and Negotiators 3 2/3 Linguistic Diversity and Globalization Activity Syllabus Overview Innovation IQ TEST Linguistic Diversity ASKING RIGHT Qs ART Chapter Lead Discussion Global Competence VALUEs Stereotypes ENGLISH MANIA 4 2/10 Multilingualism and Multilingual Development 5 2/17 Affirming Identities in Multilingual Schools 6 2/24 Linguistic Autobiographies 7 3/2 Language in Education Linguistic Autobiography Presentations Language Policy in the United States Linguistic Autobiography Presentations Program Models and Outcomes 8 3/9 9 3/16 Readings & Assignments Due: None Chapter Lead Discussion NAZA Chapter Lead Discussion Deliberation: Schooled Literacy Ideologies Linguistic Autobiography Overview Chapter Lead Discussion Connecting Creativity Linguistic Autobiography Presentations Danger of One Story Chapter Lead Discussion Linguistic Autobiography Presentations Chapter Lead Discussion Linguistic Autobiography Presentations Chapter Lead Discussion Read: De Jong, Chapter 1 Read: Democratic Education, Bell Hooks** Written Reflection 1 Read: De Jong, Chapter 4 Written Reflection 2 Read: Schooled Literacy Ideologies, Cadiero Kaplan** Read: De Jong, Chapter 3 Written Reflection 3 Read: De Jong, Chapter 9 Written Reflection 4 Linguistic Autobiography Read: De Jong, Chapter 5 Written Reflection 5 Read: De Jong, Chapter 6 Written Reflection 6 Read: De Jong, Chapter 7 10 11 3/23 3/30 4/6 Promoting Additive Multilingualism Spring Break Structuring for Integration Guest Speaker Community Scan Overview Submit written reflection by email (Class does not meet) No Class Chapter Lead Discussion Deliberation: Language Education Read: Ochoa Community Scan Written Reflection 7 Read: De Jong, Chapter 10 Written Reflection 8 None Read: De Jong, Chapter 10 Written Reflection 9 12 4/13 Pedagogy Guest Speaker Community Scan Workshop Read: Olsen** Written Reflection 10 13 4/20 Multiculturalism and Literature Guest Speaker Community Scan Workshop Read: TBD** 14 4/27 Community Scan Community Scan Presentations Community Scan 15 5/4 Community Scan Community Scan Presentations Closure None Submit written reflection by email Written Reflection 11 Finals 5/11 Final Reflection **These readings will be provided by the instructor. Appendix Rubric 1: Written Reflection (30%) Criterion Addresses the guiding question. Includes key issues addressed in the chapter and class discussions. Highlights key terms addressed in the chapter and class discussions. Yes (1 points) No (0 point) Appendix Rubric 2: Chapter Lead Discussion (10%) Criterion Does the presenter(s) give the HEADLINE – with own words what describe the focus of the chapter. Does the presenter(s) identify the PURPOSE of the chapter? Does the presenter(s) address the MAIN QUESTIONS and CONCEPTS raised in the chapter? Does the presenter(s) select and explain one or two sentences that you/they feel are the most SIGNIFICANT. Does the presenter(s) discuss the IMPLICATIONS for policy, professional development, and/or school/classroom practices? Yes (2 points) Indirectly (1 point) No (0 points) Appendix Rubric 3: Linguistic Autobiography (20%) Criterion Excellent (4 points) Very Good (3 points) Good/Fair (2 points) Unacceptable (1 point) Auto-ethnographer follows questions in de Jong (p.80) as a springboard for writing and presenting her/his linguistic autobiography. Auto-ethnographer follows prompts as a springboard for writing/presenting her/his linguistic autobiography. N/A N/A Auto-ethnographer does not follow any prompts as a springboard for writing/presenting her/his linguistic autobiography. Linguistic autobiography is informed by course readings or other academic sources. Linguistic autobiography includes 4 or more terms/ideas from course readings or other academic sources. Linguistic autobiography includes 3 more terms/ideas from course readings or other academic sources. Linguistic autobiography includes 2 more terms/ideas from course readings or other academic sources. Linguistic autobiography includes 1 or no terms/ideas from course readings or other academic sources. Auto-ethnographer has produced aesthetic descriptions of personal and interpersonal aspects regarding multilingual development of her/his life experience. Auto-ethnographer has produced wellorganized and relevant descriptions of personal and interpersonal aspects regarding multilingual development of her/his life experience. Auto-ethnographer has produced wellorganized or relevant descriptions of personal and interpersonal aspects regarding multilingual development of her/his life experience. Auto-ethnographer has produced minimal descriptions of personal and interpersonal aspects regarding multilingual development of her/his life experience. Auto-ethnographer has produced no descriptions of personal and interpersonal aspects regarding multilingual development of her/his life experience. Auto-ethnographer uses appropriate language conventions. Appropriate language conventions (0 to 5 errors). Appropriate language conventions (6 to 10 errors). Appropriate language conventions (11 to 15 errors). Appropriate language conventions (20 errors +). Appendix Rubric 4: Community Scan (15%) Excellent (4 points) Content In responding to assignment, all content is accurately addressed, cited, and documented. Writing Organization All sections have a clear beginning, middle, and end. Writing Conventions Very Good (3 points) Good/Fair (2 points) Unacceptable (1 point) In responding to assignment, all content is accurately addressed, cited, and documented -- 85% 94% . Almost all sections have a clear beginning, middle and end. In responding to assignment, all content is accurately addressed, cited, and documented --70% 84% Most sections have a clear beginning, middle and end. In responding to assignment, all content is accurately addressed, cited, and documented— less than 70% Less than half of the sections have a clear beginning, middle and end. Appropriate language conventions (0 to 5 errors). Appropriate language conventions (6 to 10 errors). Appropriate language conventions (11 to 15 errors). Appropriate language conventions (20 errors +). Sources Careful and accurate records are kept to document the source of 95- 100% of the facts and graphics in your work. Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in your work. Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in your work. Sources are not documented accurately or are not kept on many facts and graphics in your work. Attractiveness & Organization of Community Scan Presentation The signature assignment has exceptionally attractive formatting and well-organized information. The signature assignment has attractive formatting and well-organized information. The signature assignment has an adequate formatting and organized information. The signature assignment has is not well formatting and the materials are confusing to the reader. Appendix Teacher Performance Expectations (TPE) A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction TPE 1A: Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments in the following areas: TPE 1B: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments in the following areas: B. ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices TPE 6A: Developmentally Appropriate Practices in Grades K-3 TPE 6B: Developmentally Appropriate Practices in Grades 4-8 TPE 6C: Developmentally Appropriate Practices in Grades 9-12 TPE 7: Teaching English Learners D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students TPE 9: Instructional Planning E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time TPE 11: Social Environment F. DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Professional, Legal, and Ethical Obligations TPE 13: Professional Growth G. DEVELOPING AS A DEMOCRATIC EDUCATOR TPE 14: Social Justice TPE 15: Biliteracy/Bicognition TPE 16: Community and Culture Knowledge, Dispositions, and Skills (KDS) 1. 2. 3. 4. 5. Ideological and pedagogical clarity Biliteracy development and success across the content areas: Collaborate with peers, students, parents, administrators, and community: Create inclusive learning environments: Global (linguistic and cultural) competence: