UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: BME 520
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Education
4. Academic Unit:
3
Educational Specialties
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
Upon completion of this course, students will be able to:
1. Identify linguistic structures that distinguish written and spoken language forms as well as
those representing social and academic uses of language.
2. Design instructional activities that help ELLs develop strategies to monitor their use of
English genres, rhetorical patterns, discourse structures and writing conventions.
3. Understand the communicative, social and constructive nature of language and able to use
linguistic scaffolding to support ELLs comprehension and production of academic and
social language in the classroom.
4. Develop the essentials in the four cue systems (graphophonic, syntactic, semantic, and
pragmatic) in the child’s first language. Use knowledge of these interrelated aspects of
language as they support ELLs acquisition of English.
5. Prepare teachers to observe, plan and organize teachings around children’s strengths and
needs
6. Explore assessment practices and techniques to monitor and document children’s
trajectories toward literacy.
7. Create units for bi-literacy instruction that align with state content (e.g. Common Core) and
language development standards, new and home language arts progressions.
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
BME 420, Literacy and Bi-literacy Development, is part of the ESL endorsement. While we also
offer graduate-level courses needed for the ESL endorsement, the graduate version of BME
420 had never been developed until now. This is the only course in the graduate ESL
endorsement that is needed to have all graduate-level courses.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2015
8. Long course title: LITERACY AND BI-LITERACY DEVELOPMENT
(max 100 characters including spaces)
9. Short course title:
Effective Fall 2013
LITERACY & BI-LITERACY DEV
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
This course will focus on the theories and practices related to using two languages in the
classroom. Emphasis will be placed on appropriate curricula and materials development that
enhance literacy and bi-literacy process approaches, serving linguistically and culturally
diverse students.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
No
If yes, include the appropriate plan proposal.
ESL GCRT, ESL Endorsement-ADE, Bilingual Endorsement-ADE (elective), BME MEd-ESL
(elective), BME MEd-Bilingual ESL (elective)
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
This course will be co-convened with BME 420
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
BME 420/520 is sometimes used as an elective for the following programs: Ethnic Studies
(Ethnic Studies Minor) Teaching and Learning (Applied Science-Early Childhood), Business
and Administration-Extended Campus (Applied Science-Technology Management).
See attached notifications to Ethnic Studies and Extended Campuses.
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
BME 420
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
18. Prerequisites:
NONE
If prerequisites, include the rationale for the prerequisites.
19. Co requisites:
NONE
If co requisites, include the rationale for the co requisites.
Effective Fall 2013
Yes
No
Yes
No
20. Does this course include combined lecture and lab components?
Yes
No
If yes, include the units specific to each component in the course description above.
Christine Lemley, Ph.D., Jennie
DeGroat, Jon Reyhner, Ph.D.,
21. Names of the current faculty qualified to teach this course: Louise Lockard, Ph.D.
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
Answer 22-23 for UCC/ECCC only:
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
No
Yes
No
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
11/10/2014
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2013
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
From: Stuart S Galland
Sent: Thursday, November 06, 2014 9:57 AM
To: Patrick A Deegan
Cc: Lisa Marie Wischmeier
Subject: New BME 520
Hi Patrick,
This message is to notify you that the department of Educational Specialties is proposing a new graduate-level course to co convene
with BME 420 ; BME 520. BME 420 is currently an option in the Early Childhood; B.A.S. and the Technology Management; B.A.S.
(No action is necessary, this is just a notification)
Thank you!
Scott Galland
Curriculum Process Associate
Office of Curriculum, Learning Design, and Academic Assessment
928-523-1753
928-699-9147 (cell)
scott.galland@nau.edu
From: Stuart S Galland
Sent: Thursday, November 06, 2014 10:10 AM
To: Angelina Elizabeth Castagno
Subject: New BME 520
Effective Fall 2013
Hi Angelina,
This message is to notify you that the department of Educational Specialties is proposing a new graduate-level course to co convene
with BME 420 ; BME 520. BME 420 is currently an option in the Ethnic Studies Minor.
(No action is necessary, this is just a notification)
Thank you!
Scott Galland
Curriculum Process Associate
Office of Curriculum, Learning Design, and Academic Assessment
928-523-1753
928-699-9147 (cell)
scott.galland@nau.edu
Effective Fall 2013
College of Education
Vision Statement
We develop educational leaders who create tomorrow's opportunities.
Mission Statement
Our mission is to prepare professionals to serve and lead education and human services
organizations.
BME 520 - Literacy and Bi-literacy Development
Syllabus
Semester
3 Hour Credits
Instructor's name:
Office Address:
Office Phone:
Email:
Office hours:
Course Description:
This course will focus on the theories and practices related to using two languages in the classroom.
Emphasis will be placed on appropriate curricula and materials development that enhance literacy
and bi-literacy process approaches, serving linguistically and culturally diverse students. Coconvenes with BME 420.
Student Learning Expectations/Outcomes for this Course
Upon completion of this course, students will be able to (TESOL Standards for P-12 Teacher
Preparation Programs):
Upon completion of this course, students will be able to:
1. Identify linguistic structures that distinguish written and spoken language forms as well as
those representing social and academic uses of language.
2. Design instructional activities that help ELLs develop strategies to monitor their use of
English genres, rhetorical patterns, discourse structures and writing conventions.
3. Understand the communicative, social and constructive nature of language and able to use
linguistic scaffolding to support ELLs comprehension and production of academic and
social language in the classroom.
4. Develop the essentials in the four cue systems (graphophonic, syntactic, semantic, and
pragmatic) in the child’s first language. Use knowledge of these interrelated aspects of
language as they support ELLs acquisition of English.
5. Prepare teachers to observe, plan and organize teachings around children’s strengths and
needs
6. Explore assessment practices and techniques to monitor and document children’s
trajectories toward literacy.
Effective Fall 2013
7. Create units for bi-literacy instruction that align with state content (e.g. Common Core) and
language development standards, new and home language arts progressions.
TESOL Domain
1. Language
2. Culture
3. Planning,
Implementing and
Managing
Instruction
4. Assessment
5. Professionalism
Standards specifically met by BME 520
1.a. Understand the elements of phonology, morphology and syntax and describe aspects of
English that are difficult for their students.
N/A
Provide standards-based reading and writing instruction adapted to ESOL Learners. Develop
students’ writing through a range of activities, from sentence formation to expository writing.
4.c. Prepare ELLs to use self and peer assessment.
N/A
Course Structure/approach:
This is a course in which students will read and reflect on assigned readings, complete assignments,
participate in online discussions, complete class projects, and take a midterm and final exam.
Required Text:
Richard-Amato, Patricia A. (2010). Making It Happen: From Interactive to Participatory Language
Teaching, 4th Edition.
Escamilla, Kathy (2013) Biliteracy from the Start Literacy Squared in Action. Philadelphia, PA: Caslon
Publishing.
Articles:
Bengochea, A. (2013). Becoming biliterate: identity, ideology, and learning to read and write in two
languages. International Journal of Bilingual Education and Bilingualism, 16(1), 121-125.
Bialystok, E. (2013). 25 The Impact of Bilingualism on Language and Literacy Development. The
Handbook of Bilingualism and Multilingualism, 624.
Díaz, M. E., & Bussert-Webb, K. (2013). Reading and language beliefs and practices of Latino/a
children in a border colonia. Journal of Latinos and Education, 12(1), 59-73.
Dworin, J. (2011). Listening to Graduates of a K-12 Bilingual Program: Language Ideologies and
Literacy Practices of Former Bilingual Students. GIST Education and Learning Research
Journal, (5), 104-126.
Hopewell, S., & Escamilla, K. (2014). Struggling Reader or Emerging Biliterate Student? Reevaluating
the Criteria for Labeling Emerging Bilingual Students as Low Achieving. Journal of Literacy
Research, 46(1), 68-89.
Hopewell, S., & Escamilla, K. (2014). Biliteracy development in immersion contexts. Journal of
Immersion and Content-Based Language Education, 2(2), 181-195.
Hornberger, N. H., & Link, H. (2012). Translanguaging and transnational literacies in multilingual
classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism,
15(3), 261-278.
Effective Fall 2013
Mccarty, T. L. (2013). Literacy and Language Revitalization. The Encyclopedia of Applied Linguistics.
Medina, C. (2010). “Reading across communities” in biliteracy practices: Examining translocal
discourses and cultural flows in literature discussions. Reading Research Quarterly, 45(1), 4060.
Reyes, I. (2012). Biliteracy among children and youths. Reading Research Quarterly, 47(3), 307-327.
Rodríguez-Valls, F. (2011). Coexisting Languages: Reading Bilingual Books with Biliterate Eyes.
Bilingual Research Journal, 34(1), 19-37.
Rolstad, K. (2014). Interconnecting worlds: teacher partnerships for bilingual learning. Educational
Research, 56(3), 360-365.
Smith, P. H., & Murillo, L. A. (2013). Repositioning biliteracy as capital for learning: lessons from
teacher preparation at the US–Mexico border. International Journal of Qualitative Studies in
Education, 26(3), 301-323.
Course Requirements:
Methods of Assessment
1. Chapter Readings:
Read the chapter assigned in the textbook Making It Happen (MIH), respond to the reading
addressing the following:
1. List and define one key term used in each chapter assigned (4 terms total).
2. From each chapter, describe one of the Chapter's main idea/s, citing the page number.
Then, state how this could be applied to the students in your classroom or intended classroom;
and to your own teaching for each point.
3. What final reflections, comments or questions do you have after reading the chapters?
20 pts each x 5 = 100 pts total
2. Discussions
Respond to the main topics in the discussion board. Each module response is worth (7-pts) if the
response addressed all aspects of the question(s) in depth and made connections to the readings or
to life experiences and (3 pts) for responding constructively to a classmate’s posting (10-pts per
discussion). No text messaging allowed. 10 pts each x 9 = 90 pts total
3. Research Paper
Select a topic of your interest designated for graduate students in the Reading Reserves Folder. Use
the resources listed or other outside sources. Research and address the topic in regards to bi-literacy
instruction in promoting language/literacy development for culturally and linguistically diverse
learners. Your paper should:
 Use peer-reviewed journals as sources (no magazines, newspapers, websites unless
they belong to a reputable source such a university and they are written by faculty and not
by students)
 Use APA style throughout the paper (i.e., format, writing, citations, references, etc.)
 Be 12 pages in length (with coversheet and reference page), double-spaced with a 12 pt
standard font, coversheet and reference page.
 Reference 8 sources throughout the paper to support your discussion.
Suggested topics; APA format and online resources are all available at the homepage. 50 pts total
Effective Fall 2013
4. Literature Based Thematic Unit
Select a text set of 4-10 bi-literate literature and nonfiction books (this is a book written in two
languages) and discuss the texts in terms of the six purposes addressed on pages 306-307 (MIH). In
addition, develop a one-week thematic unit for these texts that aligns with Common Core standards.
You can search the internet on examples of Bi-literacy Books or visit your local library, bookstore, etc.
Present three lessons from the thematic unit to a group of classmates in BME 420. Your classmates
will use a rubric to evaluate your teaching and materials. Submit to the professor the lessons and
your undergraduate classmates’ evaluations. Also, you will provide feedback to at least one of your
undergraduate classmates on the pre- and post-reading activities around the bi-literacy book that
he/she selects. 40 pts total
5. Power Point Presentation I
For this assignment you will create a Power Point presentation for all to review and critique. Select an
author to profile and provide 2 lessons that promote bi-literacy development from studying the
author. The two lessons should integrate listening, speaking, reading and writing using Interactive
Practice outlined in the textbook and must show evidence of bi-literacy instruction. There will be
several examples available at the homepage for your review. Be creative with this assignment. You
will post this on the discussion board for all to review upon its completion. 50 pts total
1. Power Point Presentation II
For this assignment you will team with an undergraduate student to create a Power Point
presentation based on an assigned chapter from the textbook Biliteracy from the Start Literacy
Squared in Action. You have the option to put the presentation for everybody to review and critique
using a rubric OR you can select three classmates that will do that. Submit the presentation and the
critiques to your professor. 50 pts. total.
7. Exams: There will be a Midterm Exam and a Final Exam. For each exam students will select three
questions from a list and respond to the question in essay format. 50-pts each; 100 pts total
Grade Distribution and Assignment Due Dates
Assignment
Respond to Reading
Discussions
Midterm Exam
Research Paper
Text-Based Unit
Power Point I
Power Point II
Final Exam
Grading System
480 – 432 = A
431– 384 = B
383 – 336 = C
335 or less = F
Course Policy
Effective Fall 2013
Due
Points
100
90
50
50
40
50
50
50








Acceptable late submissions will be at the discretion of the instructor for unforeseen and/or
extreme circumstances; otherwise, no late submission.
Make sure to check the course syllabus to inform you of all due dates and expectations.
The grading system above is used to give final grade.
Ask for clarification ahead of time and not the day the assignments are due.
Students are responsible for all readings and expected to handle web courses.
This course requires students to communicate with the instructor for any clarifications or questions
regarding the course content. Do not send out mass emails to students as they are not able to
help with course content issues.
Students will be administratively dropped after one week if there is no activity posted by any
student (see NAU policy emailed out).
If you get behind in coursework, contact the instructor early enough and NOT the last week of the
semester.
Northern Arizona University
Policy Statements for course syllabi
Safe Environment Policy
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and
discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual
orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any
kind as a result of making a complaint under the policy or participating in an investigation is also
prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the
university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504
Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy
from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/. If you
have questions or concerns about this policy, it is important that you contact the departmental chair,
dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928)
523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu.
Students with Disabilities
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax).
Students needing academic accommodations are required to register with DR and provide required
disability related documentation. Although you may request an accommodation at any time, in order
for DR to best meet your individual needs, you are urged to register and submit necessary
documentation (www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR
is strongly committed to the needs of student with disabilities and the promotion of Universal Design.
Concerns or questions related to the accessibility of programs and facilities at NAU may be brought to
the attention of DR or the Office of Affirmative Action and Equal Opportunity (523-3312).
Academic Contact Hour Policy
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.
Effective Fall 2013
Academic Integrity
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but in all University relationships and
interactions connected to the educational process, including the use of University resources. An NAU
student’s submission of work is an implicit declaration that the work is the student’s own. All outside
assistance should be acknowledged, and the student’s academic contribution truthfully reported at all
times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Individual students and faculty members are responsible for identifying potential violations of the
university’s academic integrity policy. Instances of potential violations are adjudicated using the
process found in the university Academic Integrity Policy.
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including
NAU students engaged in research are adequately trained in the basic principles of ethics in
research. Additionally, this policy assists NAU in meeting the RCR training and compliance
requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating
Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C
18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the
RCR (NOT-OD-10-019; “Update on the Requirement for Instruction in the Responsible Conduct of
Research”). For more information on the policy and the training activities required for personnel and
students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In the
course of college studies, students can expect to encounter—and critically appraise—materials that
may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the
behavior of any individual is not disruptive. Instructors have the authority and the responsibility to
manage their classes in accordance with University regulations. Instructors have the right and
obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior
necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are
responsible for establishing, communicating, and enforcing reasonable expectations and rules of
classroom behavior. These expectations are to be communicated to students in the syllabus and in
class discussions and activities at the outset of the course. Each student is responsible for behaving
in a manner that supports a positive learning environment and that does not interrupt nor disrupt the
delivery of education by instructors or receipt of education by students, within or outside a class. The
complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
Effective Fall 2013
Effective Fall 2013