Hunter College of the City University of New York
Department of Curriculum & Teaching
Foundations of Bilingual Education
Fall 2008
Biled 701.00
Thursday, 5:00pm—7:30pm
Room:
Professor Yvonne De Gaetano
Office 929 W
Tel: (212) 772-4683
Overview: This course is designed to provide a foundation for understanding bilingual
instruction. The first part of the course focuses specifically on historical, social aspects, and
linguistic theories underlying bilingual education in the United States. The second part of the
course examines the models, implementation, assessment and politics of bilingual instruction.
Throughout the course there will be emphasis on providing the knowledge, skills and
dispositions necessary to be pedagogically competent and culturally sensitive to, and
knowledgeable of, the linguistic rights of all students in a democracy.
HCSOE Conceptual Framework
CONCEPTUAL FRAMEWORK
The Hunter College School of Education is dedicated to the preparation of deeply
thoughtful, knowledgeable and highly effective teachers, administrators and
counselors. Our commitment is to educating these candidates — future
professionals who will make a significant impact on the academic achievement, as
well as the intellectual, social and emotional development of their students.
Vision Statement
Goal
ACADEMIC HONESTY (p. 12 of the graduate catalog p. 49 of the undergraduate catalog)
Any deliberate borrowing of the ideas, terms, statements, or knowledge of others without clear
and specific acknowledgement of the source is intellectual theft and is called plagiarism.
It is not plagiarism to borrow the ideas, terms statements, or knowledge of others if the source is
clearly and specifically acknowledged. Students who consult such critical material and wish to
include some of the insights, terms or statements encountered must provide full citations in an
appropriate form.
ACCESS AND ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
We recommend that all HC students with disabilities explore the support services and register
with the OFFICE FOR ACCESS and ACCOMMODATIONS. HC students with disabilities are
protected by the Americans with Disabilities Act (ADA), which requires that they be provided
equal access to education and reasonable accommodations. In compliance with the ADA and
with Section 504 of the Rehabilitation Act, Hunter is committed to ensuring this educational
access and accommodations. For information and assistance, contact the OFFICE FOR ACCESS
and ACCOMMODATIONS in Room E1124 or call (212 772-4857 or TTY (212) 650-3230.
EXPECTATIONS FOR WRITTEN PROFICIENCY
Students must demonstrate consistently satisfactory written English in coursework. The Hunter
College Writing center provides tutoring to students across the curriculum and at all academic
levels. For more information, see http://rwc.hunter.cuny.edu. In addition, the Teacher
Placement Office in the School of Education offers a writing workshop during the semester and a
series of free writing classes are offered to students who are in need of additional support in
honing their writing skills. In both cases, stop by room 1000West for information and dates of
workshops.
Required Text:
Assigned articles can be found in Blackboard
Additional articles may be assigned.
Course Requirements:
1) Regular and Prompt attendance
Thoughtful participation in class and in Blackboard,
Completion of all assignments. All assignments must be typed and proofread.
NO LATE PAPERS!
2) 2-3 page paper on a personal View of Bilingual Education or on Becoming
Bilingual.
(Educating a Diverse Student Population)
Due: 9/04 (5 points)
3) From the Internet Links found on Blackboard students will select a research article or
other substantive paper to read and analyze. The paper must be on a topic related to
bilingual education or bilingualism. The paper is expected to be no longer than 3-4 pages
long. Due: 10/02 (10 points)
(Evidence based practices)
4) Using the Discussion Board, students will be required to respond to questions
and/or comments posed by the professor throughout the semester. At each time students
must respond to the professor and to one other classmate on Blackboard. Responses and
discussions in Blackboard will be noted. Lack of responses will result in an “Incomplete”
grade. (10 points)
(Use of Technology to Enhance learning, Preparation of Reflective, Knowledgeable,
and Highly Effective Teachers, counselors and Administrators)
5) Midterm Exam (25 points)
6) An analytical paper of two books:
(1) Rodriguez, R. (1982). Hunger of memory. Boston: DR Goodine
(2) Hoffman, E. (1989). Lost in translation. New York: Penguin Books
Due: 11/20 (25 points)
(Educating a Diverse Student Population)
(7) FINAL assignment
A paper based on:
A minimum of two observations and analysis of a bilingual classroom.
Guidelines for this paper will be found in the Course Documents of Blackboard.
Each paper should be from 8-10 pages long. Readings and theory MUST be
integrated into the paper. Due: 12/11 (25 points)
(Evidence based practices; Preparation of Reflective, Knowledgeable, and Highly
Effective Teachers, counselors and Administrators)
Course Syllabus
Biled 701
8/28
Course Overview
Course Requirements
Introductions
Societal attitudes and beliefs about bilingual education. The status and value of languages
in our society.
9/4
History of Bilingual Education in The US
Laws and Consent Decrees
Readings: Baker, An Introduction to Bilingual Education. pp.165-172.
Ovando & Collier, Historical Background. pp31.51-72
Short Paper Due
9/11
First Language Acquisition
Readings:
Ovando & Collier, Language. pp.121-133
9/18
Second Language Acquisition
Reading: Baker, Second Language Acquisition. pp. 95-115
Diaz-Rico & Weed, Learning About 2nd Language acquisition. 50-71
9/25
Sociolinguistic Perspectives on Language
Reading: Cummins, Toward Anti-Racist Education: Empowering Minority Students.
pp. 51-69
Cummins, TheEvolution of Xenophobia, pp 31-58
10/02 Models of Bilingual Education
Readings: Baker, Varieties of Bilingual Education. pp.173-197
Rennie, ESL and Bilingual Program Models
Reaction Paper Due
10/16 Theory into Practice
Reading: Crawford, The Case Studies Project pp.248-264.
Cummins, Understanding Academic Language Learning
10/23 Midterm Exam
10/30 Parents and Bilingual Education
Reading: McCaleb, An Overview of Family Involvement in Education…pp. 3-27
11/06 Multiculturalism
Reading: Nieto, Multicultural Education in Practice. pp. 345- 362
11/13 Assessment
Reading: L. Valdez Pierce in Ovando & Collier, Assessment pp. 308-353
11/20 Effectiveness of Bilingual Education
Readings: Cummins, Bilingual Education: What Does the Research Say?
Analytic Paper of 2 books due
12/04 Anti-Bilingual Education Movement
Reading: Crawford, English Only or English Plus ?pp.131-156
Disaster at the Polls pp. 312-332
12/11 Politics and Bilingual Education
Observation of Classroom/Student Language Due
Fall, 08
Biled 701
Attendance
Date:
Acosta, Leidy _________________________________________________
Acosta, Natalie ________________________________________________
Alandete, Angelica ______________________________________________
Arroyo, Natasha ________________________________________________
Bartus, Patricia _________________________________________________
Bello-Minaya, Alejandrina ________________________________________
Berdugo, Daniel _________________________________________________
Ceballos, Francheska _____________________________________________
Cepeda-Karvaounakis, Yajaira _____________________________________
Cho, Grace ______________________________________________________Concepcion, Beverlyn _____________________________________________
Cucalon, Guisella_________________________________________________
Evans-Lora, Yokasta ______________________________________________
Feliciano, David __________________________________________________
Fernandez, Jonathan ______________________________________________
Flores, Viviana ___________________________________________________
Friedrichs, Emily __________________________________________________
Fuller, Jessica ____________________________________________________
Garcia, Angela ____________________________________________________
Goodman, Lori ____________________________________________________