CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
SCHOOL OF EDUCATION
ED BI 635
Curriculum Development for
Bilingual/Cross-cultural Education
DR. DEBRA LEE COOK HIRAI (He’rye)
(661) 664-3129
dhirai@csub.edu
COURSE SYLLABUS—WINTER, 2005
Course Description:
Based on principles of curriculum development, the course explores the infusion of
multiculturalism into the entire school curriculum. The course is designed to provide
guided curriculum for bilingual/bi-cultural and cross-cultural education and includes
curriculum development principles and curricular and classroom management strategies
for the application and integration of those principles to language and cultural concepts
important for creating successful multicultural classroom climates.
Goal:
As a result of participation in this course, students will understand and be able to apply
curriculum theory, terminology, and practice to bilingual/cross-cultural education.
Objectives:
Students will be able to:
1. Analyze current practices in assessing and teaching diverse students
2. Discuss various models for multicultural education
3. Understand and apply curriculum theory, terminology, and management strategies in
the bilingual/cross-cultural classroom
4. Discuss several areas of the curriculum in terms of their multicultural nature
5. Develop a curriculum plan for incorporating multicultural education
Textbook:
Davidman, Leonard and Davidman, Patricia T. (2000) Teaching with a Multicultural
Perspective, A Practical Guide. New York Longman (Addison Wesley).
Student Responsibilities and Evaluation:
Class participation and attendance
Oral report
Group Bilingual Education Model Project
Individual Curriculum Project
________
15 points
5 points
40 points
40 points
100 points
Grading System:
A = 96-100 points
B = 83-86 points
A- = 90-95 points
B- = 80-82 points
B+ = 87-89 points
C+ = 77-79 points
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ORAL REPORT
Choose a subject area you are interested in (Chapters 3-5)—each person needs to
choose a different subject area so all are covered—and research effective multicultural
methodology to be used in that subject area. Present your ideas to the class in a short
oral report (5 points)
GROUP BILINGUAL EDUCATION MODEL PROJECT
1. Research three different bilingual education models in use in Kern County today.
The English Immersion program can be used to substitute for one of the models
2. Describe the overall curriculum plan and compare and contrast methodology and
instructional strategies being used. Describe the goals and objectives, the content,
activities and types of assessment used. (10 points for the description and 20 points
for the comparison/contrast.)
3. Indicate to what degree cross-cultural education and strategies are used and
describe the strategies. Are they pushing students away from their language/culture
or are they embracing and celebrating diverse ethnicities? Are they relating the
learning of language with the students’ real world? Are they implementing
instructional pluralism? Address the strategies and goals listed on pages 14, 15 and
20 in your textbook. See also the questions on pages 165-166 for this and your
curriculum project. (10 points)
INDIVIDUAL CURRICULUM DESIGN PROJECT
Many school districts include multicultural education in their curricula but it is rare to find
it integrated into the total school curriculum. A curriculum design is needed to
accomplish consistent integration. You will design a curriculum which will meet the
needs of a particular school or school district. The main goal of this curriculum will be to
reform the existing curriculum to include the goals of multicultural education. The
following elements need to be included:
1. A Philosophical Statement or Rationale:
Prepare a statement regarding the need for multicultural education which addresses
majority and minority students. Include specific information for a proposed model
and describe the school, what programs are already in place, grade levels targeted,
etc. (10) points)
2. Program Goals:
Write one or more school or district goals which are long range and will ultimately
affect all students and all disciplines (subject areas). (5 points)
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3. Instruction for a Diverse Student Population:
Develop instructional goals and strategies for language development and each
content area of your proposed program. This does not have to be done on a per
grade level basis, but rather based on diverse student needs. Be sure to include
blocks of time so teachers can meet to prepare lessons which are interdisciplinary
and are linked to real life experiences. Suggest a variety of instructional strategies
which the teachers can use. Include suggestions for addressing diverse learning
styles and abilities. Bring television and film into your instructional strategies. (15
points)
4. Classroom Management:
Describe how the curriculum will address the diverse experiences of different
cultures while maintaining consistency and discipline in the program and in the
school. Expand upon ways to create a school climate which is conducive to learning
and comfortable for students. (5 points)
5. Plan for Assessing the Needs of All Students:
Describe the model as it will apply specifically to your student population. Be clear
about which student needs your model will address, the reasons for doing so and
how you will assess both student achievement and program effectiveness. (5
Points)
TENTATIVE CLASS SCHEDULE:
M 1/3
-Key multicultural concepts
-Discuss projects and reports
Read Chapter 1
M 1/10
-Multicultural Education defined
-Cognitive and Affective Aspects
-Creating a multicultural setting
-Examples of equity in the classroom
Read Chapter 2
Begin research for
oral reports
Begin bilingual projects
M 1/24
-Cultural pluralism
-Controversies and Opportunities for MC
-Educational equity
-Review bilingual education models
-How to begin the school year
Read Chapter 3
Prepare Oral Report
Prepare Bilingual projects
M 1/31
-Library Day to work on group projects
Finish reports
M 2/7
-Creating a multicultural program
-Present oral reports
Prepare bilingual &
curriculum projects
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M 2/14
-Library day to work on curriculum projects
M 2/21
-Present oral reports
M 2/28
-Present bilingual projects
M 3/7
-Present bilingual projects
-Begin presenting individual curriculum plans
M 3/14
-Finish presenting individual curriculum plans
Finish projects
PLEASE PROVIDE A STAMPED, SELF-ADDRESSED ENVELOPE FOR THE
RETURN OF YOUR GRADE SHEET AND/OR CURRICULUM PLAN.
CLASS MEETINGS: Monday,
4:15-8:15,
CB 105
OFFICE: ED 232 664-3129
Hours: Tuesday 1:30-5 PM & Wednesday 2-3:30 PM
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