ELN101 INTRODUCTION TO BILINGUALISM
Dr. Max Rodriguez
CATALOG DESCRIPTION
This course will cover the basic principles and applications of a bilingual philosophy of
learning. It will consider psychological, social, and political factors of bilingualism,
including past and present legislation. It will also examine language acquisition theories,
representative models of bilingualism and bilingual instruction, and issues related to the
maintenance of language and culture. Field trips to various schools in the city will
constitute a significant part of the course.
PREREQUISITE: CSE099, ENA/ENG099
This course is in compliance with the academic integrity policy adopted by the College
Senate.
In this course, students develop an intermediate electronic portfolio.
Week 1
General Orientation
Definitions of terms: Language (bilingual, monolingual), identity, culture, immigrant,
migrant, stereotype, diversity
Introduction to Blackboard (Bb)
Discussion Board: Describe in about 200 words what you expect to learn in this course
(Bb)
LANGUAGE AND CULTURE
Week 2
Read: Dicker, 2-15
Topic: Language and Identity
Reflection as a learning strategy
Discussion Board: Reflection on language and identity (Bb)
The ePortfolio—concept and purpose
Week 3
Read: Dicker, 15-25
Topic: Language and Culture
Writing Workshop # 1: Research, annotation, and bibliographic references
The research project
Discussion Board: Reflection on the status of non-native English speakers in the United
States (Bb)
The ePortfolio—exploring the site
PSYCHOLOGICAL, SOCIAL AND POLITICAL FACTORS OF BILINGUALISM
Week 4
Read: Dicker, 38-47 and 51-57
Topic: Immigrant language experience in America
Preview in class: Journey to America (VHS700)
DUE: WORKING BIBLIOGRAPHY
Discussion Board: Assimilation or acculturation: Which choice do immigrants have?
Explain. (Bb)
The ePortfolio—introduce template choices
Week 5
Read: Dicker, 58-73
Topic: Language Loss and Maintenance
DUE DRAFT # 1: ABOUT ME: WHEN AND HOW I LEARNED A SECOND
LANGUAGE
Writing Workshop # 2: Quick Outline
Discussion Board: Is native language loss inevitable and/or desirable for recent
immigrants? (Bb)
The ePortfolio—downloading a template and depositing work in MY COLLECTION
LANGUAGE ACQUISITION THEORY
Week 6
Read: Dicker, 82-102
Topic: Second language acquisition theory and methods
DUE: RESEARCH PAPER OUTLINE
Discussion Board: Is there an optimum age to learn a second language? Why? Why not?
(Bb)
Week 7
Read: Dicker, 103-113
Topic: Stages of second language acquisition
DUE: ABOUT ME
The ePortfolio—developing the Welcome page, depositing About Me in MY
COLLECTION
BILINGUAL EDUCATION MODELS
Week 8
Read: Dicker, 116-117, 121-123, 125-127, 129-131
Topic: Structured immersion, transitional, and maintenance
DUE: DRAFT #1 RESEARCH PROJECT (Peer Critique)
Discussion Board: Describe the goals of one model: structured immersion, transitional, or
maintenance (Bb)
The ePortfolio—adding images to text, annotation and Links page, depositing draft of
reseach project in MY COLLECTION
Week 9
Read: Dicker, 149-156
Topic: Dual language, two-way immersion
Discussion Board: Write a short letter to the editor of your local newspaper in support or
against bilingual education (Bb)
The ePortfolio—developing the Classes and Projects page
PAST AND PRESENT LEGISLATION
Week 10
Topic:
DUE: RESEARCH PROJECT
Discussion Board: Brainstorming the reflection essay (Bb)
The ePortfolio—depositing the research project in MY COLLECTION
Week 11
Dicker, 164-169
Topic: Attitudes toward language pluralism in the United States
DUE: DRAFT #1 REFLECTION ESSAY (Peer critique)
The ePortfolio—zipping and uploading materials to the portfolio
ePortfolio Showcase
NEW HORIZONS
Week 12
Dicker, 311-319
Topic: The role of bilingualism in a pluralistic society
DUE: REFLECTION ESSAY
ePortfolio—catch-up session
Week 13
Course summary
REQUIRED TEXT
Susan J. Dicker. Languages in America: A Pluralistic View. 2nd Ed. Buffalo:
Multilingual Matters Ltd., 2003.
PERFORMANCE OBJECTIVES
At the end of the course, the student will:
1. Demonstrate familiarity with the history of bilingual education in the United States and
selected countries abroad;
2. Compare and contrast two major bilingual education models identifying rationale,
goals and basic components;
3. Be familiar with first and second language acquisition theory.
COURSE REQUIREMENTS
NOTE: LATE ASSIGNMENTS WILL NOT BE ACCEPTED!
Research Project 25%
About Me 15%
Reflection 10%
Letter to Elected Official 10%
Discussion Boards 15%
Electronic Portfolio 10%
Class participation 5%
Homework 5%
Professional behaviors 5%
Total 100%
ATTENDANCE POLICY
LaGuardia Community College’s attendance policy allows students 15% of unexcused
absences. The Department of Education and Language Acquisition subscribes to this
policy and enforces it as follows:
The absolute maximum of unexcused absences in this course is five (5) hours. There is no
need to present any documentation.
Excused absences are at the discretion of the instructor. There are extenuating
circumstances that warrant excuse. Consult the instructor.
Tardiness is disruptive to the learning process, therefore after ten (20) minutes students
are marked absent for that hour.
PROFESSIONAL BEHAVIORS
Students are expected to practice professional behaviors that are conducive to creating an
optimum learning environment that fosters successful work habits that may be applied in
any setting. Therefore, students are expected to
a) hand in writing assignments on the day that they are due;
b) have completed reading assignment outside of class;
c) be engaged actively in the learning process by answering questions posed by peers or
the instructor, offering their own insights, and posing questions during class discussions
d) remain in the classroom for the entire class period;
e) ask for clarification when instructions or questions are not clear;
f) be courteous at all times.
Lastly, turn off or set to vibrator all cell telephones during class time.