University of California, San Diego
Department of Education Studies
EDS 125
Fall 2014
History, Politics and Theory of Bilingual Education
Global Perspectives
Instructor: Bobbie M. Allen, Ph.D.
Office: Pepper Canyon Hall 330
619-838-4567(text/voice)
bmallen@ucsd.edu
Class Meeting Schedule
Time: 5-7:50
Dates: Wednesdays
Location: PCYNH 122
Office Hours:
Tuesdays 5-6pm
Wednesdays 3-4
Course Website
http://eds125fall.weebly.com
Written assignments submitted to
turnitin.com
UCSD Electronic Reserves
Password: ba125
Readers:
This course provides a historical overview and models of bilingual education in the
United States. Students will examine socio-cultural, theoretical and policy issues
associated with primary language and second language instruction, legal requirements
for public school bilingual programs and the impact of state and federal laws on
English Language Learners. This course will include lectures, discussions,
presentations, and guest speakers.
Goals and Topics Include
 Philosophical, theoretical, legal and legislative foundations of bilingual
education and their effects on program design and educational
achievement
 Research on bilingual program effectiveness
 Research on the cognitive effects of bilingualism and biliteracy
development
 Understanding the family as a primary language and cultural resource


Understanding the influence of an intercultural classroom climate and
school community on students’ motivation, participation and achievement
Understanding influence of historical events and immigration and on
bilingual education
Dates of reading assignments are for the dates of class discussion topics. Students are
required to have read and prepared for the readings prior to class meeting in order to
participate in class discussion:
Required Text and On-Line Readings
García, O.(2009).Bilingual education in the 21st Century: A global perspective. Malden,
MA and Oxford:Basil/Blackwell
Textbook available through the University Bookstore and a variety of booksellers. It is
also on reserve at the Geisel library circulation desk)
On-line Readings on Course Website & UCSD Electronic Reserves (password: ba125)
Course Expectations
DUE
Attendance & Participation:
Students are expected to attend all class
meetings (face to face and on-line), and
arrive prepared to participate in activities,
including in class and on-line and writing
assignments
Mini-Investigations
1. Language Use
2. Bilingualism & Cognition
3. Policy Summary & Poster
POINTS
Throughout the
Quarter
20
Oct 22
Nov 5
Nov 12
10
10
10
Global Perspectives Project (group &
individual)
Dec 18, In class
25
presentation,
finals week, 79:50
Upload written
reflection to
turnitin.com by
Dec, 17th, 5pm
Bilingual Education for the 21st
Century (Individual)
Total Points
Presentation in
class
Written report
uploaded to
turnitin.com by
Dec 10 by 10pm
25
100
All members of this course are expected to honor the UCSD Policy on Integrity of
Scholarship http://students.ucsd.edu/academics/academic-integrity/policy.html and
the UCSD Principles of Community
http://www.ucsd.edu/explore/about/principles.html
Absences
The design of this class is project based and is highly interactive, therefore, absences are
difficult to make up. Only absences that are related to medical or family emergencies
will be excused. All other absences will not be excused and will affect your final grade.
Arriving Late To Class & Leaving Class Early
Arriving to class on time is critical. There are always reasons that are acceptable such as
traffic, no parking. However, do the best you can to be on time. If arriving to class
becomes a chronic situation, it will affect your grade. Leaving class early is not
appropriate unless there is a viable excuse. Leaving early will also affect your grade.
It’s best if you communicate to me on an individual basis to determine if the tardy is
considered excused on not excused.
Rubric for EDS 125
You must complete all assigned work to earn credit for this course.
What do grades represent in this class?
A
Represents outstanding participation in all course activities; all assigned work
completed in a timely manner (on time), with very high quality in all work produced
for the course. Evidence submitted via individual project, contributions to whole group
project and in-class presentations, discussions and weekly assignments demonstrate
significant understanding of the topics, issues, history, politics, legislation, research and
theories related to bilingual education. No unexcused absences or tardies.
B
Represents good participation in all course activities; most of the assigned course work
completed in a somewhat timely manner, with fairly good quality in course work.
Evidence submitted via individual project, contributions to whole group project and inclass presentations, discussions and weekly assignments demonstrate somewhat
significant understanding of the topics, issues, history, politics, legislation, research and
theories related to bilingual education.
C
Represents participation in some of the course activities; missing assigned work with
mediocre quality and/or timeliness in submitting course work. Evidence submitted via
individual project, contributions to whole group project and in-class presentations,
discussions and weekly assignments demonstrate significant understanding of the
topics, issues, history, politics, legislation, research and theories related to bilingual
education, however, there are some misconceptions, gaps and/or work submitted in a
untimely manner.
D
Represents uneven participation in course activities; some gaps in assigned course work
completed with inconsistency in quality of and/or timeliness in submitting course
work. Evidence submitted via individual project, contributions to whole group project
and in-class presentations, discussions and weekly assignments demonstrate significant
understanding of the topics, issues, history, politics, legislation, research and theories
related to bilingual education, however, there are some critical errors, misconceptions,
and/or gaps.
F
Represents minimal participation in course activities; serious gaps in assigned work
completed, or very low quality in course work. Evidence submitted via individual
project, contributions to whole group project and in-class presentations, discussions and
weekly assignments demonstrate significant understanding of the topics, issues, history,
politics, legislation, research and theories related to bilingual education
Note:
Final grades for the university can show plus or minus. Absences and being late to class
can affect the final grade. One unexcused absence will automatically lower the grade.
Two or more may result in a failing grade for the course.
Class Sessions
Session 1 Wednesday, October 8 Course Overview
Course Syllabus & Projects
“Our Resume” Activity in class
In class: Perspectives in Bilingual Education (Powerpoint & video clips)
Daily Show: Socialism Studies
http://thedailyshow.cc.com/videos/kir3p5/socialism-studies
Session 2 Wednesday, October 15 Bilingual Education (BE) For All
What does it mean to be “bilingual” according to Garcia and Baker? How do their definitions
compare to your personal experiences?
Read:
Garcia: Chapter 1
Baker, Chapter 16 Course Webpage Weebly
Session 3 Wednesday October 22 Languaging and Translanguaging
What does “languaging” mean? How does it differ from a language?Reflect on your personal
experiences with language practice. What factors influence your decision to “language” in one
way or another? What is “academic language” and what are some of it’s characteristics? What is
the difference between contextualized and decontextualize language development, the
interdependence hypothesis, and the threshold hypothesis?
Mini Investigation #1 Due Submit to Turnitin.com
Be prepared to discuss your findings with a partner, small group and/or whole group
in class.
Read
Garcia: Chapters 2 & 3
Choose one (1) of the following to investigate:
1. American Varieties PBS: Select a variety and read the entry about dialects
http://www.pbs.org/speak/seatosea/americanvarieties/
2. Watch UTUBE information about Black ASL (e.g. McCaskill, Lucas, Bayley & Hill, The
Hidden Treasure of Black ASL: Its History and Structure)
https://www.youtube.com/watch?v=y7ooYqdEdUY
Session 4 Wednesday October 29 Sociopolitics & Benefits of Bilingualism
Consider these questions while reading:
What is the connection between language and identity? What are some examples from
your own experiences? What are cognitive advantages of bilingualism?
Read:
Garcia: Chapter 4 & 5
New York Times: The Bilingual Advantage
http://www.nytimes.com/2011/05/31/science/31conversation.html?_r=0
Session 5 Wednesday, November 5 Bilingual Policy: Framework, Types, Factors and
Variables
Reflecting on personal experiences, are there any existing schools or programs that you
know of? What theoretical frameworks do they reflect? What type of program would
you consider each to be? What is the relationship between bilingual education itself
and the factors that impact the implementation of bilingual education?
Due Mini-Investigation #2 Bilingualism & Cognition
Be prepared to discuss your findings with a partner, small group and/or whole group
in class.
Read: Garcia, Chapter 6 & 7
Session 6 Wednesday November 12 History & Language Policies Of Bilingual
Education
Reflect on the history of bilingual education up to now in the United States, what
major events have shaped policy?
Compare the language policies of the U.S. as discussed in Chapter 8 with those of
European supra-national institutions in this chapter. What are the similarities and
differences?
In class DVD: The Lemon Grove Incident
Gallaudet Deaf President Now
Due Mini-investigation #3 Policy Summary & Poster
a) one-page summary of assigned group readings (EU or US)
b) poster of contemporary issue
Be prepared to discuss your findings with a partner, small group and/or whole group
in class
Read:
Garcia: Chapter 8 & 9
Session 7 Wednesday November 19 Monoglossic and Heteroglossic
Identify how Monoglossic and Heteroglossic beliefs differ. Explain how each impacts
the planning of different types of bilingual education programs.
In Class DVD: In the White Man’s Image
Read:
Garcia, Chapters 10 ,11
On-Line Reading:
Humphries, Tom (2013) Schooling In American Sign Language: A paradigm shift from a
deficit model to a bilingual model in deaf education. EScholarship, Berkeley Review of
Education
http://www.escholarship.org/uc/item/4gz1b4r4
Session 8 Wednesday, November 26 Curriculum, Pedagogy and Practices No Class
What are some of the time separation arrangements used for teaching in two
languages? What are signs or signals that teachers use to distinguish what language
they are teaching in? What is translanguaging as a pedagogical strategy?
Read: Garcia, 12 & 13
Session 9 December 3 Biliteracy Practices, Pedagogy and Assessment
How is testing and assessment related to power? How do different ways of testing
make a difference for bilingual education and students? Explain what the difference is
between assessing bilingual students as bilinguals and assessing bilingual students as
monolinguals. What are the consequences?
Read: Garcia, Chapters 14 & 15
Session 10 Wednesday, December 10
In class individual presentation in small groups
Written report uploaded to turnitin.com today by 5pm
Finals Week 12/18/14 Thursday 7-9:50
Global Perspectives Presentations in small groups in class today
Written Individual Reflection On Learning--Upload written reflection to turnitin.com
by 5pm Dec 17