Course description
During the first half of winter quarter we will explore historical and political issues related to bilingual education and teaching in the following order: historical overview of bilingual education in the U.S., politics of bilingual education and related policy, and the debate English only vs. English plus. During the second half of the quarter we will resume our studies of bilingual education theory by focusing on different examples of bilingual education programs and their actual implementation.
Workshop
During this quarter each student enrolled in the workshop will be required to do a minimum of 25 hours of community work in elementary schools, high schools, etc. Their work will consist of participating in different second language instruction settings under the direct supervision of the corresponding teachers and instructors. Students will keep records of all their activities and report to their peers in our weekly meetings. Each student will be in charge of at least one session in which she/he will present his/her experience along with some articles or book chapters addressing the problems and challenges they are facing in the classroom.
Seminar
During the first half of seminar, students will be in charge of presenting the week's readings and leading the discussion around principal concepts. Students in charge of presentations are expected to research the theme for achieving a thorough understanding of the material and providing more material for discussion. The second half of seminar will focus on the analysis of the readings, enriched by the information provided in lectures and seminar discussion. Seminar presentations and students' participation in discussion are important requirements for receiving full credit.
Written assignments
Two short in-class writing exercises in response to the readings and lectures will be scheduled during the quarter. The major assignment will be a 20-30 page paper based on the research students have been conducting since the third week of fall quarter. The first draft of the paper is due at the end of week six for faculty comments and suggestions; the final version is due at the end of week eight. During the last week students will present their papers orally to the rest of the class.
Credit, evaluation and conferences
All the activities mentioned above are absolutely required in order to receive full credit. Credits will be awarded in bilingual education theory, policy and history, and teaching methodology. I will schedule individual conferences with students during week seven to discuss their performance and final projects. Evaluations and conferences at the end of Winter quarter will be required.
If students have problems with any aspect of the program's contents or activities, it is their responsibility to contact the faculty immediately in order to face difficulties squarely instead of letting them worsen.
A typical week
Tuesday: 9:00-11:30 Lecture L 2219
12:00-2:00 PM Workhop L 2204
Thursday : 9:00-11:30 Seminar L 2219
Reading List
Week 1
Tuesday, January 6
Lecture: Course Introduction. Constituents of Bilingual Education. Introduction to history and policy. Workshop: Introduction and schedule arrangements. Some general consideration about language teaching
Thursday, January 8
Seminar: Heath, S.B., "English in Our Language Heritage". Fishman, J., "Language Policy: Past, Present , and Future". Tollefson, james W. Planning Language, Planning Inequality: Chapters 1 & 8.
Descriptions of research projects and bibliography due on Friday, January 9.
Week 2
Tuesday, January 13
Guest Lecture by José Gómez: "Legal Structure of the Educational System".
Workshop: Guest lecture: Internship possibilities for the Spring Methodology and the Classroom. Preparation of bibliography.
Thursday, January 15
Seminar: Stein, C.B. JR., Sink or Swim. Crawford, J. Language Loyalties: Part I
List of objectives and activities for workshop due on Thursday, January 15.
Week 3
Tuesday, January 20
Guest Lecture: Raul de la Rosa, OSPI: "Equity issues related to language minority rights"
Workshop: ESL for adults: The EF experience and Mason County Literacy.
Thursday, January 23
Seminar: Crawford, J., Language Loyalties: Part IV, V, and VI. Skutnabb -Kangas, T and R. Phillipson. "Wanted! Linguistic Human Rights".
Week 4
Tuesday, January 27
Lecture:. Language and Nation: One language, One Country? English Only vs. English Plus.
Workshop: ESL in elementary schools: Gardfield and Centralia ESL Programs.
Thursday, January 29
Seminar: Hirsh, E.D., Jr., Cultural literacy . Crawford, J., Language Loyalties: Part II and III
Week 5
MONDAY, FEBRUARY 2: Special Event: Students will have the opportunity to talk and ask questions to William Freund, Fiscal Analyst of the Senate Ways and Means Committee, about legislative approaches to bilingual education. We'll meet at 12:00 PM at Lab I 1040.
Tuesday, February 3
Lecture: Language and Education: linguistic, social and pedagogical considerations. Guest lecture by Representative Velma Veloria on legislative approaches to Bilingual Education. (This lecture will be probably an evening event)
Workshop: ESL in Middle School: Chinnok Middle School.
Thursday, February 5
Seminar: Cummins, J., Empowering Minority Students: selection.
Week 6
Tuesday, February 10
Lecture: Multiculturalism and Multicultural Education: Some relevant issues.
Workshop: ESL in High School: Capital High School
Thursday, February 12
Seminar: Cultural Diversity in Schools. From Rhetoric to Practice: pp. 1-56. McLaughlin and McLeod: "Educating All Our Students". Between Worlds: Chapter 9, 10 and 11.
First draft of research papers due on Friday, February 13.
Week 7
Tuesday, February 17
Individual meetings with the faculty scheduled throughout the morning and the afternoon.
Thursday, February 19
Seminar: Igoa, Cristina, The Inner World of the Immigrant Child.
Week 8
Tuesday, February 24
Lecture: Bilingual Education Programs. Implementation and Assessment.
Workshop: A bilingual classroom: Evergreen Elementary. Spanish as a second language: McLane.
Thursday, February 26
Seminar: Collier, "Acquiring a Second Language for School" and "School Effectiveness for Language Minority Students". Vásquez, Olga, "A Look at Language as a Resource: Lessons from Ls Clase Mágica". Ada, Alma Flor, "The Pajaro Valley Experience". Curtis, Jan, "Parents, Schools and Racism". Campos, J. and H.R. Keatinge, "The Carpinteria Language Minority Student Experience". Stairs, Arlene, "Beyond Cultural Inclusion".
Final version of research papers due on Friday, February 27.
Week 9
Tuesday, March 5
Lecture: Alternatives to Bilingual Education.
Seminar: Ramirez, Arnulfo, Bilingualism through Schooling...: Chapter 10. Gersten, R. and J. Woodward, "A Case for Structured Immersion" Santiago, R., "Understanding Bilingual Education, or the Sheep in Wolf's Clothing". Mercado, C. and M. Romero, "Assessment of Students in Bilingual Education".
Wednesday, March 6, Thursday, March 7, and Friday, March 8 Field Trip to visit several bilingual programs in Yakima Schools. Departure time: Wednesday 12:00 PM. Approximate returning time: Friday at 6:00 PM.
Week 10
Tuesday, March 12
Students' presentations of research papers from 9 AM- 3PM
Thursday, March 14
Evaluation and final remarks. Potluck.