Bilingual Education and Teaching Group Contract
Faculty: Evelia Romano Thuesen. Sem. 3113, ext. # 6434, e-mail: romanoe
Library Faculty: Ernestine Kimbro. Lib. 2300L, ext. # 6258, e-mail: kimbroe
Secretary: Julie Douglas. Sem. 3127, ext # 6550/5427, e-mail: douglasj
Recommended readings (supplementary)
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 and practice by focusing on different examples of bilingual literacy developments and the actual implementation of bilingual education programs.
Workshop
During this quarter each student enrolled in the workshop will be required to do a minimum of 35 hours of community work in elementary schools, high schools, etc. Their work will consist of participating in different second or foreign language instruction settings under the direct supervision of the corresponding teachers and instructors. Students will keep records of all their activities in their notebooks 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.
During the first half of seminar, students will be in charge of presenting the weekÕs 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.
Schedule: A typical week
Day
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Tuesday
|
Wednesday
|
Thursday
|
Place
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AM: L 2204 PM: L2458
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L 2204
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AM: L.1308/PM: L 2458
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AM
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9:30 - 12:00
Seminar |
10:00-1:00 Workshop |
9:30 - 12:30 Lecture/Research Project |
|
12:30-2:30 Spanish |
1:00-3:00 Spanish |
Note: One more meeting of at least one hour will be scheduled for the Advanced Spanish class. The time and the place will be decided upon return from winter vacation.
Field trips
During week 8 or 9 we will visit some examples of bilingual programs in Pasco and Yakima. The participation in the field trips is compulsory and students must make all necessary arrangements to assure their attendance to these events.
Written assignments
Credit, evaluation and conferences
All the activities mentioned above are absolutely required in order to receive full credit. Incomplete assignments and work performed at a poor level will not be awarded credit. BET is an upper division program, however upper division credit will only be awarded to students whose work demonstrates learning at an advanced level. 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.
Ada, Alma Flor. "The Pajaro Valley Experience". Minority Education: From Shame to Struggle. Tove Skutnabb-Kangas and Jim Cummins, eds. Philadelphia: Multilingual Matters Ltd., 1988. 223-238.
Celce-Murcia, Marianne, ed. Teaching English as a Second or Foreign Language. 3 ed. Boston: Heinle and Heinle, 2001. Cummins, Jim. Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Philadelphia:Multilingual Matters, 2000.
Crawford, James, ed. Language Loyalties. A Source Book on the Official English Controversy. Chicago and London: University of Chicago Press, 1992.
De Villar, Robert, Christian J. Faltis and James Cummins, eds. Cultural Diversity in Schools. From Rhetoric to Practice. New York: State University of New York Press, 1994. 1- 56.
Genesee, Fred, ed. Educating Second Language Children. The Whole Child, The Whole Curriculum, The Whole Community. New York: Cambridge University Press, 1994.
Gersten, Russell and John Woodward. "A Case for Structured Immersion". Educational Leadership 43.1, (September 1985): 75-79.
---. "Response to Santiago". Educational Leadership 43.1, (September 1985) : 83-84.
Heath, Shirley Brice. "English in Our Language Heritage". Language in the USA. Charles A. Ferguson and Shirley Brice Heath, eds. Cambridge, London, New York: Cambridge University Press, 1981. 6-20.
Igoa, Cristina. The Inner World of the Immigrant Child. New York: St. MartinÕs Press, 1995. Lemberger, Nancy. Bilingual Education: Teacher's Narratives. Mahwah, N.J: Lawrence Erlbaum Associates, 1997.
Lemberger, Nancy. Bilingual Education: Teacher's Narratives. Mahwah, N.J: Lawrence Erlbaum Associates, 1997.
Mercado, Carmen and Migdalia Romero. "Assessment of Students in Bilingual Education". Bilingual Education. Politics, Practice, Research. Beatriz Arias and Ursula Casanova, eds. Chicago: National Society for the Study of Education, 1993. 145-170.
Neuman, Susan B, Carol Copple and Sue Bredekamp. Learning to Read and Write Developmentally Appropriate Practices for Young Children. Washington : National Association for the Education of Young Children, 1999
OSPI. Reading and Second Language Learners. Research Report, May 1999.
Rodríguez, Arnulfo. Bilingualim Through Schooling: Cross-Cultural Education for Minority and Majority Students. Albany: State University of New York Press, 1985. Chapters 2 and10.
Santiago, Ramón L. "Understanding Bilingual Education - or The Sheep in WolfÕs Clothing". Educational Leadership 43.1, (September 1985) : 79- 83.
Thomas, Wayne P. and Virginia Collier. "School Effectiveness for Language Minority Students" NCBE Resource Collection Series 9, December 1997.
Tollefson, James W. Planning Language, Planning Inequality. Language policy in the community. London and New York: Logman, 1991. Chapters 1, 5 and 8.
Shrum. Judith L. and Eileen W. Glisan. TeacherÕs Handbook. Contextualized Language Instruction. 2nd ed. United States: Heinle & Heinle, 2000.
Collier, Virginia. "Acquiring a Second Language for School". Directions in Language and Education. NCBE 1.4, Fall 1995.
Cummins, Jim. Empowering Minority Students. Sacramento: CABE, 1989.
---. Negotiating Identities: Education for Empowerment in a Diverse Society. Ontario, CA: CABE, 1996.
Donato, Richard and Robert M. Terry. Foreign Language Learning: The Journey of a Lifetime. Illinois: National Textbook Company, 1995.
Ferguson, Charles and Brice Shirley Heath. Language in the USA. Cambridge, London, New York: Cambridge University Press, 1981.
Freeman, David and Yvonne Freeman. Between Worlds. Access to Second Language Acquisition. Portsmouth, NH: Heinemann, 1994.
Hirsch, E.D., Jr. Cultural Literacy. What Every American Needs to Know. New York: Random House, 1988.
McLaughlin and McLeod: "Educating All Our Students." Final Report of the National Center for Research on Cultural Diversity and Second Language Learning, Bolume I, University of California Santa Cruz, June, 1996.
Skutnabb-Kangas, Tove, and Robert Phillipson. "Wanted! Linguistic Human Rights". Rolig Papir 44. Roskilde, Denmark: Roskilde University Center, 1989.
---. and Jim Cummins, eds Minority Education: From Shame to Struggle. Philadelphia: Multilingual Matters Ltd., 1988.
Stein, Colman Brez, Jr. Sink or Swim. The Politics of Bilingual Education. New York: Praeger, 1986.
V‡squez, Olga A. "A look at Language as a Resource: Lessons from La Clase M‡gica". Bilingual Education. Politics, Practice, Research. Beatriz Arias and Ursula Casanova, eds. Chicago: National Society for the Study of Education, 1993. 211-224.
Tuesday, January 6
Wednesday, January 7
Thursday, January 8
Project preparation: Update on research developments and bibliography
Week 2
Tuesday, January 13
Wednesday, January 14
Thursday, January 15
List of objectives and activities for workshop due on Tuesday, January 13.
.
Week 3
Tuesday, January 20
Wednesday, January 21
Thursday, January 22
Week 4
Tuesday, January 27
Wednesday, January 28
Thursday, January 29
Week 5
Tuesday February 3
Wednesday, February 4
Thursday, February 5
Week 6
Tuesday, February 10
Wednesday, February 11
Thursday, February 12
First draft of research papers due on Friday, February 13.
Week 7
Tuesday, February 17
Thursday, February 19
Week 8
Tuesday, February 24
Wednesday, February 25
Thursday, February 26
Final version of research papers due on Friday, February 27.
Week 9
Tuesday, Marc
Wednesday, March 3, Thursday, March 4, and Friday, March 5 Field Trip to visit several bilingual programs in Yakima and Pasco Schools.
Week 10
Tuesday, March 10 Students'presentations of research papers from 9-12
Wenesday, March 11 Students'presentations of research papers from 9-12