EDUCATION OF BILINGUAL CHILDREN:

THEORY AND PRACTICE

0708-611-05

0708-303-02


Fall 2000


TEACHER EDUCATION
SCHOOL OF EDUCATION
 UNIVERSITY OF SAN FRANCISCO
Course Syllabus
Instructor : Susan Roberta Katz, Associate Professor
Times: Wednesday, 3:45-7:15 pm
Credit Hours : 3
Place: ED 101
Office Hours : Tuesday & Wednesday, 2:00-4:00, or by appointment.
Address : Education, Room 131
email: katz@usfca.edu
phone: 415-422-2209 fax: 415-422-5527
Website: http://www.usfca.edu/fac-staff/katz

Course Description:
Examination of key aspects of bilingual cross-cultural education: theories of first and second language acquisition; legal evaluation and basis; school programs for second language learners; effective instructional strategies; empowerment and deficit issues.
This course involves 2 hours of weekly field observation.

Course Objectives:
The following objectives operationalize the B/CLAD competencies which a preservice professional should demonstrate.
A. At the end of the course the candidate will demonstrate knowledge of:
  1. Basic concepts and terminologies in bilingual crosscultural education.
  2. A theoretical framework/rationale for bilingual education that considers the principles of language acquisition, literacy development, second language teaching, and content instruction in English and the native language.
  3. Historical and legal evaluation and bases for bilingual education.
  4. Empowerment and deficit issues in bilingual education.
  5. Types, characteristics, and effectiveness of bilingual and other education programs.
  6. Instructional strategies and materials appropriate for students with diverse needs, interests, and learning styles.
  7. Problems, issues and procedures in the assessment and placement of students of diverse linguistic and cultural background.
  8. Language and content area assessment.
  9. Misconceptions about bilingual education.
B. The candidate will demonstrate skills in:
  1. Relating theory to instruction of and adapting the curriculum to meet the educational needs of second language learners.
  2. Interacting effectively with children and adults from linguistically and culturally diverse groups.
  3. Observing and evaluating strategies used in the education of students of different linguistic, cultural, and socioeconomic backgrounds.
  4. Presenting ideas clearly and meaningfully.

Course Requirements:
40% 2. Reflections log: Readings, field observations and class .
You will need a 3-ring binder and a folder for hard copy, or you can
use the Internet.

This log has 2 parts: 1) reading/field observation reflections, and
Reading reflections: Each week you will write a reading reflection in
which you record your reflections/questions on the reading
assignments for each week. Clearly label each response with week,
date and title of reading.

a. Weeks 2-4: Select an idea (or quotation) from at least one of the assigned readings which particularly struck you as significant. Discuss your reactions to this reading, why you especially liked it, disagreed with it or found it important.

For these weeks, you have distinct field observation assignments (Week 1 - personal language experience, Week 2 - presentation, Week 3 - interview, Week 4 - family linguistic history chart). Turn these in each week separately from reflection log.

b. Weeks 5-14: When selecting an idea (or quotation) from at least one of the readings, think of your field observation. Ground your discussion of this idea in notes about your field observation. For example, if you choose to write about a particular theory of second language acquisition, reflect on how the teacher you are observing seems to put (or to not put) this theory into practice. Give examples.
Class reflection : At the end of each class session, you will write a
reflection where you record your reactions to the class (lecture,
discussion, activities, guest speaker, etc.). You will have 10 minutes
at the end of each class to complete this assignment. Clearly label
each response with week and date. NOTE: If you are absent, write a
reflection on a topic related to the course, eg. field observation,
event, or a relevant issue.

Bring these to each class to facilitate discussions. I will collect and
respond to these logs every 4-5 weeks (Weeks 5, 10, and 14). Submit
these in a folder. On Week 10, you will trade your log with a peer
during class.

REFLECTION LOGS ARE DUE IN CLASS. THEY SHOULD
INCLUDE THE READINGS FOR THAT WEEK. NO LATE
REFLECTION LOGS WILL BE ACCEPTED!!
40% 4. Final project. I-Search paper (evaluated for oral and written
presentation). Due December 6, 2000.

20% 5. Class participation .
a. Participate in class discussions, groups, and activities.
b. Attendance is mandatory given the interactive nature of the class.

Please notify me (via phone or email) if you must miss a class for
illness or an emergency.

Work turned in late will lose points (-5 points for each day late).

Required Textbooks:

  1. Cummins, J. (1996). Negotiating identities: Education for
    empowerment in a diverse society . Los Angeles, CA: CABE.
  2. Peregoy, S.F. & Boyle. O.F. (2001). Reading, writing and learning
    in ESL . Menlo Park, CA: Longman.
  3. Course Reader of selected articles and book chapters. Purchase
    from your instructor.

Course Schedule:
Week One: August 30, 2000
Theme : Who are we? What are we studying?

In-Class Writing Assignment : "On the Question of Race" poem.

Assignment Due Next Week :
Personal second language experience. Write a reflection of your own
experiences learning a second language, whether in the classroom, travel
or daily life.

Week Two: September 6, 2000
 Theme : Who are the bilingual children in the U.S.? What are their
experiences?

Issues : Demographics of immigration in the U.S. Differences among experiences of immigrant groups in U.S. and impact on education.

Reading Assignments :

ALL READ:
  1. Rumbaut, R. (1995). The new Californians: Comparative research
    findings on the educational progress of immigrant children. In Rumbaut,
    R. & Cornelius, W.A. (Eds.), California's immigrant children: Theory,
    research, and implications for educational policy . San Diego, CA: Center
    for U.S.-Mexican Studies. 17-34. (READER)
  2. Olsen, L. (1988). The new world: An immigrant child's perspective.
    Crossing the schoolhouse border: Immigrant students and the
    California public schools . San Francisco: California Tomorrow. 18-38.
    (READER )

EACH GROUP READS ONE SELECTION FROM READER:
Latino - Central American
  1. Suarez-Orozco, M.M. (1997). Becoming somebody: Central American
    immigrants in U.S. inner-city schools. In Seller, M. & Weis, L. (Eds.),
    Beyond black and white: New faces and voices in U.S. schools . Albany,
    NY: SUNY Press. 115-130. (READER)
Latino - Mexican/Chicano
  1. Davidson, A.L. (1997). Marbella Sanchez: On marginalization and
    silencing. In Seller, M. & Weis, L. (Eds.), Beyond black and white: New
    faces and voices in U.S. schools . Albany, NY: SUNY Press. 15-44.
    (READER)

Asian - East Asian
  1. Leung, B.P. (1995) Who are Chinese American, Japanese American,
    and Korean American children? In Pang, V.O. & Cheng, L.L. (Eds.),
    Struggling to be heard: The unmet needs of Asian Pacific American
    children . Albany, NY: SUNY Press. 11-26. (READER)
Asian - Filipino
  1. Flores, P. V. (1998). Filipino American students: Actively carving a
    sense of identity. In Pang, V.O. & Cheng, L.L. (Eds.), Struggling to be
    heard: The unmet needs of Asian Pacific American children . Albany, NY:
    SUNY Press. 27-46. (READER)
Asian - Southeast Asian
  1. Ima, K. & Rumbaut, R.G. (1995). Southeast Asian refugees in American
    schools: A comparison of fluent-English-proficient and limited-English-
    proficient students. In Nakanisi, D.T. & Nishida, T.Y. (Eds.), The Asian
    American educational experience: A source book for teachers and
    students. New York: Routledge. 180-197. (READER)

Native American
  1. Crawford, J. (1995). Bilingual education: History, politics, theory
     and practice . Los Angeles, CA: Bilingual Educational Services.
    Chapter 9: Indian Bilingual Education, 176-194. (READER)
  2. Suina, J. (1988). And then I went to school. (READER)
  3. Hinton, L. (1994). Flutes of fire . Berkeley, CA: Heyday Books. 21-33.
    (READER)
Class Activity
Guest Speakers: Panel of students who are immigrants to U.S.

Assignment Due Next Week:
 Present highlights of reading assignment: Mexican, Central American,
Filipino, Southeast Asian, East Asian, and Native American.

Week Three: September 13, 2000
 Theme: Theoretical perspectives for understanding experiences of
bilingual children in U.S.

 Reading Assignment:
  1. Nieto, S. (1994). Lessons from students on creating a chance to
    dream. Harvard Educational Review , 64(4), Winter 1994. 392-426.
    (READER )
  2. CUMMINS , Chapter 1, 1-26.

Field Observation Assignment:
Interview a person who was born in another country and then was
schooled in the U.S. Choose an immigrant (not an international) student.
Ask at least 10 questions about the nature of this person's experience as
an immigrant student in U.S. schools. What presented significant
challenges for them? How did they overcome those challenges?
Record the questions and answers in writing and bring to class.

Week Four: September 20, 2000
 Theme : Bilingualism in the U.S.: Immigration and demographics,
language maintenance and language shift.

Issues : History of bilingual education in U.S. Understanding language
maintenance and shift.

Reading Assignment :
  1. Crawford, J. (1995). Bilingual education: History, politics, theory
     and practice . Los Angeles, CA: Bilingual Educational Services. 20-60.
    (READER)
  2. CUMMINS , Chapter 2 (The evolution of xenophobia: Cultural
    diversity as the enemy within.). Pages 27-49.
  3. Rodriguez, R. (1982). Aria. Hunger of Memory . Reprinted in
    Augenbraum, H. & Stavans, I. (1993), Growing up Latino: Memoirs
    and stories . New York: Houghton & Mifflin. 305-328. (READER)
Field Observation Assignment:
 Make a chart of your family's linguistic history, going as far back in time
as you can. Be prepared to present this chart and discuss how it
represents language shift, maintenance or revival.

Week Five: September 27, 2000
 Theme : First language acquisition.

Isssues: Language proficiency vs. communicative competence. Language
subsystems (pragmatics, semantics, morphology, phonology, syntax).
Behaviorist, innatist and interactionist theories of language acquisition.

Reading Assignment
  1. PEREGOY & BOYLE . Chapter 2 (Second Language Acquisition),
    Pages 28-40
  2. Genishi, C. & Dyson, A.H. (1985). Language assessment in the early
    years. Norwood, NJ: Ablex. 90-116. READER)
  3. Chomsky, N. (1968). Language and the mind. Psychology Today . 1(9),
  4. 51, 66-68. Reprinted. (READER) . Optional.

Field Observation Assignment:
 Visit a preschool. Focus on one child, observing patterns of language
acquisition.

REFLECTION LOGS DUE (Weeks 1-5).
Week Six: October 4, 2000
 Themes : Second language acquisition - Part 1: Theoretical perspectives.
Bilingualism in the home.

Issues : Behaviorist, creative constructionist and interactionist theories of
second language acquisition. Transfer of first language acquisition to
second language acquisition. Simultaneous vs. successive bilingualism.

Reading Assignment :
  1. PEREGOY & BOYLE . Chapter 2 (Second Language Acquisition), 40-60.
  2. Krashen, S. (1991). Bilingual education and second language acquisition
    theory. Schooling and language minority students: A theoretical
    framework . Los Angeles, CA: California State Department of Education.
  3. 79. (READER )
  4. CUMMINS . (1996). Chapter 3 (The Two Faces of Language
    Proficiency). Pages 70.
  5. Goodz, N.S. (1996). Chapter 3: Interactions between parents and
    children in bilingual families. In Genesee, F. (Ed.), Educating second
    language learners , New York: Cambridge University Press. 61-81.
    (READER ).
Field Observation Assignment:
 ESL or bilingual immersion class: students learning in second language.

Writing Assignments:
  1. Research Topic Due (one or two sentence description).

Week Seven: October 11, 2000
 Theme : Second language acquisition - Part II: Bilingual instruction at
school.

Issues: Role of native language instruction in both language acquisition
and literacy development. Cognitive consequences of bilingualism.
Differing models of bilingual education.

Reading Assignment:
  1. PEREGOY & BOYLE , Chapter 1: English language learners in school.
    Pages 1-27.
  2. CUMMINS, Chapter 5: Bilingual education: What does the research
    say? Pages 97-133. Chapter 7: Collaborative empowerment at the
    preschool, elementary and secondary levels. Pages 173-193.
  3. Thomas, W.P. & Collier, V.P. (1997). School effectiveness for
     language minority students. National Clearinghouse for Bilingual
    Education, April, 1997. (READER)
Class Activity
Guest speaker: Representative from SFUSD Language Academy.

Field Observation Assignment:
Two way immersion or bilingual class: students learning in primary
language.

Week Eight: October 18, 2000
 Theme : Classroom practices for English Learner Instruction

Issues: Specially Designed Academic Instruction in English (SDAIE).
Sheltered English in content classrooms. Ways to modify instruction
for second language learners.

Reading Assignment :
  1. PEREGOY & BOYLE , Chapter 3, 61-103.
  2. CUMMINS , Chapter 4: Accelerating academic language learning.
  3. 96.

Class Activity:
Guest Speaker: Myron Berkman, SDAIE Teacher, Berkeley High.

Field Observation
 Observe a SDAIE or Sheltered English classroom: students learning
content in second language.

Week Nine: October 25, 2000
Theme : The debate over bilingual education.

Issues : Unz initiative in California. Public opinion towards bilingual
education. Strengths and weaknesses of native language instruction
vs. ESL or submersion.

 Reading Assignment:
  1. CUMMINS, Chapter 8: Disinformation in the information age: The
    academic critics of bilingual education. 195-218.
  2. Crawford, J. (2000). Language politics in the United States: The
    paradox of bilingual education. In Ovando, C.J. & McLaren, P. (Eds.), The
    politics of multiculturalism and bilingual education . San Francisco:
    McGraw Hill. 107-125. (READER)
  3. Walters, L.S. (1998). The bilingual education debate. The Harvard
    Education Letter . XIV(3). 1-6. (READER)
  4. Readings on Unz initiative, including original text of initiative
    from www.onenation.org web site. (READER)

Class Activity :
Debate on bilingual education.

Field Observation Assignment:
Compare effectiveness between ESL and primary language instruction.
(for example, student engagement, teacher-student interaction,
nature of content knowledge, etc.).

Writing Assignment:
 List of references for I-search paper.

 Week Ten: November 1, 2000
 Theme : Language issues in the education of African American children.

Issues : Difference between language and dialect. Definition of "Standard
English." Strategies to bridge informal and formal varieties of English.
Linguistic roots and features of Ebonics.

Reading Assignments:
 Selections from: Perry, T. & Delpit, L. (1998.), The real Ebonics debate:
Power, language and the education of African-American children . Boston:
Beacon Press.
  1. Delpit, L. What should teachers do? Ebonics and culturally
    responsive instruction. 16-26.
  2. Smitherman, G. Black English/Ebonics: What it be like?
  3. Rickford, J. Holding on to a language of our own. 59-65.
  4. Embracing Ebonics and teaching Standard English: An interview with
    Oakland teacher Carrie Secret. 78-88.
  5. "Listen to your students": An interview with Oakland high school
    teacher Hafeezah AdamDavia Dalji. 105-115.
  6. Lampkins, M. An Oakland student speaks out. 181.

Class Activity
Guest speaker: Folasade Oladele, Oakland Unified School District.

Writing Assignment
 READING REFLECTIONS LOGS DUE (Weeks 6-10). TRADE WITH
PARTNER IN CLASS AND RESPOND TO ONE ENTRY.

 Week Eleven: November 8, 2000
 Theme : Effective practices for literacy development: Writing.

Issues: Process writing. Dialogue journals, "show-not-tell" writing.
Authentic assessment.

Reading Assignment :
  1. PEREGOY & BOYLE, Chapter 6 (English Learners and Process
    Writing), Pages 202-256.

Field Observation
 Observe and document a reading and/or writing activity, focusing on
English second language learners.

Class Activity:
 Models of writing lessons for second language learners - dialogue
journals, free writing, show-not-tell writing, poetry.

 Writing Assignment:
Introduction of I-Search Paper.

 Week Twelve: November 15, 2000
 Theme : Effective practices for literacy development: Reading.

Issues : Structural and functional approaches towards literacy. Importance
of explicit teaching of skills for second language learners. Reading and
literature instruction. Creating a print-rich environment in the classroom.
Literature response groups.

 Reading Assignment :
  1. PEREGOY & BOYLE, Chapter 7 (Reading and literature instruction for
    English language learners), Pages 257-306.

Field Observation
 Observe and document a reading activity, focusing on English second
language learners.

Class Activity:
 Literature response groups. Strategies for developing comprehension.

Week Thirteen: November 22, 2000
 Theme : Assessment and instruction.

Issues: Equity issues in assessment. Standardized vs. authentic
assessment. Literacy assessment.

Reading Assignment:
  1. PEREGOY & BOYLE , Chapter 10 (Reading assessment and
    instruction), Pages 372-411.
  2. Samway, K.D. & McKeon, D. (1999). Myths and realities: Best practices
     for language minority students . 47-68. (READER)
Week Fourteen: November 29, 2000
Theme : Bridging the home/community and the school

Issues: Oral history as a bridge between home/school and oral/written
language proficiency. Ways to maximize school participation for
immigrant parents.

Reading Assignment:
  1. Ada, A.F. (1995). Fostering the home-school connection. Reclaiming
    our voices . Ontario, CA: California Association of Bilingual Education.
  2. 178 (READER)
  3. Weinberg, S.K. (1996). Unforgettable memories: Using oral history in
    the classroom. Voices from the middle . 3(3), 18-25. (READER)
Class Activity
Oral history activity. Students interview each other, record questions/
answers and write narratives.

 Field Observation:
 Interview a parent of a bilingual student in your field placement.
If not possible, interview a teacher about ways to involve parents.

REFLECTION LOGS DUE (Weeks 1-5).
Week Fifteen: December 6, 2000
Last Class: EXHIBITION OF FINAL I-SEARCH PROJECTS.

I-SEARCH PROJECT GUIDELINES

0708-611-01/2/3


Education of Bilingual Children:

Theory and Practice


  1. Decide on your key questions or themes .
    What emerges in your observations or readings which
    seems interesting to you? Possible topics are:
    - language revitalization programs
    - effectiveness of two-way immersion programs
    - current political debates on bilingual education
    - use of code-switching of bilingual students

  2. Find published resources addressing your question.
     What have other authors discovered about your topic? Include one book (see Supplementary Reading List)
    and at least two other published references (eg. articles).
  3. Interview at least two people knowledgeable about your
     topic. Conduct and record in writing these interviews.
  4. Conduct at least one observation of a classroom/site
     in which you focus on collecting data on this issue.
  5. Discussion
     a. What trends did you notice in your interviews?
    Observations? Summarize your findings.
    b. Compare your findings with the research literature.

  6. Conclusion
     What are the implications of your findings for your future
    teaching?

Outline
 I. Introduction
Your question(s) and why you are interested
II. Review of the literature
III. Findings
A. Interviews
B. Observation
IV. Discussion
V. Conclusion
Supplementary Bibliography
Books
Baetans Beardsmore, H. (1986). Bilingualism: Basic principles.
Clevedon: Multilingual Matters.
Bialystok, E. (ed). (1991). Language processing in bilingual children . Cambridge: Cambridge University Press.
Brisk, M.E. (1998). Bilingual education: From compensatory to quality schooling . Mahwah, NJ: Lawrence Erlbaum Associates.
Cazden, C.B. & Snow, C.E. (1990). English plus: Issues in bilingual education . Newbury Park, CA: Sage.
Crawford, J. (1999). Bilingual education: History, politics, theory and practice (3rd ed.). Los Angeles: Bilingual Education Services.
Cummins, J. & Swain, M. (1986). Bilingualism in education . New York: Longman Press.
Cummins, J. (1984). Bilingualism and special education: Issues in
 assessment and pedagogy . Clevedon, England: Multilingual Matters.
Delgado-Gaitan, C. & Trueba, H. (1991). Crossing cultural borders:
 Education for immigrant families in America . New York: Falmer.
Dillard, J.L. (1972). Black English: Its history and usage in the United States . New York: Random House.
Fantini, A. (1985). Language acquisition of a bilingual child: A sociolinguistic perspective . San Diego: College Hill Press.
Fishman, J. & Keller, G.D. (1982). Bilingual education for Hispanic students in the United States . New York: Teachers College Press.
Fishman, J. (1991). Reversing language shift . Clevedon: Multilingual Matters.
Frederickson, J. (1995). Reclaiming our voices: Bilingual education/
 critical pedagogy and praxis . Ontario, CA: CABE.
Garcia, E. (1991). The education of linguistically and culturally diverse students: Effective instructional practices . Santa Cruz, CA: Center for Research on Cultural Diversity and Second Language Learning.
Garcia, E. (1983). Bilingualism in early childhood . Albuquerque, NM: University of New Mexico Press.
Gonzalez, M.L., Huerta-Macias, A. & Tinajero, J.V. (1997). Educating Latino students: A guide to successful practice . Lancaster, PA: Technomic Publishing Company.
Grosjean, F. (1982). Life with two languages: An introduction to
 bilingualism . Cambridge, MA: Harvard University Press.
Guerra, J. (1998). Close to home: Oral and literate practices in a transnational Mexicano community . New York: Teachers College Press.
Hakuta, K. (1986). Mirror of language: The debate on bilingualism . New York: Basic Books.
Krashen, S. & Biber, D. (1988). On course: Bilingual education's success in California . Sacramento: California Association for Bilingual Education.
Krashen, S. (1989). Language acquisition and language education .
New York: Prentice Hall International.
Lambert, W.E. & Tucker, R. (1972). Bilingual education of children:
 The St. Lambert experiment . Rowley, MA: Newbury Press.
McKay, S. & Wong, S.C. (eds.) (1988). Language diversity : Problem or resource? New York: Newbury House.
Mahiri, J. (1998). Shooting for excellence: African American and youth culture in new century schools . Urbana, IL: NCTE Press.
Minami, M. & Kennedy, B.P. (1991). Language issues in literacy and bilingual/multicultural education. Harvard Education Review Reprint Series.
Nieto, S. (1995). Affirming diversity . New York: Longman Press.
Olsen, L. (1988). Crossing the schoolhouse border: Immigrant students and the California public schools . San Francisco: California Tomorrow.
Olsen, L. (1997). Made in America: Immigrant students in our public schools . New York: The New Press.
Ovando, C.J. & Collier, V.P. (1998). Bilingual and ESL classrooms:
 Teaching in multicultural contexts . New York: McGraw Hilil.
Padilla, R.V.. & Benavides, A.H. (eds). (1992). Critical perspectives
 on bilingual education research . 2nd edition. Tempe, AZ: Bilingual Press.
Piper, T. (1998). Language and learning: The home and school years .
2nd edition. Upper Saddle River, NJ: Merrill.
Portes, A. (ed.). (1996). The new second generation . New York: Russell Sage Foundation.
Ramírez, J.D., Yuen, S.D., & Ramey, D.R. (1991). Final report: Longitudinal study of structured English immersion strategy, early-exit and late-exit programs for language minority children . Report submitted to the U.S. Department of Education. San Mateo, CA: Aguirre International.
Scarcella, R. (1990). Teaching language minority students in the
 multicultural classroom . New York: Prentice Hall Regents.
Skutnabb-Kangas, T. (1984). Bilingualism or not: The education
 of minorities . Clevedon: Multilingual Matters.
Skutnabb-Kangas, T. & Cummins, J. (eds). (1988). Minority education: From shame to struggle . Clevedon: Multilingual Matters.
Smitherman, G. (1986). Talkin' and testifyin': The language of Black America . Detroit: Wayne State University Press.
Spolsky, B. & Cooper, R. (eds). (1977). Frontiers of bilingual education . Rowley, MA: Newbury House.
Tinajero, J.V. & Ada, A.F. (1993). The power of two languages: Literacy and biliteracy for Spanish-speaking students . New York:
Trueba, H.T. (1987). Success or failure? Learning and the language minority student . Scranton, PA: Harper & Row.
Trueba, H.T. (1989). Raising silent voices: Educating the linguistic
 minorities for the 21st century . New York: Newbury House.
Valdés, G. & Figueroa, R.A. (1994). Bilingualism and testing: A special case of bias . Norwood, NJ: Ablex.
Valdés, G. Con respeto: Bridging the distances between culturally diverse families and schools . New York: Teachers College Press.
Vigil, J.D. (1997). Personas mexicanas: Chicano high schoolers in a changing Los Angeles . San Diego: Harcourt Brace College Publishers.

Journals
Bilingual Research Journal
 The Journal of Educational Issues of Language Minority Students
 Harvard Educational Review
 TESOL Quarterly
 Social Justice
 Multicultural Education
Websites
 www.ncbe.gwu.edu/
www.ourworld.compuserve.com/homepages/jwcrawford/
www.coe.sdsu.edu/people/jmora/EffectiveSchLM/htm