EDBL 514:
Introduction to Linguistic Diversity in Education
Dr. Craig A. Hughes Black Hall 204-16
Office Hours: Before and after class
Phone Number:509-963-1269
hughesc@cwu.edu Web: www.cwu.edu/~hughesc
Catalog Course Description
This course provides
mainstream classroom teachers the needed background theory to better the
educational experience of linguistically diverse
Purpose of the Course
The purposes of this course
are consistent with the university’s mission, “by teaching we learn;” the
Center’s mission, “facilitating learning for a diverse world;” Teacher
Education Program department’s mission, “ensuring graduates are prepared to be
outstanding educational leaders who demonstrate the knowledge and skills necessary
to educate and work within a diverse school population.” The course uses a critical-constructive
approach which allows students to explore issues of importance and examine how
these issues relate to larger social constructs. This course meets the Bilingual Education
(K-12) endorsement requirement WAC 180-79A-326(3) and English as a Second
Language endorsement requirement WAC 180-79A-352(1&2). This course also meets the requirements for
Indicator 3.2 of the National Association for Bilingual Education (NABE) and
the TESOL Standards 1.a.6.; 1.a.8.; 1.b.5.; 1.b.7.; 1.b.8.; 1.b.9.; 1.b.10.;
1.b.11.; 2.a.;
2.b.; 2.c.; and 5.a.
Learner Outcomes
Upon completion of this
course, students will be expected to:
A. Present classroom‑based second language
acquisition, learning, and sociolinguistic theories;
B. Analyze different program models and the
contextual constraints involved in such programs;
C. Document the historical antecedents leading
to the systems as they exist today.
Required Texts
Cummins, Jim (2001). Negotiating Identities: Education for the
Empowerment in a Diverse Society (2nd Ed.). Los Angeles: CABE.
Online
Baker, Colin (2006). Chapter
10: Types of bilingual education & Chapter 11: Education for bilingualism
and biliteracy. Foundations of
Bilingual Education and Bilingualism. Multilingual Matters http://books.google.com/books?id=lJd-27Vu66AC&printsec=frontcover
Hughes, Craig A. (2009). The Impact of School Orgainzation
and Structure on the Academic Success of Mexican Immigrant Students: The
Perceptions of Mexican Descent Students. Journal
of Borderland Education, 3(1), 1-18. http://education.nmsu.edu/jbe/?p=68
On Disk
Collier, Virginia (1995). Acquiring a second language for school. Directions
in Language and Education, 1(4).
Crawford, James (2004).
Chapter 4: A forgotten legacy. Educating English Learners: Language Diversity in the Classroom.
Los Angeles: BES.
Gandara, Patricia & Rumberger, Russell (2003). The Inequatable Treatment
of English Learners in California’s Public Schools. Institute
for Democracy, education, and Access.
Garcia, Gilbert (2000).
Lessons from Research: What is the length of time it tales
Limited English Proficient Students to acquire English and succeed in an
All-English classroom? Issues & Briefs, 5.
MacSwan, Jeff (2000). The threshold hypothesis, semilingualism, and other contributions to a deficit view
of linguistic minorities. Hispanic Journal of Behavioral Sciences, 22(1), 3-45.
Learner Outcomes
1: Class participation (20%): All students are expected to be in class and participating
in classroom activities such as role playing, discussions, and presentations.
2: Reflective papers (20%): Reflective papers are papers that present personal
feelings and reflections of things such as readings for class, class
presentations, newspaper articles related to the class, etc. Topics for the reflective papers will not be
given, but should whatt you find interesting or
important. They should also include
3: Mid-term Exam (10%): The mid-term exam will focus on what has been
covered up to that point.
4: Program evaluation and improvement (20%): Students will examine the program for linguistically
diverse students at their school. They
will then provide contextually and theoretically sound ideas for improvement.
5: Research report (20%): students will choose a topic related to the
education of linguistically diverse students, conduct research on topic, and
present findings to class. This topic
will be further developed for in-service project.
6: In service Project (10%) Using their research report as a base, students
will develop and prepare a PowerPoint in-service presentation for the faculty
at their schools. A copy of the presentation will be turned in.
Course Overview
|
|
Topic |
|
Assignments Due |
|
June 25 |
Introduction and Syllabus, Overview ELL students |
Collier; 1 |
|
|
June 30 |
History |
Crawford; 2 |
Reflection paper 1 |
|
July 2 |
History |
Ovando |
Reflection Paper 2 |
|
July 7 |
Language & Learning |
Fillmore & Snow; 3; 4 |
|
|
July 9 |
Second Language Acquisition |
Garcia; 5 |
Reflection Paper 3 |
|
July 14 |
Sociocultural Theories |
Sue & Padilla; Ogbu & Matute Bianchi |
Mid-term |
|
July 16 |
Program intro |
7; Baker |
|
|
July 21 |
Program Development |
8; Hughes |
Research Paper |
|
July 23 |
Research |
6; 9 |
Reflection Paper 4 |
|
July 28 |
Research |
Greene |
Research
Presentation |
|
July 30 |
Finals
(presentations) |
10 |
Prog. Eval. Present. Reflection Paper 5 |
Grade Scale
A (100-96%) A- (95-90%) B+
(89-87%) B (86-83%) B- (82-80%) C+ (79-77%)
C (76-73%) C- (72-70%) D+
(69-67%) D (66-63%) D- (62-60%) F
(59-0%)
Appropriate academic
accommodations are provided to students with disabilities requesting services
through DSS. Accommodations are
intended to minimize the functional limitations of a disability or disabilities
and provide the student equal access to the educational process.