NEW YORK UNIVERSITY
Steinhardt School of Culture, Education, and Human Development
Department of Teaching & Learning
Multilingual Multicultural Studies
BILED-GE.2001.001 Multilingual/Bilingual Education: Theory & Practice
Instructor: Dr. Leona Marsh (212) 998-5498
Semester:
Spring 2015
Office hours: Mon.: by apt; after class
Day/Time:
M. (6:45 – 8:25 p.m.)
Email:
[email protected]
Location:
GCASL, Room 388
==============================================================
Course Description:
This course explores issues, theories, policies, and practices of bilingual education and
bilingualism, especially as they apply to pedagogy and multiculturalism. Key topics
explored include (1) Models and programs of bilingual education, and their evaluation in
the literature; (2) policy and politics of language minority education in the U.S. and
international contexts; (3) bilingual language development; and (4) cultural, social, and
political perspectives on language minority education. Emphasis is on pedagogical
implications of the above, with particular attention to native language development,
second language/literacy; and teaching for developmentally and linguistically diverse
students.
Course Objectives
By the end of this course students will be able to:
1. Demonstrate knowledge about major theories in the field of bilingual
education/bilingualism and be able to apply these to both first and second
language learning contexts.
2. Demonstrate knowledge about research in the field of bilingual education as it
applies to emergent bilinguals.
3. Learn about and apply the history of bilingual education in the U.S. from a
political and cultural perspective to present conditions.
4. Learn about and apply the history of bilingual education, with emphasis on
legislation, to present conditions including high-stakes testing and the Common
Core Standards legislation. Identify effective assessment procedures for
emergent bilingual students.
5. Identify bilingual programs and their effectiveness for emergent bilingual
students in U.S. public schools and internationally.
6. Appreciate the concrete difficulties encountered and efforts to become English
speakers by English language learners from their writings and curricula
implications.
Course Requirements
1. Attend class regularly (attendance will be noted); active participation in group and/or
pair work and in whole class discussions. Because attendance is very important, missing
more than two classes will affect the participation aspect of your grade regardless of the
reason. You are also expected to be on time. If you are absent or late, make
arrangements to get class materials and help with information you might have missed.
Assignments are due on time irrespective of absences.
2. Reading Assignments and Class Participation
You are expected to read all assignments in order to participate in whole class and group
discussions and to bring the readings, notes, and questions to class with you.
Reading/writing assignments for each week are listed on the syllabus, which is posted on
NYU classes.
3. NYU Classes
Class members are expected to post to the discussion thread at least once a week. The
post should be brief and should contain a) a quotation from the assigned reading (1-3
sentences) and b) a comment or question about the quotation. Contributions should be
posted no later than by 2:00 p.m. of each Monday. You are encouraged to initiate new
threads. Guidelines for all assignments will be posted on NYU classes under
“Resources” with examples and directions for work on a weekly basis.
Required texts (available at NYU bookstore):
Baker, Colin: Foundations of Bilingual Education and Bilinguals (5th edition).
Multilingual Matters. Tonawanda, N.Y. 2011.
▪ Santa Ana, Otto (editor): Tongue Tied: The lives of multilingual children in
public education. Lanhan, 2004.
▪ Articles to be read can be downloaded from NYU Classes
▪
Recommended texts:
▪ Crawford, James: Advocating for English Learners. Multilingual Matters,
Toronto, 2008.
▪ DeCapua, Andrea, Smathers, William & Tang, Frank L.: Meeting the Needs of
Students with Limited or Interrupted Schooling, The University of
Michigan Press, 2009.
▪ Garcia, Ofelia Wiley-Blackwell. Bilingual Education in the 21sst Century: A
Global Perspective. Malden, Mass. 2009.
▪ Menken, Kate: English Language Left Behind: Standardized Testing as
Language Policy, Multilingual Matters, Toronto, 2009.
▪
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Grading Formula
The following scores will determine your final grade for the course:
1. Class Participation (includes posting to New York Classes)
20
2. Mid-term exam
15
3. Papers: interviews, essays, critiques
25
4. Final project: case study
=
40
100%
Grades: A: 95-100 A-: 90-94
B+: 85-89
B: 80-84
B-: 75-79
C+: 70-74 C: 65-69
F: Below 65
________________________________________________________________________
Accommodations for NYU Students with Disabilities:
Any student attending NYU who needs an accommodation due to a chronic
psychological, visual, mobility, and/or learning disability, or is Deaf or Hard of Hearing
should register with the Moses Center for Students with Disabilities at (212) 998-4980,
240 Greene Street, www.nyu.edu/csd.
Late Work:
All papers are due at the beginning of class on the date specified unless you have made
other arrangements with me before the due date. You will not receive higher than a B+
for any late assignment. That is, a late assignment will be reduced to the next lower letter
grade. If you would normally receive an A on a paper, in the case of lateness it would be
reduced to an A-; if you would normally receive a B+, in the case of lateness it would be
reduced to a B, and so on. Do not turn in any papers via email without permission.
Academic Integrity
The following is adapted from the NYU Steinhardt Student’s Guide (p. 24) and from the
policies and Procedures of the NYU Expository Writing Program (available from
http://www.nyu/cas/ewp/html/policies procedures.html:
Academic integrity is the guiding principal for all that you do, from taking exams,
making oral presentations, to writing term papers. It requires that you recognize and
acknowledge information derived from others, and take credit only for ideas and work
that are yours. You violate the principle of academic integrity when you
a) cheat on an exam; b) submit the same work for more than one course without the
knowledge/permission of all professors involved; c) receive help on a take-home
examination that calls for independent work; d) collaborate with other students who
submit the same paper under their individual names; give permission to another student
to use your work for a class; and e) plagiarize.
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Syllabus for Spring 2015
(subject to revision in case of speakers’ changes)
_______________________________________________________________
1/26
Overview of and introduction to course: “Who’s a bilingual?”
#1
-----------------------------------------------------------------------------------------------------------2/2
Baker: chapter 1 (terminology used in the field) & Baker, chapter
chapter 2 (Measuring bilinguals)
#2
Due:
Write a 1-pp based on p.17, #2; (timeline and reflection)
2/9
#3
Due:
Baker: chapter 7 (Bilingualism and Cognition). What is intelligence?
Take an online I.Q. test and report about ways it impacted
you, as well as implications for emergent bilinguals. (notes);
Read Gardner’s Multiple Intelligences (student presentation)
________________________________________________________________
2/16
President’s Day – no classes.
________________________________________________________________
2/23
#4
Baker: chapter 8 (Cognitive Theories of Bilingualism and the
Curriculum); Implications for educators (notes)
Due:
Cognitively undemanding/demanding tasks (student presentations)
An oral description of your case study informant
-----------------------------------------------------------------------------------------------------------3/2
#5
A Power Point presentation: bilingual and non-bilingual education
programs and goals.
(Your first meeting with mid-term partner.)
________________________________________________________________
3/9
#6
Early/Late Development of Bilingualism Baker: chapters 5 and 6
(read pp. 116-129). Teacher lecture on codeswitching.
Due:
Interview someone who was a language broker. In a 2pp. describe
the effects of this responsibility on your informant.
(student presentation on case studies of early bilingualism).
_______________________________________________________________
3/16
Spring recess – no classes
________________________________________________________________
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3/23
Speaker: (title to be announced)
#7
(2nd meeting with your mid-term project partner)
----------------------------------------------------------------------------------------------------------3/30
Mid-Term Poster Presentation with handout
#8
Students may design the poster to reflect one’s major.
________________________________________________________________
4/6
#9
Baker: chapt 9: Teacher lecture: short history of bilingual ed;
Roundtable on bilingual education programs in Europe, Asia,
the Middle East including India and Southeast Asia, as well as of
indigenous communities in the U.S.
Due:
(notes): draft of case study
________________________________________________________________
4/13
#10
Menken: “Teaching to the Test” from English Learners Left Behind:
Standardized Testing as Language Policy.
Due:
Interview a public school teacher; in a 2-pp, write up his/her
responses to The Common Core Standards, especially their effects
on his/her teaching to emergent bilinguals.
4/20
#11
Due:
Education, Multilingualism, and Translanguaging in the 21st Century
by Ofelia Garcia.
Type/share/hand in 4 questions you would like to ask the author
-----------------------------------------------------------------------------------------------------------4/27
#12
Santa Ana: Stories about the lives of multilingual children in public
schools. Wascicula ya he? (Do you speak English?) (pp. 56-63);
From the Woman Warrior (pp. 78-81); Mother Tongue (pp. 169-73);
My Hawai’I pp179-83)
Due:
In 2-3 pages write about 1 main theme that runs throughout the
various stories above
______________________________________________________________
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5/4
#13
Santa Ana: read an additional story as well as poems about the
lives of multilingual children in public schools:
The Girl Who Wouldn’t Sing (pp. 13-21; Prospectus (p. 22);
Learning Silence (p. 23); No Questions Asked (p. 70); the fact
that (p. 161); Elena (p.165); Immigrants (p.178); and English Con
Salsa (p 287).
Due:
Case Study (Type 2 copies; keep one for yourself and bring to
class on 5/11). Bring original poem to share with class.
-----------------------------------------------------------------------------------------------------------5/11
Last day of classes
#14
Share case studies
________________________________________________________________
Notes:
1. Student mini-presentations are part of your participation grade and should
be 5 minutes long. Do not read from a sheet of paper; you may write
notes on a card to help you remember your points. Do not use the
author’s exact words nor read from the card; instead, think of 2 points
you find interesting that you may not have known before. The discussion
should be evenly divided between the 2 presenters. I am available to help
you with your presentation.
2. You will be expected to type notes for some assignments. This is your
way of demonstrating that you have read an assignment and thought
about it carefully. While I won’t grade notes, I will assess them carefully.
You will be provided with examples of what I expect.
3. While I will provide you with details about how to proceed with all
assignments, you may still have questions. I encourage you to ask any
and all questions in class or email me once you get home if you find that
you are still unclear about something.
4. All homework assignments are posted on NYU classes with examples.
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Selected bibliography
Bakhtin, M.K. (1998). The Dialogic Imagination, Austin, TX; University of Texas Press.
Bartlett, L, & Garcia, O. (2011). Additive school in subtractive times: Bilingual education
and Dominican immigrant youth in the Heights.Tennessee: Vanderbilt U. Press.
Bourdieu, P. (1991) Language and Symbolic Power Cambridge, MA: Harvard University
Press.
Busch, B. (2011) Trends and innovative practices in multilingual education in Europe: An
Overview. International Review of Education (57):541-549
DOI 10.10007/s11159-011-9257-1
Cavallaro, F. (2005). Language maintenance revisited: An Australian revisited: An
Australian perspective. Bilingual Research Journal, 29(3), 561-582.
Chung, H.H. (2006). Code-switching as communicative strategy: A case study of
Korean-English bilinguals. Bilingual Research Journal, 30(2), 293-307.
Clyne,,M. (2000). Constraints on code-switching as communicative strategy: How
universal are they? In L. Wei (Ed.), The bilingual reader (pp. 257-280). New
York: Rutledge.
Dinkha, J. J. (2000) The psychological effect of immigration on Arab –American
Adolescents: A review and case study: Unpublished doctoral dissertation,
Illinois School of Professional Psychology, Chicago.
EngageNY. (2013). A new baseline: Measuring student progress on the Common Core
learning standards. New York: Author: Retrieved from
http//www.p.12.nysed.gov/irs/ela-math/2013/2013-08-06FINALELAand
MathPRESENTATIONDECK v2.pdf.
Feng, A. (ed). Bilingual Education in China. Practices, Policies, and Concepts.
Multilingual Matters, Clevedon.
Garcia, O & Flores, N. (2013). Multilingualism and common core standards in the US. In
S. May (Ed.), The multilingual turn Implications for SLA, TESOL, and bilingual
education (pp. 147-166). New York, NY: Routledge.
Gomez, L, Freeman, D. and Freeman, Y. (2005) Dual language education: A promising
50-50 model. Bilingual Research Journal 29 (1),145-164.
Hornberger,N. (2005). Student voice and the media of bi(multi)lingual./multicultural
classroom. In T. McCarty (Ed.), Language literacy, and power in schooling (pp. 1
51-167), Mahway NJ: Lawrence Erlbaum Associates.
Kleyn, T. (2007). Multicultural education and bilingual teachers: An examination of
convergence and divergence across ethnolinguistic groups: Unpublished
dissertation, Teachers College, Columbia University.
Menken, K. (2012). How have laws regarding English language learners evolved in the
United States? In R. Freeman & E. Hamayan (Eds.), English language learners
at school: A guide for administrators, (2nd ed, pp. 66-68), Philadelphia, PA:Caslon
Publishing.
Menken, K. (2013). Emergent bilingual students in secondary school: Along the
Academic language and literacy continuum. Language Teaching 46, pp. 438-476
doi: 10.1017/SO261444813000281.
Menken, K., & Solorza, C. (2014). No child left bilingual: Accountability and the
elimination of bilingual education programs in New York City schools.
Educational Policy, 28(1) 96-125. Doi: 10.1177/095904812468228.
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Palmer, D. (2009). Code-Switching and Symbolic Power in a Second-Grade Two-Way
Classroom: A Teacher’s Motivation System Gone Awry. Bilingual Research
Journal, (32), 42-59)
Solorzano, R. (2008). High stakes testing: Issues, implications and remedies for English
language learners. Review of Educational Research, 78(2), 260-329.
Doi: 10,3102/0034654308317845.
Thomas, W.P. and Collier, V.P. (2003) What We Know A out; Effective Instructional
Approaches for Language Minority Learners. Arlington, VA: Educational
Research Service.
Zhang, D., & Slaughter-Defoe, D. (2009). Language attitudes and heritage language
maintenance among Chinese immigrant families in the USA. Language, Culture,
and Curriculum, 22(2), 77-93.
Recommended journals
Bilingual Research Journal
Foreign Language Annals
International Journal of Bilingual Education and Bilingualism
International Journal of Education Research
International Multilingual Research Journal
Journal of Language Policy
Journal of Studies in Int’l Education
Language, Culture, and Curriculum
Language Teaching
Multicultural Education
National Association for Bilingual Education
Review of Research in Education
TESOL Quarterly
Online journals:
Bilingual Research Journal (BRJ) – Available full text at: http://brj.asu.edu
Internet TESL Journal: http://iteslj.org
NABE: Journal of Research and Practice (NJRP) – Available at
http://www.uc.edu/njrp
The following journals are available in full text (PDF) from Multilingual Matters at:
http://www.multilingual-matters.com
International Journal of Bilingual Education and Bilingualism
International Journal of Multilingualism
Journal of Multilingual and Multicultural Development
Language and Education
Language and Intercultural Communication
Language, Culture, and Curriculum
Also, many articles are available full text through the ERIC database.
Useful international websites:
European Bureau for Lesser Used Language: www.eblul.org
European Center for Modern Languages: www.ecml.at
Eurydice: www,eyrtduce.org/portal/page/portal/Eurydice
UNESCO (2005). First Language First: Community Based Literacy Programs for
Minority Language Contexts in Asia. UNESCO Asia and Pacific Regional
Bureau of Education, Bangkok, Thailand.
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