George Mason University



George Mason University

Graduate School of Education

EDCI 516-601 & 602

BILINGUALISM AND LANGUAGE ACQUISITION RESEARCH

Summer 2004

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Instructor EDUC 516-601 & 602: Jorge P. Osterling, Ph.D.

Christine S. Koenig, M.Ed.

Class Day & Time: June 28- July 08 2004

8:30 a.m. – 3:30 p.m.

Class Location: A Robinson 111

Contact Information & Office Hours:

Office: Robinson A, Room 451-C

E-Mail:

Office Hours: Osterling -- after class & by Appointment

Profile: Osterling:

Koenig:

Telephone: Osterling:703-993-8136

Koenig: 703-249-0050

Fax: 703-993-3336

COURSE OUTLINE

Course Description: EDCI 516 Bilingualism and Language Acquisition Research.

EDCI 516 examines research in first and second language acquisition, including the interaction of a bilingual’s two languages, with implications for the classroom. Emphasizes language development; reading and writing processes; emergent literacy; culture, families, and literacy; and literacy integration in the curriculum.

Course Outcomes:

At the conclusion of EDCI 516 students will be able to demonstrate:

1. Understanding of first language (L1) and second language (L2) acquisition processes, research, and developmental stages as well as their applicability to classroom instruction.

2. Knowledge of various definitions and theories on bilingualism, language proficiency, and language acquisition.

3. Understanding of the developmental stages of L2 acquisition.

4. Ability to identify and discuss the social, cultural, affective, and cognitive factors playing a role in L2 acquisition.

5. Familiarity with code-switching, language borrowing, and the role of L1 and L2 acquisition and foreign language acquisition (FLA).

6. Familiarity with the relationship of standard languages and dialects and the implications for teaching.

7. Understanding the relationships among practice and second language acquisition (SLA) research, methods of teaching foreign/second languages and language assessment practices.

8. Use of technology to assist in their understanding of SLA and an understanding of its use to support learning in the SL classroom.

Relationship to Program Goals and Professional Organizations

EDCI 516: Bilingualism and Language Acquisition Research is a 3 credit course designed to meet the needs of graduate students who are seeking a Master’s degree in Curriculum and Instruction, with tracks in bilingual/multicultural education, foreign language education, and teaching English as a second language. It is one of the first courses of the master’s degree and licensure programs and is required of all program participants.

The EDCI 516 addresses the following goals and professional standards:

|Graduate School of Education |

|Diversity |

| |Infuse diversity into the experience, training, and practice of students, faculty, and staff |

| |Provide support and mentoring of minority students, faculty, and staff |

| |Enhance recruitment and retention of minority students, faculty, and staff |

| |Ensure that diverse issues are reflected in curriculum and syllabi |

| |Ensure that diverse issues are reflected in GSE partnerships with schools, communities, and families |

|Reflective, Research-based Practice |

| |Encourage reflective and research-based practice for GSE faculty and for our students in their own practice. |

|Research and Scholarship |

| |Conduct exemplary research that shapes our academic disciplines, educational practice, and public policy |

| |Promote the intellectual stimulation of a GSE learning community |

|INTERSTATE NEW TEACHER ASSESSMENT AND SUPPORT CONSORTIUM (INTASC) |

|Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create |

|learning experiences that make these aspects of subject matter meaningful for students. |

|Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social |

|and personal development. |

|Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to |

|diverse learners. |

|Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem |

|solving, and performance skills. |

|Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages |

|positive social interaction, active engagement in learning, and self-motivation. |

|Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, |

|and supportive |

|interaction in the classroom. |

|Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. |

|Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social |

|and physical development |

|of the learner. |

|Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, |

|parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. |

|Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning |

|and well-being. |

|NCATE TESOL STANDARDS FOR P-12 TEACHER EDUCATION PROGRAMS |

|Domains |Standards |Standards specifically met by EDCI 516 |

|One: Language |Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of |

| |language to construct learning environments that support ESOL students’ language and literacy development and content area |

| |achievement. |

| |1a. Describing Language |1a5, 6, 8, 9, & 10 |

| |1b. Language acquisition and development |1b1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, & 13 |

|Two: Culture |Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role |

| |of culture and cultural groups to construct learning environments that support ESOL students’ cultural identities, language |

| |and literacy development, and content area achievement. |

| |2a Nature and role of culture |2a1, 3, & 4 |

| |2b. Cultural groups and identity | |

|Three: Planning, |Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and |

|Implementing, and Managing|managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating |

|Instruction |language skills, and choosing and adapting classroom resources. |

| |3a. Planning for Standards Based ESL & content instruction |3a3 |

| |3b. Managing and implementing Standards Based ESL and content |3b2 |

| |instruction |3c1, 3, 4, & 5 |

| |3c. Using resources effectively in ESL instruction. | |

|Four: Assessment |Candidates understand issues of assessment and use standards-based assessment measures with ESOL students |

| |4a. Issues of Assessment for ESL |4a1& 3 |

| |4b. Language proficiency assessment |4B2& 3 |

|Five: Professionalism |Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, |

| |research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and |

| |improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work|

| |collaboratively to improve the learning environment. |

| |5a. ESL research and history |5a1& 2 |

| |5b. Partnerships and advocacy |5b2 & 3 |

| |5c. Professional development and collaboration |5c1 &.4 |

Nature of Course Delivery:

EDCI 516 is delivered through a variety of face-to-face, on-line and individualized instructional strategies. During class meetings there are large group, small group and individual activities. Students also conduct independent research and field experience, as well as communicate with each other and the instructors via an email listserv.

Required Texts:

Baker, C. (2002). Foundations of bilingual education and bilingualism (3rd ed.). Clevedon, UK: Multilingual Matters.

EDCI 516 uses handouts, videos, and several journals

GMU Electronic Reserves. Reading package available:



Course: EDCI 516 section ALL

Osterling, Jorge

Password: bilingual

Required Videos:

Day one: Linguistic video (1995)

“Discovering human language” (1995) with Noam Chomsky, Federick Newmeyer, Lila Gleitman, George A. Miller, and Lewis Thomas -- P106 .H85 1995

Day two: Educational video (1987)

American tongues. Center for New American Media ; by Andrew Kolker and Louis Alvarez. PE2841 .A53

Day three: Deborah Tannen (2001)

He said, she said: gender, language, communication. Produced in cooperation with Department of Linguistics, Georgetown University and Columbian School of Arts & Sciences, George Washington University and Committee on Linguistics at George Washington University ; -- P96.S48 H4 2001

Day four: Educational video (1995)

Instructional conversations : understanding through discussion. A production of the National Center for Research on Cultural Diversity ; written, produced and edited by Jana Echevarria, Jon Silver ; directed and photographed by Jon Silver. LC3731 .I6 1995

Day five: Deborah Tannen (2004)

That's not what I meant! : language, culture, & meaning. Produced in cooperation with the Department of Linguistics at Georgetown University. GN345.6 .T53 2004

Day six: Richard Rodriguez (1994)

Richard Rodriguez victim of two cultures / Princeton, NJ : Films for the Humanities. LC2670 .R55 1994

Recommended Books:

American Psychological Association (2002). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association.

Collier, V.P. (1995). Promoting academic success for ESL students: Understanding second language acquisition for school. Woodside, NY: Bastos Educational Books.

Ellis, R. (1997). The study of second language acquisition. New York: Oxford University Press.

Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new century. Mahwah, NJ: L. Erlbaum.

Tse, L. (2001). "Why don't they learn English?" Separating fact from fallacy in the U.S. language debate. New York: Teacher College Press.

Video -- 2002: Group microskills : encountering diversity / producer, Bruce Oldershaw. Encountering Diversity. BF637.C6 G75 2002

Requirements (papers, assessments, group projects):

EDCI 516 will meet face-to-face and use an on-line discussion format at . Students are expected to attend all class sessions, to participate actively during large and small group discussion and activities, and to post their critical journal response in . Absence from 25% or more classes (2 full days) will result in an unsatisfactory grade.

All papers and professional writing in the GMU Graduate School of Education follow the APA Style Manual (Fifth Edition).]

Students should complete all assignments on time and be aware that points will be taken off assignments that are submitted past the deadline. In the event of an emergency, it is expected that the student will make all reasonable efforts to contact the instructor ahead of the class time period, to make arrangements to collect class notes, and to turn in all required assignments.

An extension to class discussion, Blackboard 5 serves as an electronic symposium or study group. Entries should be topical and include information from the readings and texts for discussion points. "Netiquette" reminder for all: Whether you are composing an e-mail message or posting a message in Blackboard 5, it is wise to assume that everyone in the world will read your words. Practice your professionalism, your sensitivity, and your growing knowledge in SLA as you share your insights and thoughts.

EDCI 516 course requirements will be met as follows:

|Class Assignments |

|Project |Goal |Percentage of Grade|Due Date |

|In-class and |Students are expected to actively participate in every session, as well as|25 percent |Each class meeting |

|On-line Participation and|electronically, by critically analyzing, asking questions, or making | | |

|Readings |observations about the readings, thereby indicating they have thoroughly | | |

| |prepared for the class. | | |

| |Students must inform instructor of the need for an absence from class. | | |

| |NCATE TESOL Standards: 1b, 3a, 4a, & 5c | | |

|Critical Journal |Using traditional and on-line sources, students will demonstrate an |25 percent |Hard Copy |

|Responses |understanding of the course objectives by reviewing connections between | |(7/02) |

|(Theory & Research) |chosen readings (juried articles or short book/monograph), class | | |

| |activities, and their own personal/ professional experiences and posting | | |

| |their analysis. | | |

| | | | |

| |NCATE TESOL Standards 1b, 2a & 2b | | |

|Language Analysis and | |50 percent |Written project to |

|Presentation |Groups of four students will collaboratively work to record to analyze an | |be handed in on last|

|(Theory, Research, |oral and written language sample made by a language learner. A written | |day of class. |

|Professional |commentary connecting this hands-on experience to course readings and | | |

|Collaboration & |materials, a personal reflection, and a list of references will accompany | |Group Presentation |

|Practice) |the analysis. Each group will share their findings in a formal | |Days |

| |presentation. | | |

| |NCATE TESOL Standards - 1a, 1b, 2a, 2b, 4a, and 4b. | | |

i. Assessment Rubrics

| | | | | | |

| |Points |Unsatisfactory |Beginning: Does Not Adequately Meet |Developing: Meets Expectations Adequately |Accomplished/Excellent: Strongly Meets |

| | |(No to Limited Evidence) |Expectations |Developing/Clear Evidence |Expectations - Clear, Convincing, Consistent |

| | |F |(Limited Evidence) |B |Evidence |

| | | |C | |A |

| | | | | | |

| | |< 12 points |13 - 16 points |17 - 20 points |21 - 25 points |

| | |*Does not ask questions or make |*Rarely asks questions in class or |* Occasionally asks questions or makes |* Regularly asks questions in class or makes |

|Class Participation & |25 points |comments that indicate familiarity with|makes comments that indicate lack of |observations that indicate reflections, some |observations that indicate reflection, |

|Readings | |topics for class. |familiarity with the topics prepared |knowledge of readings for class |knowledge of readings for class |

| | |*Does not participate actively in small|for class |* Participates in small groups, only logs |* Participates actively in small groups in |

| | |groups |* Does not actively participate in |on regularly; posting are somewhat irregular, |class, logs onto class on-line discussion and |

| | |*Sporadic postings on email discussion |small groups during class |missing more than one prompt |posts a minimum of 1 substantive posting per |

| | |( ................
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