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UNIVERSITY OF CENTRAL FLORIDATSL6377 SyllabusCollegeDepartmentProgramCollege of Education and Human PerformanceCollege of Arts and HumanitiesDept. of ESOLUCF Dual Language Education and Leadership CertificateCourse TitleBilingualism, Multiculturalism, and Biliteracy in the Dual Language ClassroomCourse NumberTSL6377Course Credit3 hoursSemesterSummer 2019InstructorMichele Regalla, PhDOffice LocationTelephoneOffice HoursUCF at Orlando Ph. Office Hours: and by appointmentE-mailKerry.purmensky@ucf.eduAfter class starts, all correspondence should be through Web courses Coursemail and Discussion tools.Class MeetingsThis course is fully online and all work will be conducted through the UCF Web course systemCourse PrerequisitesCOURSE DESCRIPTIONThis course is an introduction to methods and research in the teaching literacy to all bilingual learners, using the home language and new language. Review of theoretical formulations that have shaped contemporary understandings of English language learning among linguistic minority students. In addition, participants will examine theories of bilingual education and development of models of bilingual education within an international context. (Participants will receive a variety of techniques and materials with emphasis on effective pedagogical practices within a variety of programmatic settings.) This graduate class is a part of the Dual Language Education and Leadership Certificate. Much of what is learned in the course comes from what students (many of whom have taught for some time) bring to the group. RATIONALEWith the great diversity of Dual Language instructional delivery systems, students must develop knowledge of the degrees and kinds of bilingualism, different patterns of bilingualism nationally and internationally, bilingual development in children and the implications for bilingual proficiency in dual language classrooms. TEXT We will not be utilizing a textbook this semester; instead, we will be using various articles, videos, and modules for readings and study all located online. OBJECTIVESIn this course, students will:Understand the role of the home language in acquiring English proficiency. Implement instructional approaches and teaching techniques that enhance both the native language as well as the target language.Develop instructional plans that utilize different instructional approaches for English Learners (ELs).Understand how to match the theories of bilingual and multicultural education in order to meet the learning needs of every student.Develop knowledge of content area materials and how to use it in a bilingual ICS, ASSIGNMENTS, AND DUE DATESleft1173480Week 1 Welcome Discussion - UCF Attendance: All UCF students are required to complete an attendance activity the first week of their courses. Please do this as soon as possible. (5 points)Topics:What is Bilingual and Multicultural Education?Civil Rights Movement and Cultural WarsReadings: Nieto, S.: Affirming DiversitySpring, J.: The Great Civil Rights Movement and the New Cultural WarsWeek 2Topics:Impact of racism and discrimination and expectations of student abilities on achievementReadings:Nieto, S.: Racism, Discrimination & Expectations of Students’ Achievement (Chapter 3)Spring, J.: Deculturalization and the Schooling of Native Americans*Online discussion and reflection dueWeek 3 Topics:School policies and practicesInequalities in the school systemReadings:Bowles, S. : Unequal Education and the Reproduction of the Social Division of LaborNieto, S. :Structural Factors in Schools (Chapter 4)*Online discussion and reflection dueWeek 4Topics:Bilingualism and translanguagingCode switching vs. translanguagingReadings:Garcia, O. : Multilingualism and translanguaging in the 21st CenturyBaker Chapter 3: The Everyday Use of Language by Bilingual Children Video Segments: “Do You Speak American”*Online discussion and reflection due Week 5 Topics:Linguistic diversity and English LearnersReadings:Nieto, S. : Linguistic Diversity in Multicultural Classrooms (Chapter 6)Lucas, T. : Linguistically Responsive Teacher Education*Online discussion and reflection dueWeek 6Topics:Cultural and racial differences and schoolsLanguage diversity and the affective filterReadings:Nieto, S. :Cultural Issues and Their Impact on Learning (Chapter 5)Delpit, L. :Language Diversity and Learning*Online discussion and reflection due00Week 1 Welcome Discussion - UCF Attendance: All UCF students are required to complete an attendance activity the first week of their courses. Please do this as soon as possible. (5 points)Topics:What is Bilingual and Multicultural Education?Civil Rights Movement and Cultural WarsReadings: Nieto, S.: Affirming DiversitySpring, J.: The Great Civil Rights Movement and the New Cultural WarsWeek 2Topics:Impact of racism and discrimination and expectations of student abilities on achievementReadings:Nieto, S.: Racism, Discrimination & Expectations of Students’ Achievement (Chapter 3)Spring, J.: Deculturalization and the Schooling of Native Americans*Online discussion and reflection dueWeek 3 Topics:School policies and practicesInequalities in the school systemReadings:Bowles, S. : Unequal Education and the Reproduction of the Social Division of LaborNieto, S. :Structural Factors in Schools (Chapter 4)*Online discussion and reflection dueWeek 4Topics:Bilingualism and translanguagingCode switching vs. translanguagingReadings:Garcia, O. : Multilingualism and translanguaging in the 21st CenturyBaker Chapter 3: The Everyday Use of Language by Bilingual Children Video Segments: “Do You Speak American”*Online discussion and reflection due Week 5 Topics:Linguistic diversity and English LearnersReadings:Nieto, S. : Linguistic Diversity in Multicultural Classrooms (Chapter 6)Lucas, T. : Linguistically Responsive Teacher Education*Online discussion and reflection dueWeek 6Topics:Cultural and racial differences and schoolsLanguage diversity and the affective filterReadings:Nieto, S. :Cultural Issues and Their Impact on Learning (Chapter 5)Delpit, L. :Language Diversity and Learning*Online discussion and reflection duePart I: Introduction to bilingual and multicultural educationPart II: Exploring the individual, family and sociocultural factors influencing bilingual development and maintenanceWeek 7 Topics:Nieto, S. : Linguistic Diversity in Multicultural Classrooms (Chapter 6)Lucas, T. : Linguistically Responsive Teacher EducationReadings:Garcia, O. :The Socialpolitics of BilingualismGarcia, O. : U.S. Language Policy in Education*Online discussion and reflection dueWeek 8 Topics:School failure and studentsReadings:Nieto, S. :Toward an Understanding of School Achievement (Chapter 7)Rodriguez, R. :Aria : In Rodriguez hunger of Memory The Education of Richard Rodriguez*Lesson Plan due* Online discussion and reflection dueWeek 9Topics:International perspectiveBilingualism in SocietyReadings:Hakuta, K. : Bilingualism in Society*Online discussion and reflection dueWeek 10 Topics:Societal/Political FactorsReadings: Baker Chapter 5: Bilingual Children in Communities (pp. 51-63);Baker Chapter 13: The Politics Surrounding Bilingual Children;Video: “Developing the Young Bilingual Learner”*Online discussion and reflection dueWeek 11Topics:Challenges/Benefits of educational programs serving bilingual childrenReadings:Baker Chapter 7: The Education of Bilingual ChildrenBaker Chapter 8: The Bilingual Classroom*Online discussion and reflection due Part III: Biliteracy in the classroomWeek 12Topics:Scaffolding language and learning/ Balanced literacyReadings:Gibbons, P., Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom (Chapter 1)*Online discussion and reflection dueWeek 13Topics:From Speaking to Writing in the content classroomReadings:Gibbons, P., Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom (Chapter 3)Literacy Block Outline Due*Online discussion and reflection dueWeek 14Topics:Writing and reading in a second languageReadings:Gibbons, P., Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom (Chapter 4 & 5)*Online discussion and reflection dueWeek 15 Topics:Developing an integrated curriculumReadings:Gibbons, P., Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom (Chapter 7)*Online discussion and reflection dueWeek 16 Topics:Advocacy and promoting Additive Bilingualism in SchoolReadings:De Jong Chapter 8: Principles for Multilingual SchoolsDe Jong Chapter 10: Promoting Additive Bi/MultilingualismFinal Project Due Late Assignments: No assignments will be accepted late. All due dates for assignments are clearly stated from the first day of the course. Please keep these dates in mind and be aware that Web courses closes the assignment exactly at the date and time indicated. If you have questions or concerns about any assignments, please contact me in advance of the due date. Contacting me after the assignment is due is too late!Online Class time will be devoted to:Reading ChaptersCreating an online journal of chapter readingsTurning in assignments to the class websitePeer review of assignments to create an online learning communityDESCRIPTION OF ASSIGNMENTSWelcome Discussion - UCF Attendance: All UCF students are required to complete an attendance activity the first week of their courses. Please do this as soon as possible. Online Discussions and reflections: Each week the class will have assigned reading from our texts. You will write a response considering the questions provided for you online. Then, you will to respond to at least two others from our class. Weekly Reader Responses:Each reader response is due on Friday of the class by midnight. The two response to colleagues’ post are due the following day by midnight.Literacy Block Outline:Outline a one-week literacy block using your choice of content area (Social studies, Science, ELA, Math, etc.)Articulate how you used Pauline Gibbon’s Scaffolding Language, Scaffolding Learning to incorporate all aspects of language in the curriculum (speaking, listening, reading, writing, grammar, and vocabulary development). Mini-lesson plan in a language other than English (read-aloud, close reading, phonics, word work, etc.): Create a lesson plan for a literacy strategy or activity. Include leveled questions, objective, standards addressed, assessment, resources and student activity (differentiated). You may use a lesson template you are familiar with.Final Project:Each student will need to pick one research project for this class. The research project is worth 30 points and is 30% of your final grade. Option #1: Interview about bilingualismConduct a 20-30 minute interview with a person of any age you do not know well who considers themselves bilingual or multilingual. Develop a list of questions or topics to discuss that pertain to our reading in class. You might ask about the following topics:1. Difference of reading, writing, listening, and speaking abilities in each language.2. Purposes, places, and people in regards to each language.3. Code-switching or translanguaging.4. Confidence in each language.5. How one acquired and maintains each language.6. Language loss7. Language brokering8. Language and identityHow will this impact your teaching?You may take notes to remember the responses. Then, write a three-page reflection on your interviewee, relating their experiences to concepts we are learning about in class and explaining how this will impact your teaching. You will need to cite at least two sources in APA format outside of the required reading.Option #2: Research on a specific topic regarding bilingualismChoose a specific topic regarding bilingualism, multiculturalism or biliteracy to research that is not covered in-depth in the required reading. You will need at least six sources and only two can be from the required reading. Sources can include journal articles, book chapters, or websites. Alternatively, you could choose one book that addresses the topic. Write a five-page synthesis of your research. Specific topics might include language transfer for students of specific language backgrounds (e.g. Vietnamese), learning to read in two languages simultaneously or sequentially, the phonological differences of two languages, bilingual education for exceptional children (e.g. language delays, autism, giftedness), or how emergent literacy is taught differently in one language compared to another. STUDENT EVALUATIONActivityPointsWelcome discussion activity5Online discussions and reader response25Literacy Block Outline20Mini-lesson20Final Project30 Grade Breakdown Lower Limit %Range %Grade9393 and above, less than 100A9090 and above, less than 93A-8787 and above, less than 90B+8383 and above, less than 87B8080 and above, less than 83B-7777 and above, less than 80C+7373 and above, less than 77C7070 and above, less than 73C-69Less than 69FAttendance: In an online class, class attendance is about participation. A graduate discussion in an online class is critical. This is where you demonstrate your understanding of the material, ability to critically interact at a graduate level, and participation level in the course. These discussions take the place of class discussions where you would be expected to participate to make the class successful. I welcome your expertise, value your opinion, and encourage you to share your experience with your fellow students and colleagues. Please participate early and fully in these online discussions, as this will bring the class alive for all of us, and introduce you to the breadth of knowledge that our class members hold.Accommodations for Differently-abled Students:It is my goal that this class be an accessible and welcoming experience for all students, including those with disabilities that may impact learning in this class. If anyone believes the design of this course poses barriers to effectively participating and/or demonstrating learning in this course, please contact me (with or without a Student Disability Services (SDS) accommodation letter) to discuss reasonable options or adjustments. During our discussion, I may suggest the possibility/necessity of your contacting SDS (Ferrell Commons 185; 407-823-2371; sds@ucf.edu) to talk about academic accommodations. You are welcome to talk to me at any point in the semester about course design concerns, but it is always best if we can talk at least one week prior to the need for any modifications.Students with disabilities who qualify for academic accommodations must provide a letter from Students Disability Services (SDS) during the first week of class. SDS determines accommodations based on appropriate documentation of disabilities. Title IX:Title IX’s implementing regulation provides that no person shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance. The University receives federal financial assistance so Title IX applies to UCF’s programs – and, by extension, provides protections to UCF students. Statement:Every student is expected to do his/her own work in its entirety. A first act of plagiarism will result in a 0 for the assignment, and any further plagiarism will result in a failing grade in the course and academic review before a UCF committee.Diversity and Inclusion:The University of Central Florida recognizes that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. In this class, people of all ethnicities, genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives and experiences. If you feel your differences may in some way isolate you from UCF's community or if you have a need of any specific accommodations, please speak with the instructor early in the semester about your concerns and what we can do together to help you become an active and engaged member of our class and community.Religious Observances:If you have any conflict of the class schedule to due religious observances, please contact me so we can discuss your concerns. Deployed Active Duty Military Students:If you are a deployed active duty military student and feel that you may need a special accommodation due to that unique status, please contact me to discuss your circumstances.UCF Cares:During your UCF career, you may experience challenges including struggles with academics, finances, or your personal well-being. UCF has a multitude of resources available to all students. Please visit if you are seeking resources and support, or if you are worried about a friend or classmate. Free services and information are included for a variety of student concerns, including but not limited to alcohol use, bias incidents, mental health concerns, and financial challenges. You can also e-mail ucfcares@ucf.edu with questions or for additional assistance. You can reach a UCF Cares staff member between 8 a.m. and 5 p.m. by calling 407-823-5607. If you are in immediate distress, please call Counseling and Psychological Services to speak directly with a counselor 24/7 at 407-823-2811, or please call 911.Student Conduct:Academic integrity will be appraised according to the student academic behavior standards outlined in The Golden Rule of the University of Central Florida's Student Handbook. See for further details. The UCF CreedIntegrity, scholarship, community, creativity, and excellence are the core values that guide our conduct, performance, and decisions.IntegrityI will practice and defend academic and personal honesty.ScholarshipI will cherish and honor learning as a fundamental purpose of my membership in the UCF munityI will promote an open and supportive campus environment by respecting the rights and contributions of every individual.CreativityI will use my talents to enrich the human experience.ExcellenceI will strive toward the highest standards of performance in any endeavor I undertake.The course instructor may change the syllabus at his or her discretion, and it is the student’s responsibility to be aware of these changes. ................
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