Educ Cultural & Ling Diversity: Bilingual Education & Policy

Examines the foundation of educational policy as it relates to bilingual education and program planning in grades K-12 in U.S. schools. Review English language theory, as well as state and federal policy. Prerequisite: ECLD 1560.

Prereqs enforced by the system: ECLD 1560; Open to Degree and PACE students

In this course, we will examine what bilingualism means in the context of educational policy in the U.S. As the more advanced level to ECLD 056 and one of the required courses in the university-wide Education for Cultural and Linguistic Diversity (ECLD) minor, this course will continue to analyze the foundation of education policy as it relates to bilingual education and program planning. We will continue to explore theories of language acquisition and their relevance to current policies affecting linguistically diverse students, as well as how these policies reflect broader inequitable power relations in society. We will also build upon our diversity competencies targeted in ECLD 56 and apply them to reflections on ourselves and our teaching practices. Our aim is to explore more transformative kinds of teaching that empowers multilingual students to develop their acquisition of English language and literacy. This course is intended for undergraduate students, both education majors and non-education majors interested in issues pertaining to multilingual learners in the PreK-12 school setting, as well as for continuing education students.

Students will: • examine educational policies and their implications for applied practice for English learners. • describe different program models of bilingual education and assess them in their implications for culturally and linguistically diverse learners. • identify theories of second language acquisition relative to bilingual instruction. • critique a theory and standards-based ESL plan for supporting English learners in the classroom. • discover how assumptions of ELLs and bilingualism are perpetuated as well as how to resist deficit thinking. • develop emerging professional dispositions and beliefs about teaching English learners.

1. Professionalism, Civility, and Participation – 20% Teaching is a profession with high expectations for modeling, cooperative learning, and establishing presence in the classroom. Moreover, this class is a seminar that requires dialogue. Good dialogue depends a great deal on the open-mindedness and consideration of all participants. This course is designed to be highly interactive and will center around weekly discussions with your peers; therefore, your active and respectful participation is critical. This includes probing questions, exhibiting collegiality, being prompt in submissions, considering different perspectives, and engaging in all those behaviors that will foster a positive experience in the classroom. 2. Reflective Journals (5 entries) – 50% Several times throughout the semester, assignments will be accompanied by questions for reflection on your educational experiences, teaching philosophies, and other topics related to personal and professional development. Students will submit a thoughtful response of about 300-500 words via Blackboard by class time the following Tuesday. These “journals” will be worth 10 points each, with a total of 5 entries for 50% of your final grade. 3. Literature Review & Action Plan (Paper & Presentation) - 30% Students will be required to examine a topic of interest related to issues from this course. Students will be asked to complete a research paper of about 1,500 words in APA style. The paper should include citations from at least 3 peer-reviewed scholarly sources.