edu_18892

Course Name:
International Perspectives on Bilingual and Multicultural Education

Instructor:
Michael Cavallaro M.A. TESOL, NYU, C.A. Bilingual Ed. NYU

Weekly Meetings:
Thursdays 6pm-8:30pm/ Fridays 6pm-8:30pm Brooklyn

COURSE DESCRIPTION:
The purpose of this course is to explore in-depth the international perspectives on bilingualism and second language learning in the global society. Nationalistic policies, language ideology and language maintenance will be reviewed; the media of biliteracy multimodal education and teaching methods in the multiethnic/multilingual classroom; the development of pedagogy for multiliteracies; and the roles and collaboration of parents, teachers, and communities in facilitating the inevitable transitions from a one language to a multilanguage world.

Oral Presentations:
Each week a student will give an oral presentation on related material from that week. A one-page handout must accompany the presentation to be distributed to each class member. The student will recap the major issues tackled in the literature and pose meaningful thought-provoking questions, drawing on the major themes of the course. The use of technology, for example, PPT, is strongly encouraged.

Reflection Papers
Throughout the course, four APA formatted reflection papers will be assigned. The premise of these papers critically and meaningfully synthesizes the material covered in the course, as well as in your own teaching experience. More information will be provided separately. Upon completion of the four reflections, 1, 2, 3 4, a final reflection will be due by the end of the course called reflection 4.1. This paper will address issues such as: your comments of the course, areas for improvement, areas that were meaningful, and a well-supported APA formatted position of the grade you feel you earned. Further information will be provided regarding this last reflection separately.

Upon knowing which students are currently teaching or have yet to teach, lesson plans, appropriate for the grade and level you currently teach or would like to teach, will accompany some of these reflections. The lesson plans will stem from elements synthesized in your particular reflections.



OWL | APAStyle.org | Citation Machine

WEEKLY SCHEDULE:
The schedule is subject to regular ongoing modification as the course progresses.

Bilingualism/Bilingual Education in the US (historic to current issues)


 * Week 1: Introduction and overview of the course** 1/28/10
 * Baker: Chapter 1: Bilingualism: definitions and distinctions

Student surveys Core American cultural values PPT Widely held beliefs about bilingualism/bilingual education/multicultural education PPT

> > ERIC
 * Week 2:** 2/4/10
 * Crawford: Anatomy of the English-only movement (p. 4-29)
 * “The Proposition 227 campaign” (p. 104-24)
 * Krashen, Stephen. (1998, July 7). Bilingual Education and the Dropout Argument. Discover, 4, 2-8.

Oral presentation 1 “The Political Paradox of Bilingual Education (p.84-93 & 98-102).

> >
 * Week 3:** 2/11/10
 * Crawford: Endangered Native American Languages; What is to be done, and Why?
 * Cavallaro, Michael. (2008) A Delusional Ideal: An Exploration of Unequal Educational Attainment—Comparing higher education to what exists in k-12 in the US and other cultures.
 * American Classroom IRE SEQUENCE

Oral presentation 2 ‘Like an animal I was treated’ anti-immigrant metaphor in US public discourse Otto Santa Anna

Multilingualism/Multicultural education
=for my Manhattan class Thursday 18th of February please have the following read and prepared:=
 * Week 4:** 2/18/10

>
 * Cavallaro, Michael. (2008) A Delusional Ideal: An Exploration of Unequal Educational Attainment—Comparing higher education to what exists in k-12 in the US and other cultures.
 * Coral's oral presentation on the political paradox by Crawford & a brief tie in of 227
 * Bring your APA reference material, we can quickly go over it, for some students are experiencing difficulty
 * Bring rough drafts of reflection # 1 if you want some guidance in class
 * Bring rough drafts of reflection # 1 if you want some guidance in class

=for my Brooklyn class Friday the 19th of February please have the following read and prepared:= > Oral presentation #2 Conversational code-switching among Korean-English Bilingual Children, presented by Williana & Monica
 * Week 4:** 2/18/10
 * Cavallaro, Michael. (2008) A Delusional Ideal: An Exploration of Unequal Educational Attainment—Comparing higher education to what exists in k-12 in the US and other cultures.
 * Bring in drafts of reflection #1 if you want me to personally loo at it, i will leave time in class

Week 5 will be update shortly............

Multiculturalism and Multicultural Education in an International Perspective
 * Lotty Eldering
 * Anthropology & Education Quarterly, Vol. 27, No. 3 (Sep., 1996), pp. 315-330
 * Beyond Multiculturalism: Views from Anthropology Urban Anthropology
 * “Does the political correctness demanded by multiculturalism really imply open-mindedness, or is it rather a disguised patronizing attitude that allows contemporary politicians and presumed do-gooders to by-pass the real dilemma of contemporary Western and non-Western societies: that is, not simply more or less successful integration of minority groups but, more fundamentally, the increasing gap between citizenship and legitimate governance.” (Prato, 2009)

Oral presentation The Scope of Multicultural Education PPT Reflection paper #1 due Defining a speech community, PPT

Gender and Bilingualism/Multiculturalism

 * Week 5** 2/25/10
 * "Watch What You Teach": A First-Year Teacher Refuses to Play It Safe
 * Nicole Sieben, Laraine Wallowitz, Traci Gardner. English Journal. (High school edition). Urbana: Mar 2009. Vol. 98, Iss. 4; pg. 44, 6 pgs

Sex, Gender, Transgender, Language, Globalization, Bilingualism (code switching), and multiculturalism PPT. Discussion and activity: implications of gender and bilingualism for code switching Oral presentation


 * Week 6** 3/4/10
 * Besnier, Niko (2007) Language and gender research at the intersection of the global and the local. Gender and Language
 * Bilingualism, gender, and ideology: Pavlenko A. International Journal of Bilingualism, Volume 5, Number 2, 1 June 2001, pp. 117-151(35)

Course assessment Available discourses in multiethnic/multilingual classes Oral presentation Gender/globalization/code switching PPT


 * Week 7** 3/11/10
 * Gender, Ideology, Bilingualism, Multiculturalism, Language Contact, & Implications on Pedagogy (Group Activity)
 * Garcia, O. & Bartlett, L., (2007) A Speech Community Model of Bilingual Education: Educating Latino Newcomers in the USA, The International Journal of Bilingual Education and Bilingualism Vol. 10, No. 1

Oral presentation


 * Week 8** 3/18/10
 * Wolford E, Tony. (2006) Variation in the expression of possession by Latino
 * children Language Variation, and Change, 18

Oral presentation Reflection paper #2 due Intercultural communication/classroom


 * Week 9:** 3/25/10
 * (Samovar: Culture and communication in the classroom p. 320-334)
 * Otto: Learning Silence: Maria Mazziotti
 * Otto: Elena: Pat Mora

Mid-term Evaluations Oral presentation


 * Week 10:** 4/1/10
 * Intercultural awareness p344-351
 * Unpacking group-based intolerance p. 354-363
 * Oral presentation, oral presentation, oral presentation (pedagogy- based articles)
 * Pedagogical practices/Language and content:

Oral presentation


 * Week 11** 4/8/10
 * Ana Christina DaSilva Iddings. (2005). Linguistic Access and Participation: English Language Learners in an English-Dominant Community of Practice. Bilingual Research Journal, 29(1), 165-183,231.
 * “Teaching to the test ‘ as Language policy; the focus on test preparation in curriculum and Instruction for Ell’s.
 * Baker, Colin (2006). Chapter 13
 * Scaffolding Instruction for English Language Learners: A Conceptual Framework.
 * Understanding Cultural Diversity and Learning


 * Week 12: Literacy, Biliteracy and Multiliteriacies for bilinguals, and pedagogies of multiliteracies** 4/15/10
 * Baker, Colin (2006). Literacy, Biliteracy and Multiliteriacies for bilinguals, chapter 14.
 * Baker, Colin (2006). The Assessment of Bilinguals chapter 15

Oral presentation Reflection #3 due (lesson plans)


 * Week 13: Teachers as change agents: indigenous language education and literacy** 4/22/10
 * No child left behind: Misguided approach to school Accountability for English Language Learners
 * Activity: Writing a letter to the secretary of education
 * Kang, Nam-hwa:Hong, Miyoung Achieving Excellence in Teacher Workforce and Equity in learning Opportunities in South Korea. Educational Researcher 37(4) p. 200-207

Oral presentation


 * Week 14: Schools, parents, and local communities: funds of knowledge: Community funds of knowledge** 4/29/10
 * Li, Mengying. (2005) The Role of Parents in Chinese Heritage-Language Schools
 * Who Is Given Tests in What Language by Whom,When, and Where? The Need for Probabilistic Views of Language in the Testing of English Language Learners
 * Guillermo Solano-Flores

Oral presentation


 * Week 15: Research and practice in education in multilingual settings** 5/6/10
 * Marsh, Leona. (1995) The Bilingual Research Journal Vol.19, Nos. 3& 4, pp. 409-428 A SPANISH DUAL LITERACY PROGRAM: TEACHING TO THE WHOLE STUDENT
 * Psychocultural variables and constants: Effects on teaching and learning in schools. P. 349-359

Oral presentation Concluding discussion