Boise State University

Teacher Education Course Syllabus

Course: Applied Theoretical Foundations of Bilingual Education Course Number: ED BLESL 503 Section: 001 002 Twin Falls/Nampa Schedule: Fri 4pm-10 pm/Sat:8am-5pm Instructor: R. Bahruth Office Hours: 1/2 hour before or after class or by appointment Email: RobertoBahruth@boisestate.edu Phone: 426 3680

Conceptual Framework: The Professional Educator

Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners.

Standards and Assessment

Standards/Indicators Addressed

Assessment Methods Used

Standard 1:

1.The teacher understands the evolution and existence

of bilingual and ENL programs.

3.The teacher understands and knows how to identify differences in bilingual programs and ENL approaches.

Disposition

1.The teacher appreciates the importance of

understanding the evolution and existence of bilingual

and ENL programs.

2.The teacher appreciates the similarities and differences between cultures as well as the contributions of various cultures.

Performance

1. The teacher uses knowledge of content areas to

establish goals, design curricula and instruction, and

facilitate student learning in a manner that builds on

students’ linguistic and cultural diversity.

Focused academic dialogue journals/

learner’s log; attendance; class

participation, presentations; academic

final synthesis paper.

Standard 2:

2.The teacher understands the advantages of biliteracy.

Disposition

1.The teacher respects linguistic and dialectical

differences.

Performance

1.The teacher plans and delivers instruction using

knowledge of the impact of language and culture on

human development.

Focused academic dialogue journals/

learner’s log; attendance; class

participation, presentations; academic

final synthesis paper.

Course Description

This is a course on the study and analysis of bilingual education and English as a Second Language programs. Students will study the most current research on student assessment, program implementation and adaptation of these programs to community needs.

Course Objectives

to understand theoretical foundations of language acquisition, bilingualism, biliteracy and identity politics.
to be able to critique pedagogy using theoretical yardsticks.
to understand political dimensions of monolingualism/bilingualism.
to gain experience in program development to meet needs of minority students.
to understand the language/concepts of language & literacy proficiency.
to understand role of educator to minimize bias is schools.

Texts

- Hayes, C.; Kessler, C.; Bahruth, R. Literacy con cariño. New edition 1998

- Gabbard, D. Knowledge and Power in the Global Economy: The Effects of School Reform in a neoliberal/Neoconservative Age. Second Edition 2000

- Selected Readings provided by instructor via Blackboard

Schedule

Week 1

Culture Circle (Medicine Bear/Bowers)

Cultural Creatives – Butterfly

Bahruth/Steiner: Upstream in the Mainstream

Freire – Importance of the Act of Reading

Purpel: On the Vocation of Teaching

Week 2

Gabbard: The Prairie is Wide... Vol. 1 CC

Bahruth: Bilingual Education

Shor: Education is Politics

Pugh, Ovando, Schonemann: Political Life of Language

Leistyna: White Ethnic Unconsciousness... Vol. 2 CC

Bahruth: Teaching Language as a Political Act

Week 3

Macedo: Decolonizing English Only

Nieto: Bringing BE Out of the Basement

Giroux: Intro: The Kids Aren’t Alright

Schmidt: Disciplined Minds (excerpt)

Final Discussions: Final Reflection Paper 40%

Academic Honesty

Cheating or plagiarism in any form is unacceptable. The University functions to promote the cognitive and psychosocial development of all students. Therefore, all work submitted by a student must represent her/his own ideas, concepts, and current understanding. Academic dishonesty also includes submitting substantial portions of the same academic course work to more than one course for credit without prior permission of the instructor(s).

Assignments

Percentage

of Grade

Description of Assignment

20%

PROJECT : In pairs, study and critique texts from ideological perspectives

and present your juxtapositions, connections, and critical reflections to the

class. Relate the significance of these articles to daily practice in education. Projects should reflect understanding of the course objectives.

20%

ATTENDANCE & PARTICIPATION: Class participation requires all of

us to give our undivided attention to each speaker throughout the course. Part

of my responsibilities is to ensure that we all respect the right of a speaker.

My ongoing assessment includes monitoring this point. If you want to comment

to a neighbor, write down your comments and share them with all of us when appropriate or after class. Attendance, punctuality, attentiveness to others

count. We all have an obligation with a reciprocal interaction format.

20%

HOMEWORK: Academic dialogue journals are a standard requirement

to be exchanged at each class meeting. Each writing partner must provide a

journal so a two-way exchange is possible. Each entry in these journals must

be dated, written in black ink, and both partners' names should be on the

covers. These journals will be evaluated by the instructor at the end of the

course for quantity & quality (analysis, synthesis, application, questioning &

responding).

40%

FINAL REFLECTION PAPER: An analysis, synthesis, application

paper focusing on major concepts and issues raised during class

discussions, projects, and in readings which demonstrates comprehension of

course objectives.

Grading Scale

A+ to A Outstanding

A- to B

Good

B- to C-

Acceptable

D/F

Unacceptable

A-Reserved for exemplary work. Your work shows deep thought, analysis, and synthesis of the readings and activities. You made connections among the readings and with your learning experience. You shared with your classmates; examined your biases and prejudices and were willing to make changes based on new information. You attended class in both body and spirit.

B-Distinguished work. You fulfilled all the assignments according to specifications. You were present most of the time. You did the readings, but didn’t really get into them or make personal connections, either to our own life or to your service learning experience. Sometimes you shared in class. You were able to embrace some new ideas and information.

C-Average work. You fulfilled the assignments minimally. If you did all the readings, you didn’t really get below the surface to the deeper issues. You made few connections among the readings, activities or service learning experience. You rarely entered into the discussions in class. You have made few changes in your thinking about diversity, democracy, equity and social justice.

D-Below average work. Attendance and participation were sporadic. You didn’t really enter into the learning opportunities presented to you. Assignments were completed in a haphazard, slipshod manner that shows lack of planning, commitment, and deep thought.

F-You put nothing into this class.