web viewthis course will study the sociolinguistic and sociocultural theory and methodology, ......

DEPARTMENT OF TEACHER EDUCATION AND ADMINISTRATION

SYLLABUS EDBE 5600

SUMMER 2016

I. COURSE NUMBER/SECTION: EDBE 5600

COURSE TITLE: Sociocultural Foundations of Bilingual and ESL Education

II. INSTRUCTOR: Dr. Ricardo González-Carriedo

Office Location: MH 218 T

Office Hours: Mondays-Tuesdays 9 am to 12 pm and upon appointment

Phone Number: 940-565-2514

Email: Ricardo [email protected]

III. CLASS MEETINGS: 10 weeks of online sessions

VI. RESOURCES AND MATERIALS

Required text:

Hornberger, N.H. & McKay, S.L. (Eds.). (2010). Sociolinguistics and language education, Buffalo, NY: Multilingual Matters.

VII. CATALOG COURSE DESCRIPTIONThis course will study the sociolinguistic and sociocultural theory and methodology, with special emphasis on their applicability to linguistically and culturally diverse educational contexts and communities.

VIII. COURSE OVERVIEW AND INTRODUCTIONThe purpose of the course is to help you develop knowledge, skills of critical thinking, research, reflection, and self-assessment. The course will also help you

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mailto:Ricardo%[email protected]

develop your own cultural competence in working with linguistically diverse children and their families. The instructional approach of this course will use reflective inquiry techniques requiring you to participate in discussions, formulate thoughts, present opinions, and conduct research on important topics. This course assumes that you have the basic academic preparation to take this course based on an earned bachelor’s or higher degree.

Technology requirements for the courseIn order to be successful in this course, you will need to have minimum technical skills such as being able to send and receive email messages, upload and download files, make postings to discussion threads, use an instant message chat, have a headset to listen to lectures and podcasts, and a camera to communicate via Skype, as needed. The hardware and software necessary to use Blackboard are below. Make sure that your computer meets the requirements:

If PC: Windows 98, 2000, NT, 7, 8, RT, XP, or VistaIf Mac: 0S 9 or 10Java: Version 1.6 0 Update 18Word Processor

How to get startedTo get started with this course, locate the course menu on the left side of the browser window, and click on the START HERE link. There you will see instructions about how to begin, what tools to use, how to introduce yourself, and what books to purchase right away.

Course structureThe course is divided into 10 learning modules, one for each week of the summer session. Each weekly module contains links to each of the assignments, assessments, and deadlines of each. In Blackboard, each module contains the links to the tools we will use for the course, such as the discussion tool, the assignment tool to turn in Word documents, the message tool, the online gradebook, the roster to view which group you have been assigned to, the PowerPoint presentations of salient concepts from the text, and links to other documents that will be used in the course. You can use wikis at http://pbworks.com or http://www.wikispaces.com to work with your team members on group assignments. If you are not familiar about how to use Wikis, the following is a video with a tutorial called, Wikis in Plain English that shows how to use them, http://www.youtube.com/watch?v=dMQ7lPKRu5s

To communicate with me or with your classmates you can use direct e-mail ([email protected]), the course Messages tool on Blackboard, or you can call (940-565-2514). You can communicate with each other through e-mail, the course Messages tool or in any other way you choose.

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mailto:[email protected]

http://www.youtube.com/watch?v=dMQ7lPKRu5s

http://www.wikispaces.com/

http://pbworks.com/

IX. LEARNING OBJECTIVES

Discuss the concept of sociolinguistics. Illustrate the connection between language and ideologies and the role

that ideologies play in daily discourse. Analyze the theoretical foundations of critical literacy. Also, interpret a text

using a critical literacy approach. Question the role that nationalism and identity play in language use. Describe the current spread and use of English, including World

Englishes, English as a Lingus Franca, and English as an International Language.

Examine the phenomenon of codeswitching practices in the classroom and differentiate it from other phenomena such as borrowing, language shift, diglossia, and codecrossing.

Define key terms in the field of language policy and planning and describe major approaches to language planning.

Interpret public discourse to determine what ideologies that discourse is promoting.

Evaluate second language writing using a critical contrastive rhetoric approach.

Examine the social perspective on literacy and explore the relationship between social practice views of literacy and current notions of communicative language competence.

Analyze the ways in which learners’ identities may affect their learning and engagements with literacy.

Evaluate the ways that gendered social relations and ideologies of gender mediate people’s experiences in learning and using additional languages.

Explore definitions of ethnicity and discuss research methods in the area of language and ethnicity.

Explain how individuals become socialized into particular identities, worldviews or values, and ideologies as they learn language.

Synthesize the main topics of language education.

How to Meet the Learning Objectives Review the syllabus in its entirety. Follow all the course instructions found in the weekly learning modules in

Blackboard and in this syllabus in order to address each assignment and assessment.

Participate in forums using the discussion tool and pay attention to netiquette.

Participate as equally as possible in group assignments and indicate who did what part of the assignment.

Ask questions about any particular assignment before it is due. Turn in written assignments using Word files. Submit assignments on time and by the due date.

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Learner EngagementStudents will engage in different ways, through the discussion forum, through group work, and through e-mail. You can also schedule a videoconferencing session through Skype, FaceTime, or GotoMeeting.

Learner Support The University of North Texas provides students technical support in the use of Blackboard. The student help desk may be reached at:

E-mail: [email protected] 940-565-2324In person at Room 130, Sage Hall

Use the green UNT Helpdesk tab at the top of the Blackboard Learn browser window for a wide array of technological support options and technical information on using Blackboard Learn.

In addition, I as the instructor, will support you at every step of the course.

RESOURCESLinks to Academic Support Services, such as Office of Disability Accommodation, Counseling and Testing Services, UNT Libraries, Online Tutoring, UNT Writing Lab and Math Tutor Lab can be located within

Blackboard Learn on the tab.

UNT Portal: http://my.unt.eduUNT Blackboard Learn Student Resources: Technical Support: http://www.unt.edu/helpdesk/UNT Library Information for Off-Campus Users: http://www.library.unt.edu/services/facilities-and-systems/campus-access UNT Computing and Information Technology Center: http://citc.unt.edu/services-solutions/studentsUNT Academic Resources for Students: http://www.unt.edu/academics.htm Computer Labs: A computer lab is available for students in the third floor of Matthews Hall. General access computer lab information (including locations and hours of operation) can be located at: http://www.gacl.unt.edu/

AccessibilityThis course has assignments that include different styles of learning. For example, it includes a podcast to listen to, PowerPoint presentations with

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http://www.gacl.unt.edu/

http://www.unt.edu/academics.htm

http://citc.unt.edu/services-solutions/students

http://www.library.unt.edu/services/facilities-and-systems/campus-access

http://www.unt.edu/helpdesk/

http://my.unt.edu/


graphics, PDF documents that can be accessed using the reader tool, the textbook readings, and different external web links related to course contents.

As a student, you have access to the “On Demand Learning for Students” tutorial via Blackboard at http://ondemand.blackboard.com/students.htmIt is recommended that you become familiar with the tools and tutorials to better equip you to navigate the course.

X. ASSESSMENT AND MEASUREMENT

This course is made up of 10 modules with assignments and assessments (including rubrics that include criteria and performance expectations) to assist the student in achieving the course learning objectives. Students will be able to view their individual grade results and check their progress via the online gradebook in Blackboard. Discussions and assignments will be reviewed and graded within seven days after the due date. Feedback (individual or general) will be provided after each assignment.

The grading scale for this course is:

90 - 100 = A80 - 89 = B70 - 79 = C60 - 69 = D59 and below F

XI. OUTLINE OF REQUIRED ASSESSMENTS AND ASSIGNMENTS

Assignments Grade Percentages

Discussions (10 discussions x 3 points each) 30%

Assignments (10 assignments x 4 points each) 40%

Final Exam 30%

Total 100 %

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http://ondemand.blackboard.com/students.htm

MODULES/WEEKS POINTS

Module 1 – Week 1Hornberger & McKay reading: Introduction (pp. xv-xx)Post to Discussion Week 1Assignment: Week 1

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Module 2 – Week 2Hornberger & McKay reading: Chapter 1Post to Discussion Week 2Assignment: Week 2

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FINAL EXAM 30

TOTAL 100

XII. DESCRIPTION OF MODULES

All assignments are due by 11:59 pm on the due date. Please communicate with your group members early in the week to coordinate each person’s contributions for group assignments.

Module 1 – Week 1

Introduction to Sociolinguistics

Objective: Discuss the concept of sociolinguistics.

Complete the following assignments:

1. Introduce yourself by posting a message in the discussions tab for Week 1 - Introductions. Tell about your educational background (both as a student and an educator), your cultural and linguistic background, your experiences with culturally and linguistically diverse populations, and anything else you many want the class to know about you. You also need to respond to a classmate's posting (between 100 and 150 words).

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2. Read pages xv-xx from the textbook.

3. Write a one page single-spaced paper reflecting on your understanding of the concept of sociolinguistics.

Assessment: Students’ knowledge about the concept of sociolinguistics will be will be measured in the weekly discussion postings and assignment through a rubric.

Deadlines:

- Item 1 (3 points):o Original post: by Wednesday of Week 1o Response: by Sunday of Week 1

- Item 2: by Monday of Week 1

- Item 3 (4 points):o By Sunday of Week 1

Module 2 – Week 2

Language and Ideologies

Objectives: Illustrate the connection between language and ideologies and the role that ideologies play in daily discourse.


1. Read chapter 1 from the textbook.

2. After reading chapter 1, make a posting (between 300 and 400 words) reflecting on the contents of the chapter. This is your opportunity to communicate with your instructor and classmates about the reading and topics for the week. This posting is personal and subjective but you must give it an academic tone. It needs to be thoroughly and cohesively organized. You also need to respond to a classmate's posting (between 100 and 150 words).

3. Submit a one page single-spaced paper reflecting about how language and ideologies are interconnected. In other words, reflect on how ideologies are expressed through language, providing examples. These examples can be excerpts from books, movies, media, etc. Make sure that your paper contains references to the reading for the week and that those references are properly cited with in-text citations (no reference page needed). For a complete description of the assignment, go to Assignments/Week 2.

Assessment: Students’ illustrations of the connection between language and

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ideologies and the role that ideologies play in daily discourse will be will be measured in the weekly discussion postings and assignment through a rubric.

Deadlines:




Module 3 – Week 3

Language, Power and Pedagogies

Objectives: Analyze the theoretical foundations of critical literacy. Also, interpret a text using a critical literacy approach.




3. Using a critical theory approach, read and analyze a text, providing a theoretical justification for the analysis.

Assessment: Students’ analysis of the theoretical foundations of critical literacy and their ability to interpret a text using a critical literacy approach will be measured in the weekly discussion postings and assignment through a rubric.

Deadlines:



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Module 4 - Week 4

Nationalism, identity and Popular Culture

Objective: Question the role that nationalism and identity play in language use.




3. Using a literary text or a song, analyze the different ways in which individual and/or group identities are constructed or re-constructed.

Assessment: Students’ questioning of the role of nationalism and identity in language use will be measured in the weekly discussion postings and assignment through a rubric.

Deadlines:




Module 5 - Week 5

English as an International Language

Objectives: Describe the current spread and use of English, including World Englishes, English as a Lingus Franca and English as an International Language.

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3. Review the implications for pedagogy in pages 111-113. In a group, discuss these key principles and submit a paper interpreting them in the context of English as a second language teaching in North Texas.

Assessment: Students’ description of the current spread of English will be measured in the weekly discussion postings and assignment through a rubric.

Deadlines:




Module 6 - Week 6

Multilingualism and Codeswitching in Education

Objectives: Examine the phenomenon of codeswitching practices in the classroom and differentiate it from other phenomena such as borrowing , language shift, diglossia and codecrossing.



2. After reading chapter 5, make a posting (between 300 and 400 words) reflecting on the contents of the chapter. This is your opportunity to communicate with your instructor and classmates about the reading and topics for the week. This posting is personal and subjective but you must give it an academic tone. It needs to be thoroughly and cohesively organized. You

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also need to respond to a classmate's posting (between 100 and 150 words).

3. Develop a 10-item survey to explore different aspects of codeswitching. Then, administer the survey to a bilingual person (balanced bilingual) and write one page single-spaced report to discuss the data collected. Submit both the survey and the report.

Assessment: Students’ examination of the phenomenon of codeswitching practices in the classroom and differentiation from other phenomena such as borrowing , language shift, diglossia and codecrossing will be measured in the weekly discussion postings and assignment through a rubric.

Deadlines:




Module 7 - Week 7

Language Policy and Planning

Objectives: Define key terms in the field of language policy and planning and describe major approaches to language planning.




3. Identify activities that fall within the three categories of language planning described on page 146 (status, acquisition and corpus planning) at the local level (schools and community policies and/or practices). Write a one page single-spaced report with your findings.

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Assessment: Students’ illustrations of the key terms in language policy and planning and their description of the major approaches to language planning will be measured in the weekly discussion postings and assignment through a rubric.

Deadlines:




Module 8 - Week 8

Critical Language Awareness

Objectives: Interpret public discourse to determine what ideologies that discourse is promoting.




3. Critically analyze a series of texts from the media.

Assessment: Students’ interpretation of public discourse and the determination of the ideologies it promotes will be measured in the weekly discussion postings and assignment through a rubric.

Deadlines:


- Item 2 (3 points):o Original post: by Wednesday of Week 8

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o Response: by Sunday of Week 8


Module 9 - Week 9

Cross-Cultural Perspectives on Writing: Contrastive Rhetoric

Objectives: Evaluate second language writing using a critical contrastive rhetoric approach.




3. Using a critical contrastive rhetoric approach, students will evaluate a sample of second language writing.

Assessment: Students’ evaluation of second language writing using a critical contrastive rhetoric approach will be measured in the weekly discussion postings and assignment through a rubric.

Deadlines:




Module 10 - Week 10

Sociolinguistics, Language Teaching and New Literacy

Objectives: Examine the social perspective on literacy and explore the relationship

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between social practice views of literacy and current notions of communicative language competence.




3. Students will choose and critique a web site following instructions at http://www.newliteracies.com.au/resources-for-teachers/156/

Assessment: Students’ examination of the social perspective on literacy and exploration of the relationship between social practice views of literacy and current notions of communicative language competence will be measured in the weekly discussion postings and assignment through a rubric.

Deadlines:




Final Exam: A 30-item multiple choice exam will be administered in the last week of class. Each of the chapters (and the introduction) read during the course will be represented by three questions in this final exam. The final exam will be available between August 10 at 8 am and August 11 at 5 pm.

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http://www.newliteracies.com.au/resources-for-teachers/156/

XIII. TECHNICAL ASSISTANCE

If you experience difficulty transmitting attachments via e-mail or via the assignments tool in Blackboard, please contact the help desk at 940-565-2324 or [email protected] or go to the student resources page at http://ecampusupport.unt.edu/student to download Java or check your browser status, or reset your password if needed. In the meantime, you may send your assignments to this e-mail address, [email protected] until the problem is resolved.

XIV. COMMUNICATIONSWe will use e-mail, discussions, announcements, telephone, chat and Skype (as needed) to communicate. If you have questions or need clarification about assignments, please communicate with me before assignments are due. I will check and respond to e-mails daily. Please observe the following Netiquette guidelines during the discussions:

1. Tone down your language. Given the absence of face-to-face clues, written text can easily be misinterpreted. Avoid the use of strong or offensive language and the excessive use of exclamation points. If you feel strongly about a point, it may be best to write it first as a draft and then review it, before posting it, in order to remove any strong language.

2. Keep a straight face. In general, avoid humor and sarcasm. These frequently depend either on facial or tone of voice cues absent in text communication or on familiarity with the reader.

3. Be forgiving. If someone states something that you find offensive, mention this directly to the instructor. Remember that the person contributing to the discussion may be new to this form of communication. What you find offensive may quite possibly have been unintended and can best be cleared up by the instructor.

4. The recorder is on. Think carefully about the content of your message before contributing it. Once sent to the group, there is no taking it back. Also, although the grammar and spelling of a message typically are not graded, they do reflect on you, and your audience might not be able to decode misspelled words or poorly constructed sentences. It is a good practice to compose and check your comments in a word-processor before posting them.

5. Test for clarity. Messages may often appear perfectly clear to you as you compose them, but turn out to be perfectly obtuse to your reader. One way to test for clarity is to read your message aloud to see if it flows smoothly. If you can read it to another person before posting it, it will be even better.

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6. Netspeak. Although electronic communication is still young, many conventions have already been established. DO NOT TYPE IN ALL CAPS. This is regarded as shouting and is out of place in a classroom. Acronyms and emoticons (arrangements of symbols to express emotions) are popular, but excessive use of them can make your message difficult to read.

XV. ATTENDANCE POLICY

Attendance to this online course is defined as participation and submission of weekly assignments on the scheduled dates. With the exception of lack of participation due to illness or death in the family there will not be other absences accepted (Please submit to me a copy of doctor’s excuses or obituaries via e-mail attachment). Missing assignments will carry a grade of zero.

XVI. LATE WORK POLICY

Late work will not be accepted after the due date except for illness with a doctor’s excuse or death in the family with copy of obituary. All work will be due in Blackboard on the dates indicated in the schedule of assignments and assessments.

XVII. PURPOSE AND RATIONALE

This course is intended to prepare teachers and administrators as effective professionals serving ELL students. The contents of this course will provide in-depth knowledge about ESL and bilingual education issues in today’s schools.

The overall instructional techniques will help students improve their understanding of how contextualized learning enhances meaning and comprehension. The overall instructional plan of the course is designed to help students develop knowledge, skills of critical thinking, reflection, and self-assessment. The course will also help students develop their own cultural competence in working with English language learners.

XVIII. DEVELOPMENTAL/CONCEPTUAL FRAMEWORK AND STANDARDS

COLLEGE OF EDUCATION’S VISIONWe will be regionally and nationally recognized for excellence in preparing leaders in the human service and educational spheres of public, private, and corporate institutions. We will achieve this through promoting faculty and student research, designing learner –centered instruction, developing collaborative partnerships, and disseminating results of professional practices, active participation in professional and scholarly organizations, effective use of technology, and the value of intellectual and human diversity.

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COLLEGE OF EDUCATION’S MISSION STATEMENTTo develop the human capacity – cognitively, socially, emotionally, and physically in our students and ultimately in the society they serve. College faculty contributes in achieving the mission by expanding knowledge through research, publication, and service.

NEW EDUCATOR STANDARDSThe content and objectives of this course are aligned with the standards of the ESL and Bilingual Education certification programs at UNT as well as with the state ESL and bilingual standards and the Teachers of English for Speakers of Other Languages (TESOL) national standards. In addition, they are aligned with the standards of the Teacher Education Program.

XIX. UNIVERSITY POLICY STATEMENTS

ACADEMIC HONESTYThe UNT Code of Student Conduct and Discipline provides penalties for misconduct by students, including academic dishonesty. Academic dishonesty includes cheating and plagiarism. The term "cheating" includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, tests, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; and (3) the acquisition, without permission, of tests or academic material belonging to a faculty or staff member of the university. The term "plagiarism" includes, but is not limited to, the use of the published or unpublished work of another person, by paraphrase or direct quotation, without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. If a student engages in academic dishonesty related to this class, the student will receive a failing grade in the test or assignment and a failing grade in the course. In addition, the case will be referred to the Dean of Students for appropriate disciplinary action. Students are encouraged to become familiar with UNT’s policy on academic integrity: http://www.unt.edu/policy/UNT_policy/volume3/18_116.pdf.

AMERICANS WITH DISABILITIES ACT (ADA) POLICYThe University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. UNT provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation, please see me or contact the Office of Disability Accommodation at 940-565-4323 or visit that office at the University Student Union, room 321 during the first week of class to obtained authorized

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http://www.unt.edu/policy/UNT_policy/volume3/18_116.pdf

documentation. Generally, the accommodations consist of extended time to submit assignments.

COLLECTION OF STUDENT WORK SAMPLES POLICY In order to monitor students' achievement and improve its instructional programs, the Department of Teacher Education and Administration collects random, anonymous student work samples to be analyzed by internal and external reviewers.

COMPREHENSIVE ARTS PROGRAM POLICY The Elementary Education program area supports a comprehensive arts program to assist pre-service and in-service teachers to design and implement curricular and instructional activities that infuse all areas of the arts (visual, music, theater, and movement) throughout the elementary and middle school curriculum.

TECHNOLOGY INTEGRATION POLICY The Elementary Education program area supports technology integration to assist pre-service and in- service teachers to design and implement curricular and instruction activities that infuse technology throughout the elementary and middle school curriculum.

THE STUDENT EVALUATION OF TEACHING EFFECTIVENESS (SETE)This is a requirement for all organized classes at UNR. This short survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SETE to be an important part of your participation in this class. The administration of the SETE, will remain open until the end of the semester.

NOTICE FOR F-1 STUDENTS TAKING DISTANCE EDUCATION COURSESF-1 students enrolled in courses for credit or classroom hours, no more than one course or three credits per session or semester may be counted toward the full course of study requirement if the course is taken online or through distance education and does not require the student’s physical attendance for classes, examinations or other purposes integral to completion of the course. If the F-1 student’s course of study is in a language program, no online or distance education classes may be considered to count toward a student’s full course of study requirement. To comply with immigration regulations, a F-1 student within the U. S. may need to engage in an on-campus experiential component for the course. The component, which must be approved in advance by the instructor, can include activities such as taking on-campus exams, participating on on-campus lecture or lab activity, working at the computer lab, or other on-campus experience integral to the completion of this course. It is the responsibility of the student to submit a written request to the instruction using a form available at the

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International Student and Scholar Services Office, Tel.940-565-2195, e-mail: [email protected], during the first week of classes.

NOTE: THIS COURSE SYLLABUS/SCHEDULE IS INTENDED TO BE A GUIDE AND MAY BE MODIFIED AT ANY TIME AT THE INSTRUCTOR’S DISCRETION

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web viewthis course will study the sociolinguistic and sociocultural theory and methodology, ......

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