EDBE 3470 Foundations of Bilingual and ESL Education – Section 001

INSTRUCTOR: Daniel Heiman, Ph.D.Preferred Name: Dan (he/him/his)

Office: Matthews Hall, 218R

E-mail address: daniel.heiman@unt.edu

Student hours: Wednesday/Friday 2PM-4PM (Also available by appointment)

CLASS MEETINGS: Monday/Wednesday/Friday (8:00-8:50), Matt 115.

TEXTS:Baker, C. & Wright W. (2017). Foundations of Bilingual Education and Bilingualism. (6th Ed.). Buffalo, NY: Multilingual Matters. (REQUIRED) **Other Course readings will be found in “Course Guide” through this library site:https://guides.library.unt.edu/c.php?g=369081&p=2493849 unless designated

CATALOG COURSE DESCRIPTION This course will examine philosophies and theoretical underpinnings of bilingual and ESL education, including a review of historical antecedents of bilingual education and evolution of federal and state language policies governing the education of language minority children. Required for students seeking EC-6 or 4-8 certification.

COURSE INTRODUCTIONThis course positions ESL/Bilingual Education as: (1) inherently complex, (2) a political, social, and ideological battleground, (3) a space that should seek to center the needs of culturally and linguistically diverse students and their families. These conditions will be examined from a critical lens and be guided by Ester de Jong’s (2011) 4 core principles around the education of bi/multilingual students: (1) striving for educational equity, (2) affirming identities, (3) promoting additive bilingualism, (4) structuring for integration.

OF NOTEInstructional approach: The format is a critical inquiry-based dialogue framed in the Constructivist approach to teaching and learning. In so doing, we are all held accountable for engaged participation and it is the responsibility of each of you to take what you need from this course. Our dialogue will draw on the following: (1) the experiences, backgrounds, and knowledge of all class members; (2) critical and thoughtful engagement, reflection, and preparation of the readings; (3) in class

videos and guest speakers. I encourage you to engage in self-inquiry and share this with your colleagues.

Critical Dialogue: IMPORTANT!! The structure of this class is based upon the freedom of each student to express her or his personal views in an atmosphere of respect and tolerance. The topics of diversity, race, class, ethnicity, etc., can be very personal, sensitive, and sometimes emotionally laden. During discussions, you may hear/read viewpoints that differ from your own value system, and this can often feel disconcerting and threatening. It is essential that you weigh the appropriateness of how you participate in this class. Although your participation and opinions are greatly valued, disrespect of other students or to the instructor will not be tolerated. You may attack an idea, you may not attack an individual. In addition, some materials shown in class (videos, readings, etc.) may be offensive/triggering to some students. Trigger warnings will not be given every class period/activity.

If you find yourself having difficulty with any aspect of this class, please discuss the problem with me immediately so we can work together to arrive at some solutions. Most difficulties can be resolved easily once the door for discussion has been opened. This approach will assist me in responding to your needs and in improving the course now, rather than learning about problems at the end of the semester during your final course evaluation.

Student hours: My hours dedicated to students are Monday and Wednesday 2:00-4:30PM., and my office is in Matthews Hall 218-R. I am also available by appointment (email). I encourage students to come to office hours to discuss questions, concerns, and connections that you may be making (or on the verge of making!).

Tips for reading: Some of the readings may be denser than others, and the expectation is not for you to be able to understand all of it on your first reading. Here are some suggestions for you as you go about this course:

- Just keep going. Don’t get bogged down in what every word or sentence means. Reading deeply is a process of meaning-making; you may find elucidation of concepts if you just keep reading as well as later during discussions with colleagues.

- Engage with the text. Take margin notes as though you and the text were in a relationship. Ask it questions, comment on it, express to it your delight and confusion.

- Talk to someone about it. Make sense of the reading through telling someone about it. Even if you can’t fully articulate it, even if you stumble over the right words to use, just talk it out.

- Annotate the reading. When you finish, write 2-3 sentences about it. I write directly on the text. What did you get from that reading? What questions do you have about it?

CANVAS Canvas will be an important tool for the course. I will post announcements, important documents (syllabus, etc.), course readings not found in the course guide, all power points/activities/etc. from each class meeting, and provide student

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feedback there. Each week will be housed in their corresponding module. Please make sure that the email you use most frequently is the one synched to Canvas.

Student Technical Support The University of North Texas provides technical support in the use of Canvas. The student help desk may be reached at: helpdesk@unt.edu, phone: 940-565-2324, or in person at UNT Sage Hall, Room 130. Regular hours are maintained to provide support to students. Please refer to the website http://www.unt.edu/helpdesk/hours.htm for updated hours.***Syllabus is subject to change

SUMMARY OF ASSIGNMENTS (See descriptions below, rubrics will be available on Canvas)

Assignments Points Due Date

Attendance, professionalism, and participation

10 Ongoing (see below)

Reading Response # 1 10 February 8

Timeline of Bilingual Education Presentation (Group) with 1-page handout for classmates

10 February 22, 25

Reading Response #2 10 March 1

Autobiography Assignment 10 March 29

Reading Response #3

10 April 12

The other side of Dual Language Programs Presentations (Group) with 1-page reflection paper

10April 17, 20

“Crucial Foundations” Presentations 15 April 29, May 1 “Crucial Foundations” Paper 15 May 8TOTAL 100

PROFESSIONALISM, PARTICIPATION, & ATTENDANCE (10 pts.)

You are expected to complete all readings prior to Monday’s class, adhere to the attendance policy for all EDBE courses, arrive on time, and actively engage in thoughtful and respectful dialogue with others. Given that most issues have more than one possible answer, we will develop and use a variety of strategies to seek the best solutions. Knowledge construction and personal transformation are processes. As the semester progresses, you will be expected to examine your pre-existing beliefs and opinions critically and to reconstruct your own conceptual framework based on the readings and class discussions. Participation does not just include in whole class discussion

Reading (and classroom activities) Responses (10 pts. Each/ 30 pts. in total)

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Format: On the day of each reading response you will receive via Canvas 5 questions/scenarios of which you will choose 3. You will have the entire class period to respond, and will be able to make use of ALL materials from the course. A Google Doc will be created a few days before each Reading Response with possible topics. You will take these in the computer lab on the 3rd Floor in Matthews. These responses are about synthesizing your understanding of the course concepts, not memorizing information. A rubric will be provided on Canvas.

#1 (February 8)All readings, activities, and classroom discussions from Weeks 1, 2, and 4

#2 (March 1)All readings, activities, and classroom discussions from Weeks 5, 6, 7

#3 (April 17)All readings, activities, and classroom discussions from Weeks 8, 9, 10, 11

TIMELINE OF BILINGUAL EDUCATION (10pts. due on February 22, 25)

The history surrounding bilingual education has been full of highs and (more) lows for bi/multilingual populations. In collaborative groups you will construct a timeline (this can look many different ways) of key federal and state policies, laws, and other significant events (8 in total) that have directly impacted these populations. Each group will be assigned a particular time period to present about, and your group is only responsible for that time period. You will provide a short handout (in print) to students on the day of your presentation. A rubric will be provided on Canvas.

AUTOBIOGRAPHY OF BILINGUAL/ESL EDUCATION EXPERIENCES (10 pts., due on March 29)

Describe your experiences in OR as observers of ESL and/or Bilingual education in your K-12 schooling, taking into consideration the following:

Was your native language positioned as a tool for learning content (additive), or was the focus on English language acquisition (subtractive)? Describe this by discussing your teachers, classes, and the general environment of these learning contexts. This means focusing on the micro-interactions with others while also zooming out and focusing on the perspectives of ESL/Bilingual Education at the school level. What was explicit (for example when a teacher comments that “you need to speak English in this class”), and was more implicit (for example all announcements and signage in English)?

Describe how the above factors impacted your learning in K-12 schooling. For example, how did this impact your identity as a bi/multilingual student? Were you ascribed with a label (ELL, gifted and talented, etc.), and how did these labels impact your identity and school experiences? Did schools make an attempt to involve your parents/family members in your education?

Integrate any other relevant information from course readings and discussions that can speak to your experiences.

If you are a native English speaker you will focus on the observations you took note of with respect to ESL/Bilingual education and bi/multilingual students in your K-12 contexts. You should also address how you were

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labeled, positioned, and if your schools involved your parents in your education. Please see me if you have any questions or doubts about this assignment.

3-4 pages, double-spaced, 12-point font (rubric will be provided on Canvas)

THE OTHER SIDE OF DUAL LANGUAGE SCHOOLING (10 pts., April 17, 19)

Thomas & Collier (2004) provide powerful evidence about the effectiveness of dual language programs. Nonetheless, recent studies have revealed that in many instances White middle-class students and families are benefiting at the expense of bi/multilingual populations and other marginalized groups. During week 12 (November 12-16) we will be learning about some of these instances (Palmer (2017), Stokes (2017), Mitchell (2019) and comparing them with what we have learned from Thomas & Collier (2004). Your group will have 10 minutes to discuss the benefits of dual language programs, while also providing a “cautionary note” (Valdés, 1997) about potential inequities that could come about if these programs are not implemented carefully. NO POWER POINTS! You will also turn in a 1-page reflection that describes what you talked about in the presentation. A rubric will be provided on Canvas.

Crucial Foundations for my future work with Bilingual learners: Presentations to Classmates (15 pts., April 29, May 1)In this class you have learned about the following topics: sociopolitical context/reality of Bilingual Education, historical perspectives (both trends and key legislation), different types of bilingual programs, hybrid language practices, characteristics of bilingual learners (identity), cognitive theories around bilingualism, and the assessment of bilingual learners, while also gaining insight into how these can play out in classrooms. We have also used multilingual/multicultural children’s literature as a way to engage with theoretical perspectives from the reading (modeling). For your final project (in groups of 3, self-selected) you will select one children’s book that somehow connects to Bilingual/ESL learners, and use that book as a way to talk about 3 key concepts you argue are FOUNDATIONS for you as a future teacher of Bilingual Learners. These foundations should be from separate topics (See above), but have some coherent connection between them. I will model this a few times in class, and a rubric will be provided. You will present your work to your classmates in small groups. Crucial Foundations for my future work with Bilingual learners: Write up (15pts., May 8)Write a 3-page paper that synthesizes each of your 3 FOUNDATIONS and their connection to the children’s book (1 page for each Foundation). The paper should include/use:

APA Format Use of first person (they are your foundations and have meaning) 12pt. Font, double spaced (you can certainly write more than 3 pages)

*A rubric will be provided on Canvas

COMPETENCY- BASED LEARNING OBJECTIVES

The student will be able to:

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Domain III – Foundations of ESL education, cultural awareness and family and community involvement.

Competencies Sub-competencies

008 The ESL Teacher understands the foundations of ESL education and types of ESL programs.

A. Knows the historical, theoretical, and policy foundations of ESL education and uses this knowledge to plan, implement, and advocate for effective ESL programs.B. Knows types of ESL programs, their characteristics, their goals, and research findings on their effectiveness.C. Applies knowledge of the various types of ESL programs to make appropriate instructional and management decisions.D. Applies knowledge of research findings related to ESL education including research on instructional and management practices in ESL programs to assist in planning and implementing effective ESL programs.

010The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.

A. Applies knowledge of effective strategies advocating for educational and social equity for ESL students (participation in LPAC, ARD, Site based Decision Making committees) and serving as a resource for teachersB. Understands the importance of family involvement in the education of ESL students and knows how to facilitate parent/guardian participation in their children’s education and school activities.C. Applies skills for communicating and collaborating effectively with the parents/guardians of ESL students in a variety of educational contexts.D. Knows how community members and resources can positively affect student learning in the ESL program and is able to access community resources to enhance the education of ESL students.

DOMAIN I – Bilingual Education

Competency Sub-competencies

001 The beginning bilingual education teacher understands the foundations of bilingual education and the concepts of bilingualism and biculturalism and applies this knowledge to create

A. Understands the historical background of bilingual education in the US including pertinent federal and state legislation, significant court cases related to bilingual education and the effects of demographic changes on bilingual education.C. Demonstrates an awareness of global issues and perspectives related to bilingual education, including how bilingual education and bilingualism are perceived throughout the world.D. Understands the importance of creating an additive educational program that reinforces a bicultural identity,

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an effective learning environment for students in the bilingual education program.

including understanding the differences between acculturation and assimilation.E. Uses knowledge of the historical, legal, legislative and global contexts of bilingual education to be an effective advocate for the bilingual education program and to advocate equity for bilingual students.F. Understands convergent research related to bilingual education and applies convergent research when making instructional decisions.G. Knows models of bilingual education, including characteristics and goals of various types of bilingual education programs, research findings on the effectiveness of various models of bilingual education and factors that determine the nature of a bilingual program on a particular campus.H. Uses knowledge of various bilingual education models to make appropriate instructional decisions based on program model and design, and selects appropriate instructional strategies and materials in relation to specific programs models.I.Knows how to create an effective bilingual and multicultural learning environment (bridging the home and school cultural environments).J. Knows how to create a learning environment that addresses bilingual students’ affective, linguistic and cognitive needs (benefits of bilingualism and biculturalism, selecting linguistically and culturally appropriate instructional materials and methodologies).

VIII. GRADING SCALE FOR THIS COURSE

90-100 A80-89 B70-79 C60-69 DBelow 60 F

IX. ATTENDANCE Policy for EDBE Courses

ABSENCESFor courses offered 2

times per weekFor course offered 3

times per weekFor courses offered

1 time per week0 – 2 unexcused absences = 10 points

0 – 3 unexcused absences = 10 points

0 – 1 unexcused absence = 10 points

3 unexcused absences = 7 points

4 unexcused absences = 7 points

2 unexcused absences = 7 points

4 unexcused absences = 5 unexcused absences 3 unexcused

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4 points = 4 points absences = 4 points5 unexcused absences =

1 point6 unexcused absences

= 1 point4 unexcused

absences = 1 point6 unexcused absences = 0, withdraw from the class and/or ARR Committee Referral

7 unexcused absences = withdraw from the class and/or ARR Committee Referral

5 unexcused absences = withdraw from the class and/or ARR Committee Referral

LATE WORK POLICYI totally understand that things will come up during the semester, and encourage you to communicate with me early and often. Assignments turned in after the due date will be deducted 10 percent each day the assignment is late (i.e. one day late = 10% reduction; two days late = 20% reduction). No assignments will be accepted if submitted after one week of the due date.

Additionally, UNT offers other support services such as:COE Student Advising Office: https://www.coe.unt.edu/student-advising-officeOffice of the Registrar:  http://registrar.unt.edu/registration Student Financial Aid and Scholarships: http://financialaid.unt.edu/ Counseling: http://studentaffairs.unt.edu/counseling-testing-services

TENTATIVE COURSE SCHEDULE

Week 1 – January 14-18

Objectives: Community building, historical perspectives of Bilingual Education, Texas and Bilingual Learners

This week’s assignments/topics:1. Introductions: The importance of NAMES! 2. Review of Couse Syllabus3. Assignments and Expectations4. A brief look at the history of Bilingual Education in the US (handout for Friday)5. TX policies for the education of ELL students

Evaluation: The content of this week will be assessed in Reading Response # 1 (Feb. 8)

Week 2, January 23-25

MLK Day- January 21 (No class)

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Objective: Demonstrate knowledge about global issues and perspectives related to bilingual education, including how bilingual education and bilingualism are perceived throughout the world of education (Bilingual Domain I, 001, C).

This week’s assignments/topics:1. Read Baker & Wright (2017) Chapter 1, “Bilingualism Definitions and

Distinctions” (WEDNESDAY), 2. Read Crawford et al. (2015/2016) (FRIDAY)3. Bilingual teachers as activists and the politics of testing4. The current sociopolitical context of Texas and Bilingual Learners5. Snapshot from a classroom (Moisés)6. Classroom Constitution

Evaluation: The content of this week will be assessed in Reading Response # 1 (Feb. 8)

Week 3, January 28- Feb.1

Objective: Demonstrate knowledge about global issues and perspectives related to bilingual education, including how bilingual education and bilingualism are perceived throughout the world of education (Bilingual Domain I, 001, C).

This week’s assignments/topics:1. Read de Jong (2011) (MONDAY)2. Read Benjamin (1998) (WEDNESDAY)3. Read Sayer (2015) (HANDOUT IN CLASS)4. The impact of English in the US and abroad, Linguistic Imperialism,

Hegemony5. Language revitalization processes in the US***Evaluation: The content of this week will be assessed in Reading Response # 1 (Feb. 8)

Week 4, February 4-8 Reading Response #1- February 8 *Black Lives Matter in Schools Week *Backpack full of cash (Feb. 4, Lyceum Theater, Union)

Objective: Understands convergent research related to bilingual education and applies convergent research when making instructional decisions (Bilingual Domain I, C. 001, F).

This week’s assignments/topics:1. Read Baker and Wright (2017) Ch. 5, “The Early Development of

Bilingualism” (MONDAY) 2. Read Jones (2017, November 14) (WEDNESDAY)3. Linguistic surveillance in schools4. Language and Race5. Hybrid Language Practices 6. Language Brokering

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***Evaluation: The contents of this week will be assessed in Reading Response #2 (March 1)

Week 5, February 11-15

*Teach-in at children detention center (Tornillo, TX) (2/16-2/18)

Objective: Understands convergent research related to bilingual education and applies convergent research when making instructional decisions (Bilingual Domain I, C. 001, F).

This week’s assignments/topics:1. Baker & Wright (2017) Ch. 8, “Cognitive Theories of Bilingualism and the

Curriculum.” (MONDAY/WEDNESDAY)2. Read Bialystock (2009) (WEDNESDAY/FRIDAY)3. Bilingualism and the Brain4. Flores (2015) (In class): “Should there be a moratorium on academic

language?”5. Performance Indicators (Dear Primo)

***Evaluation: The contents of this week will be assessed in Reading Response # 2 (March 1)

Week 6, February 18-22

Timeline of Bilingual Education (February 22)

Objective: Understand the historical background of bilingual education in the U.S. including pertinent federal and state legislation, significant court cases related to bilingual education and the effects of demographic changes on bilingual education (Bilingual Domain I, C. 001, A).

This week’s assignments/topics:1. Read Macías (2014) (MONDAY) 2. Santa Ana (2004) (WEDNESDAY)3. Situating bi/multilingualism historically; intersectionality4. American Indian Boarding Schools Haunt Many5. Prepare for the timeline presentations: How were Latinos, Africans, and

Native Americans impacted by legislation? More recent legislation; where are we now?

6. Final Project Instructions*Evaluation: The contents of this week will be assessed in Reading Response # 2 (March 1)

Week 7, Feb. 25- March1

*Reading Response #2- March 1 *Diversity & Equity Conference (Feb. 28, UNT Union)

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Objectives: Identify the types of ESL programs, their characteristics, their goals, and research findings on their effectiveness (ESL Domain III, C.008, B).

This week’s assignments/topics:1. Read Baker’s text Ch. 10, “Types of Bilingual Education” (MONDAY) 2. Transitional, Heritage Language, and Dual Language Bilingual Education

Programs3. Read Flores (2018): “What are the different types of Dual Language

Programs” (Wednesday)4. Read Williams (2017): (WEDNESDAY)5. Documentary about dual language in San Francisco, CA- Speaking in Tongues**Evaluation: The contents of this week will be assessed in Reading Response # 2 (March 1)

Week 8, March 4- March 8

Objectives: Uses knowledge of various bilingual education models to make appropriate instructional decisions based on program model and design and selects appropriate instructional strategies and materials in relation to specific programs models. (Bilingual Domain I, C 001, H).

This week’s assignments/topics:1. Read Baker’s text Ch. 12 (stop at p. 257) – “The Effectiveness of Bilingual

Education,” (MONDAY/WEDNESDAY) 2. Read Flores (2015): “Has Bilingual Education Been Columbused?”

(WEDNESDAY/FRIDAY)3. What is “effective” research? 4. How is “effectiveness” measured in Bilingual Education? What are other ways

that the “effectiveness” of Bilingual Education could be measured? ***Evaluation: The contents of this week will be assessed in Reading Response # 3 (April 12)

MARCH 11-MARCH 15 (NO CLASSES, SPRING BREAK)

Week 9, March 18-22

Objectives: Knows how to create an effective bilingual and multicultural learning environment (bridging the home and school cultural environments) (Bilingual Domain I, C 001, I)

This week’s assignments/topics:1. Read Thomas & Collier (2004): Effectiveness of Dual Language (MONDAY)2. Read Mathewson (2017): “Could rising popularity of dual language leave

Latinos Behind?” (WED)3. Read Flores (2016): “Do Black Lives Matter in Bilingual Education?” (FRIDAY)4. What’s going on in Utah? 5. Snapshots from a Dual Language classroom

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***Evaluation: The contents of this week will be assessed in Reading Response # 3 (April 12)

Week 10, March 25-29 Autobiography due- March 29 *UNT/Mexico Education Conference (Weds, NO CLASS)

Objectives: Knows how to create effective and multicultural learning environments (bridging home and school cultural environment (Bilingual Domain I, C 001, I).Understands the importance of family involvement in the education of ESL students and knows how to facilitate parent/guardian participation in their children’s education and school activities (ESL Domain III, C 010, B).Applies skills for communicating and collaborating effectively with the parents/guardians of ESL students in a variety of educational contexts (ESL Domain III, C 010, C).

This week’s assignments/topics:1. Read Baker’s text Ch. 14 (up to p. 316) “Literacy, Biliteracy, and Multicultural

Literacies” (MONDAY) 2. Read Morrison (2017): “Strawberries in Watsonville” (FRIDAY)3. Transmission literacy approaches (Open Court)4. Critical Literacy: Reading the word and the world (introduction to Paulo

Freire)5. Using critical multicultural children’s books for “balanced” literacy6. Parent involvement

***Evaluation: The contents of this week will be assessed in Reading Response # 3 (April 12)

Week 11, April 1-5

Objective: Knows how to create a learning environment that addresses bilingual students’ affective, linguistic, and cognitive needs (Bilingual Domain I, C 001, J).

This week’s assignments/topics:1. Working with your autobiographies (MONDAY)2. Documentary Film: Precious Knowledge (MONDAY/WEDNESDAY)3. Read Lucas et al. (1990): ESL Students at 6 high schools (FRIDAY)4. Parent Participation in Bilingual Schools: Snapshot from a Teacher

***Evaluation: The contents of this week will be assessed in Reading Response #3 (April 12)

Week 12, April 8-12 Reading Response #3 -April 12

Objective: Knows how to create a learning environment that addresses bilingual students’ affective, linguistic, and cognitive needs (Bilingual Domain I, C 001, J).

This week’s assignments/activities:1. Read Palmer (2017): “Why are we speaking so much English?” (MONDAY)

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2. Read Stokes (2017): “The kids who need DL the most aren’t signing up” (MONDAY)

3. Read Mitchell (2019): The truth about bilingualism: It’s only for some students” (WEDS)

4. Equity and social justice in Dual Language contexts***Evaluation: The contents of this week will be assessed in Reading Response #3 (April 12)

Week 13, April 15-19 April 17,19 (The other side of DL Presentations)

Objective: Demonstrates an awareness of global issues and perspectives related to bilingual education, including how bilingual education and bilingualism are perceived through the world. (Bilingual Domain I, C 001, C).

This week’s assignments/topics:1. Work on Presentations in Class (MONDAY)2. Group Presentations (WEDNESDAY)3. Groups Presentations (Friday)

Week 14, April 22-26

Objective: Knows how to create a learning environment that addresses bilingual students’ affective, linguistic, and cognitive needs (Bilingual Domain I, C 001, J).

This week’s assignments/activities:1. Read Baker & Wright (2017) Ch.15, “The Special Educational Needs,

Assessment, and Testing of Bilinguals” (MONDAY) 2. Read “Lab-notes: Advantage for children with autism who speak more than

one language” (WEDNESDAY)3. Read Cary (2007)- “How do I assess a student’s English?” 4. Gifted but overlooked: Latinx students and access to Gifted & Talented

Programs5. (Bilingual) students with exceptional needs (snapshot from a classroom)

Week 15, April 29-May 1 Group Presentations

Final Reflective Paper: Due May 8

NOTEWORTHY

Food/Housing Insecurity:  Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the Dean of Students, Suite 409 at the University Union. The UNT Food Pantry is a useful resource for students who may need it. Please visit the website for

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more details, or feel free to come see me about this: https://deanofstudents.unt.edu/resources/food-pantry

University Mental Health Services: I recognize that it is not easy to be a student. The demands for economic, intellectual, social, and emotional stability are often in competition, and it can grow weary. School is one aspect of your busy life, and while it’s important to stay the course, it’s also important to acknowledge when you may need more support. UNT’s Counseling Center, as well as the Student Health and Wellness Center, offer support through counseling, care for your well-being and psychiatric health, workshops for socio-emotional challenges, etc. These services are confidential, and most of these services are covered by your tuition. Feel free to see me for more support on this and/or refer to the following website: https://speakout.unt.edu/content/mental-health-resources Title IX Services: Sexual discrimination, harassment, & assault: UNT is committed to providing an environment free of all forms of discrimination and sexual harassment, including sexual assault, domestic violence, dating violence, stalking, etc. The federal Title IX law makes it clear that violence and harassment based on sex and gender are civil rights violations. UNT’s Dean of Students’ website offers a range of resources to help support survivors, based on their needs: http://deanofstudents.unt.edu/resources. Renee LeClaire McNamara is UNT’s Student Advocate and she can be reached via email at SurvivorAdvocate@unt.edu or by calling the Dean of Students’ office at 940-565-2648.

Parents with young children: I realize there may be times when you may not have any other choice but to bring them to class. That is totally fine and we welcome them into our classroom community!

XIX. COLLEGE OF EDUCATION’S VISIONWe aspire to be leaders known regionally, nationally, and internationally for our expertise and excellence in research, teaching, outreach, and solutions for education and human well-being. Through our efforts, we improve the lives of the citizens of Texas, the nation, and the world.

COLLEGE OF EDUCATION’S MISSION STATEMENT

The College of Education prepares professionals and scholars who contribute to the advancement of education, health, and human development.

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XX. DEPARTMENTAL POLICY STATEMENTS

The Educator as Agent of Engaged Learning:

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

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6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

Ethical Behavior and Code of Ethics: The Teacher Education & Administration Department expects that its students will abide by the Code of Ethics and Standard Practices for Texas Educators (Chapter 247 of the Texas Administrative Code www.sbec.state.tx.us) and as outlined in Domain IV: Fulfilling Professional Roles and Responsibilities of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES); and as also addressed in codes of ethics adopted by professionals in the education field such as the National Education Association (NEA) and the American Federation of Teachers (AFT).

Submitting Work: All assignments will be submitted via Canvas. Assignments posted after the deadline will be considered late and points will be deducted from the final grade.

Grading and Grade Reporting: Grading rubrics for all assignments can be found on the course Canvas website with the assignment. Students are encouraged to review the grading rubrics to guide them in successfully completing all assignments.

Writing Policy: Teachers are judged on the accuracy of everything they write, whether it is a letter to parents or an email to a principal or a worksheet for students. Your written products – including, but not limited to, papers, lesson plans, and emails – should include appropriate and accurate spelling, grammar, punctuation, syntax, format, and English usage. You should expect that all assignments will be evaluated on these writing skills, in addition to any other expectations of a particular assignment. The UNT Writing Lab (Sage Hall 152) offers one-on-one consultation to assist students with their writing assignments. To use this resource, call (940) 565-2563 or visit https://ltc.unt.edu/labs/unt-writing-lab-home.

Teacher Education & AdministrationDepartmental Policy Statements

ACADEMIC DISHONESTYStudents caught cheating or plagiarizing will receive a "0" for that particular assignment or exam. Additionally, the incident will be reported to the Dean of Students, who may impose further penalty. According to the UNT catalog, the term "cheating" includes, but is not limited to: a. use of any unauthorized assistance in

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taking quizzes, tests, or examinations; b. dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; c. the acquisition, without permission, of tests or other academic material belonging to a faculty or staff member of the university; d. dual submission of a paper or project, or resubmission of a paper or project to a different class without express permission from the instructor(s); or e. any other act designed to give a student an unfair advantage. The term "plagiarism" includes, but is not limited to: a. the knowing or negligent use by paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgment; and b. the knowing or negligent unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. ACCEPTABLE STUDENT BEHAVIORStudent behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classrooms, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at deanofstudents.unt.edu/conduct . ACCESS TO INFORMATION – EAGLE CONNECTYour access point for business and academic services at UNT occurs at my.unt.edu. All official communication from the university will be delivered to your Eagle Connect account. For more information, please visit the website that explains Eagle Connect and how to forward your e-mail: eagleconnect.unt.edu/ ADA STATEMENTThe University of North Texas makes reasonable academic accommodation for students with disabilities. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, the ODA will provide you with an accommodation letter to be delivered to faculty to begin a private discussion regarding your specific needs in a course. You may request accommodations at any time, however, ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet with each faculty member prior to implementation in each class. For additional information see the Office of Disability Accommodation website at disability.unt.edu, (940) 565-4323.

ETHICAL BEHAVIOR AND CODE OF ETHICSThe Teacher Education & Administration Department expects that its students will abide by the Code of Ethics and Standard Practices for Texas Educators (Chapter 247 of the Texas Administrative Code www.sbec.state.tx.us) and as outlined in Domain IV: Fulfilling Professional Roles and Responsibilities of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES); and as also addressed in codes of ethics adopted by professionals in the

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education field such as the National Education Association (NEA) and the American Federation of Teachers (AFT). EMERGENCY NOTIFICATION & PROCEDURESUNT uses a system called Eagle Alert to quickly notify you with critical information in the event of an emergency (i.e., severe weather, campus closing, and health and public safety emergencies like chemical spills, fires, or violence). The system sends voice messages (and text messages upon permission) to the phones of all active faculty staff, and students. Please make certain to update your phone numbers at my.unt.edu. Some helpful emergency preparedness actions include: 1) know the evacuation routes and severe weather shelter areas in the buildings where your classes are held, 2) determine how you will contact family and friends if phones are temporarily unavailable, and 3) identify where you will go if you need to evacuate the Denton area suddenly. In the event of a university closure, please refer to Canvas for contingency plans for covering course materials. OBSERVANCE OF RELIGIOUS HOLIDAYSIf you plan to observe a religious holy day that coincides with a class day, please notify me as soon as possible. RETENTION OF STUDENT RECORDSStudent records pertaining to this course are maintained in a secure location by the instructor of record. All records such as exams, answer sheets (with keys), and written papers submitted during the duration of the course are kept for at least one calendar year after course completion. Course work completed via the Canvas online system, including grading information and comments, is also stored in a safe electronic environment for one year. You have a right to view your individual record; however, information about your records will not be divulged to other individuals without the proper written consent. You are encouraged to review the Public Information Policy and the Family Educational Rights and Privacy Act (FERPA) laws and the university’s policy in accordance with those mandates. SPOTThe Student Perception of Teaching (SPOT) is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you an opportunity to provide course feedback. SUCCEED AT UNTUNT endeavors to offer you a high-quality education and to provide a supportive environment to help you learn and grown. As a faculty member, I am committed to helping you be successful as a student. Here’s how to succeed at UNT: Show up. Find Support. Get advised. Be prepared. Get involved. Stay focused. To learn more about campus resources and information on how you can achieve success, visit success.unt.edu/. TECHNOLOGY INTEGRATION POLICYThe Elementary, Secondary, and Curriculum & Instruction program areas support technology integration to assist teacher candidates and practicing teachers to design and implement curricular and instruction activities which infuse technology throughout the K-12 curriculum.

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WRITING POLICYYour written products – including, but not limited to, papers, lesson plans, and emails – should include appropriate and accurate spelling, grammar, punctuation, syntax, format, and English usage. You should expect that all assignments will be evaluated on these writing skills, in addition to any other expectations of a particular assignment. The UNT Writing Lab (Auditorium Building, 105) offers one-on-one consultation to assist students with their writing assignments. To use this resource, call (940) 565-2563 or visit https://ltc.unt.edu/labs/unt-writing-lab-home .

XXI. CLASS READINGS

Anderson, M. D. (2015, Nov. 10). The economic imperative of bilingual education. The Atlantic Daily. Retrieved fromhttps://www.theatlantic.com/education/archive/2015/11/bilingual-education-movement-mainstream/414912/

Barbian, E., González, G. C., & Mejía, P. (Eds.). (2017). Rethinking bilingual education: Welcoming home languages in our classroom. Milwaukee, WI: Rethinking Schools, Ltd.

Benjamin, R., Pecos, R., Romero, M. E., & Fillmore, L. W. (1998). Reclaiming communities and languages. Journal of Sociology & Social Welfare, 25(1), 81-104.

Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language & Cognition, 12(1), 3-11.

Cary, S. (2007). How do I assess a student’s English? In Working with English language learners, (p. 9-20). Portsmouth, NH: Heinemann.

Crawford-Garrett, K., Perez, M. Sanchez, R. M., Short, A., & Tyson, K. (2015/2016). Activism is good Teaching: Reclaiming the profession. Rethinking Schools, 30(2). Retrieved from:http://www.rethinkingschools.org/archive/30_02/30-2_crawford-garrett_perez_sanchez_tyson _shtml

de Jong, E. J. (2011). Foundations for multilingualism in education: From principles to practice. Philadelphia, PA: Caslon, Inc.

Flores, N. (2015, January 25). Re: Columbusing bilingual education [Web log comment]. Retrieved from http://educationallinguist.wordpress.com/2015/01/25/columbusing-bilingual-education/

Flores, N. (2015, October 1). Re: Is it time for a moratorium on academic language [Web log comment].Retrieved from: https://educationallinguist.wordpress.com/2015/10/01/is-it-time-for-a-moratorium-on-academic-language/

Flores, N. (2016, September 11). Do black lives matter in Bilingual Education [Web log comment]? Retrieved from https://educationallinguist.wordpress.com/2016/09/11/do-black-lives-matter-in-bilingual-education/

Flores, N. (2018, September 28). What are the different types of dual language programs [Web log comment]? Retrieved from: https://educationallinguist.wordpress.com/2018/09/28/what-are-the-different-types-of-dual-language-programs/

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Jarmel, M., & Schneider, K. (Co-Directors/Co-Producers). (2015). Speaking in tongues [Documentary]. San Francisco, CA: PatchWork Productions & ITVS (Independent Television Service).

Jones, P. (2017, November 14). Re: Unmasking the linguistic policing of black and brown children in today’s schools: A call to action [Web Log comment]. Retrieved from https://steinhardt.nyu.edu/site/metroblog/2017/11/14/unmasking-the-linguistic-policing-of-black-and-brown-children-in-todays-schools-a-call-to-action/

Lab-notes: Advantage for children with autism who speak more than one language. (2018, August 26). Retrieved from https://scroll.in/pulse/865364/lab-notes-advantage-for-children-with-autism-who-speak-more-than-one-language

Lucas, T., Henze, R., & Donato, R. (1990). Promoting the success of Latino language-minority students: An exploratory study of six high schools. Harvard Educational Review, 60(3), 315-340.

Macías, R. F. (2014). Benefits of bilingualism: In the eye of the beholder? In R. M. Callahan & P. C. Gándara (Eds.), The bilingual advantage: Language, literacy, and the US labor market (pp. 16-44). Clevedon, UK: Multilingual Matters.

Mathewson, T. G. (2017, July 31). Rising popularity of dual language education could leave Latinos behind. U.S. News & World Report. Retrieved fromhttps://www.usnews.com/news/national-news/articles/2017-07-31/rising-popularity-of-dual-language-education-could-leave-latinos-behind

Mitchell, C. (2019, January 11). The truth about bilingualism: It’s only for some students. Education Week. Retrieved from: https://www.edweek.org/ew/articles/2019/01/09/the-truth-about-bilingualism-its-only-for.html?r=2054039752&cmp=soc-tw-shr&fbclid=IwAR3p8d1cW_uYYMkAvTye41US4IbXxlmDgp2H7zqoo_u-9vNXMLCFgZavS0U

Morrison, P. (2017). Strawberries in Watsonville: Putting family and student knowledge at the center of the curriculum. In Barbian, E., González, G. C., & Mejía, P. (Eds), Rethinking bilingual education: Welcoming home languages in our classrooms (pp. 220-228). Milwaukee, WI: Rethinking Schools, Ltd.

Palmer, D. (2017). Why are we speaking so much English?: Promoting equity in dual-languag classrooms. In E. Barbian, G. Cornell González, & P. Mejía (Eds.), Rethinking bilingual education: Welcoming home languages in our classrooms (pp. 170-176). Milwaukee, WI; Rethinking Schools, Ltd.

Palos, A. L. (Director) & McGinnis, E. I. (Producer). (2011). Precious knowledge: Arizona’s battle over ethnic studies [Documentary]. Tucson, AZ: Dos Vatos Productions, Inc.

Santa Ana, O. (2004). Tongue tied: The lives of multilingual children in public education. Lanham, MD; Rowman & Littlefield.

Sayer, P. (2015). “More and earlier”: Neoliberalism and primary English education in Mexican public schools. L2 Journal, 7(3), 40-56.

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Stokes, K. (2018, January 18). The kids in LAUSD who most need dual language instruction aren’t enrolling yet. KPCC, 89.3 FM. Retrieved from: https://www.scpr.org/news/2018/01/18/79893/the-kids-in-lausd-who-most-need-dual-language-inst/

Texas Education Agency. Chapter 89: Adaptations for Special Populations. Available at: http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089bb.html

Texas Education Agency (2016b). Language Proficiency Assessment Committee Resources. Available at: http://tea.texas.gov/student.assessment/ell/lpac/

Collier, V.P., & Thomas, W.P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1-20.

Williams, C. (2017, December 28). The intrusion of white families into bilingual schools. The Atlantic Daily. Retrieved from: https://www.theatlantic.com/education/archive/2017/12/the-middle-class-takeover-of-bilingual-schools/549278/

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