1.1 Name of Program:
Masters of Arts in Instruction and Curriculum:Teaching World Languages, Option in Spanish, MAIC-WLO(S)
1.2 Course Name and Number
Spanish Graduate Courses:
SPAN-5120: Introduction to Sociolinguistics for Foreign Languages Classroom (3 credits)
SPAN-5110: History and Evolution of Spanish Language (3 credits)
SPAN-5140: Contemporary Spanish Culture (3 credits)
SPAN-5155: Spanish in America (3 credits)
SPAN-5155: Hispanic Bilingualism(3 credits)
SPECTRUM Model: Advanced Learning Outcomes / Key Assessment AlignmentKnowledge:
A. / The candidate knows subject/field and knows appropriate pedagogy, strategies, and practices. / SPAN-5110: History of Spanish Language
SPAN-5155: Spanish in America
B. / The candidate understands the role of social, psychological, political, historical and technological forces in making sound educational/clinical decisions. / SPAN-5120: Sociolinguistics
(or EMSE-5561: Foundations of Education)
C. / The candidate examines the nature of teaching and schooling as a reflective practitioner and formulates a personal education philosophy. / SPAN-5120: Sociolinguistics
D / The candidate demonstrates understanding of diversity and multiple perspectives. / SPAN-5115: Spanish in America
SPAN-5140: Contemporary Spanish Culture
E / The candidate is knowledgeable about various federal, state, and/or local educational agencies and professional organizations. / SPAN-5120: Sociolinguistics
F / The candidate understands the range of technological applications within the field and recognized the importance of technology in professional practices. / SPAN-5120: Sociolinguistics
(or EMSE-5320: Computers in the School Curriculum)
G / The candidate demonstrates knowledge of national, professional and state standards (New Jersey Core Curriculum Content Standards). / EMSE-5250: Methods & Assesments in Teaching Foreign Languages
(or ID-5700: Graduate Independent Study)
H / The candidate demonstrates knowledge of assessment and evaluation appropriate to field. / EMSE-5250: Methods & Assesments in Teaching Foreign Languages
(or ID-5700: Graduate Independent Study)
I / The candidate demonstrates an understanding of research terminology, concepts and practices. / SPAN-5120: Sociolinguistics
J / The candidate interprets educational/clinical data, issues and trends. / SPAN-5120: Sociolionguistics
Skills:
A / The candidate applies knowledge and content pedagogy and/or professional practice appropriate to field and setting. / EMSE-5250: Methods & Assesments in Teaching Foreign Languages
(or ID-5700: Graduate Independent Study)
B / The candidate applies a practical problem-solving perspective sensitive to the context of school, community and society. / SPAN-5120: Sociolinguistics
(or EMSE-5561: Foundations of Education)
C / The candidate evaluates, clarifies and refines personal philosophy of professional practice. / SPAN-5120: Sociolinguistics
(or ID-5700: Graduate Independent Study)
(or EMSE-5561: Foundations of Education)
D / The candidate fosters and participates in collaboration in all professional settings. / EMSE-5220 Methods & Assesments in Teaching Foreign Languages
(or EMSE-5561: Foundations of Education)
E / The candidate demonstrates ability to assess, analyze, monitor and promote student/client progress. / EMSE-5220 Methods & Assesments in Teaching Foreign Languages
F / The candidate uses technology appropriate to field. / SPAN-5120: Sociolinguistics
G / The candidate implements effective strategies for teaching/supervision/professional practice and supports and fosters the belief that all children can learn. / EMSE-5099 Advanced Seminar I & II Research Educational Practices
Kean College of Education SPECTRUM MODEL / Alignment (con’t)
H / The candidate integrates knowledge derived from professional research into practice in various educational/clinical settings. / EMSE-5098/99
Adv. Seminar I & II
Research Educational Practices
I / The candidate applies action research to discover new information and/or solve problems in professional settings. / EMSE-5098/99
Adv. Seminar I & II Research Educ. Practices
J / The candidate demonstrates effective oral and written communication skills. / SPAN-5110:
History of Spanish Language
SPAN-5155: Spanish in America
K / The candidate analyzes and evaluates his/her own professional skills. / EMSE-5098 &
EMSE-5099
Adv. Seminar I & II
Research Educational Practices
Dispositions
A / The candidate promotes an appreciation and understanding of diversity in schools and society and demonstrates a commitment to meet the educational needs of all stakeholders in a caring, non-discriminatory and equitable manner. / SPAN-5120: Sociolinguistics
SPAN-5115: Hispanic Bilingualism
B / The candidate commits to collaborate professional partnerships in schools and other learning communities. / SPAN-5120: Sociolinguistics
C / The candidate creates a positive climate in which teaching and learning are primary concerns. / SPAN-5120: Sociolinguistics
D / The candidate recognizes the ethical implications surrounding contemporary problems and issues. / SPAN-5120 Sociolinguistics
SPAN-5140 Contemporary Spanish Culture
E / The candidate commits to ethical principles of research. / SPAN-5120 Sociolinguistics
Master Thesis
F / The candidate commits to moral and ethical principles of leadership, affirms human dignity and an ethic of caring for all people. / SPAN-5120 Sociolinguistics
SPAN-5140 Contemporary Spanish Culture
G / The candidate models professional and leadership behaviors in all interactions with school and community. / SPAN-5120 Sociolinguistics
1.3 Name of Assessment:
Tools used to measure student achievement: Research Essay (one) and Oral Presentation in Power Point Presentation (one).
Oral presentation will take place in the middle of the semester. The presentation typically takes between 8 and 12 minutes.
Research Essay will be take place in the last segment of the semester. The extension of Research Final Essay is about 15 pages.
1. Assessment (Assignment) Brief Description and Use in Program
In recent years, much has been written about the challenges of our global village. Among the issues is the concern that citizens need to be able to communicate better with both local and global citizens. To achieve this end, we must learn the languages of different cultures of the world. Only in learning the languages does one begin to understand and appreciate more fully the cultures of the world. The preparation of prospective world language teachers plays a critical role in achieving better communicate and cultural appreciation. Teacher education institutions must equip teachers to build students’ knowledge of world cultures and their abilities to communicate in the target languages (Spanish, in this specific proposal). A guiding principle in this challenge is that teachers themselves must possess an adequate background of knowledge in the Spanish language, as well as thorough knowledge of the pedagogical principles of how to assist the student in acquiring the language. The Master of Arts in Instruction and Curriculum: Teaching World Languages, Option (Spanish) responds to these new directions in New Jersey, in the United States, and in the world. It provides an opportunity for Kean students to choose an academic area with a broad appeal and interest level while building the essential methodological skills to disseminate the information about people in the Hispanic world. The combination of the World Languages component (Spanish) and the Education classes is appropriate for careers in education and would be useful for careers in government and other professions as well. The Masters of Arts in Instruction and Curriculum: Teaching World Languages, Option in
Spanish, MAIC-WLO(S), is designed to provide Kean graduate students with a program that
· Offers an academic core that provides a specialized and thorough preparation in the Spanish language
· Offers the opportunity to further develop one’s knowledge of the structure of the language and how to teach it
· Responds to the state, national, and world need for more fluency and communication in world languages
· Places high priority of the needs of the local and nation-wide school systems for well-prepared teachers
Methods for Teaching and Learning
A. Teacher-directed Instruction
1. Lectures
2. Discussion
3. Demonstrations, modeling
4. Presentation of the theories on Linguistics and Sociolinguistics
5. Use of transparencies and realia
6. Audio-visual presentations-power point, slides, video
B. Teacher-facilitated Work
1. Students sit in a circle to read and discuss a text
2. Group projects on an assigned topic
3. Internet usage (Web site visits, discussion groups, chat sessions, etc.)
4. Students collaborate to describe and critique a theoretical article
5. Excursions to symposia, conferences, workshops, etc.
Modes of Assessment
A. Class participation and discussion
B. Research Essays
C. Quizzes and tests
D. Oral presentations using the Power Point software program
2. COE Advanced Learning Outcomes addressed by the assessment/assignment
(Please, see chart / Spectrum Model: Advanced Learning Outcomes)
3. The Assignment: (copy and paste from your syllabus or assignment handout)
School of Global Education & Innovation/ Foreign Languages: Spanish
SPAN 5120: Language, Society and Culture:
An Introduction to the Sociolinguistics of Foreign Language Classrooms
Section: (01) M: 5:00pm- 7:40pm / J-143
3 credits
Instructor: Dr. Pablo Pintado-Casas
Assistant Profesor (Hispanic Linguistics)
Office: J-309 C
Phone number: (908) 737-3958
Email: and http://www.kean.edu/~pcasas
Office hours: (and by appointment)
I. Descripción del curso:
This course is an introduction to Sociolinguistics, and Ethnolinguistics, with an emphasis on Hispanics in the United States of America. The course explores such issues as social dialects, identity and culture, Spanish and the media, and life in two languages in the XXI century.
II. Bibliografía:
Amusategui, Karmele. Sociolingüística. Síntesis, 1990.
Blyth, Carl. (Ed.) The Sociolinguistics of Foreign-Language Classrooms.
Boston: Heinle & Heinle: 2002.
Bratt Paulstone, C.; and Tucker, G.R. (Eds.) Sociolinguistics. The Essential Readings.
Malden: Blackwell Publishing, 2003.
Klee, Carol A., and Ramos-Garcia, Luis A. Sociolinguistics of the Spanish Speaking World: Iberian, Latin America, United States. Arizona: Bilingual Press, 1991.
Lastra, Yolanda. Sociolinguistica para hispanoamericanos.
Mexico: El Colegio de Mexico, 1992.
Wardhaugh, Ronald. An Introduction to Sociolinguistics.
Boston: Balckwell, 2006.
III. Evaluación y calificaciones:
Asistencia y participación...... 10%
Ejercicios #1-5...... 5%
Examen Parcial...... 20%
Ensayo #1...... 20%
Presentación...... 20%
Examen Final...... 25%
· Calendario (tentativo) Primavera 2005:
Semanas:
Enero:
18 de enero de 2005: Comienzo del curso
1ª) 17-21 de enero:
Orientación general e introduccion a la Lingüística General
Lenguaje, Mente, Sociedad, identidad, y Cultura
2ª) 24-28 de enero:
Lenguaje y Sociedad: Introduccion a la Sociolinguistica
3ª) 31de enero + 1-4 de febrero:
Lenguaje, Mente y Cultura: Introduccion a la Psicolinguistica y la Etnolinguistica
Febrero:
4ª) 7-11 de febrero:
Vivir en dos lenguas: Una exploracion del concepto de identidad y cultura
5ª) 14-18 de febrero:
Teorias sociolinguisticas y la Sociolingüística Comparada (y Contrastiva)
6ª) 21-25 de febrero:
El estudio de los dialectos sociales y las variaciones del lenguaje
Examen Parcial
7) 28 febrero + 1-4 de marzo:
Sociolinguistica del mundo hispanico: Espana y Latinoamerica
Marzo:
8) 7 de marzo: Spring Break
9) 14-18 de marzo:
Los hispanos en los Estados Unidos de Norte America
10) 21-25 de marzo:
La cultura hispanica y la civilizacion
11) 28-31 de marzo:
La ensenanza del español en la era de la globalizacion
Abril:
12) 4-8 de abril:
Presentaciones orales
13) 11-15 de abril:
Presentaciones orales
14) 18-22 de abril:
Presentaciones orales
15) 25-29 de abril:
Presentaciones orales
Entrega del Ensayo final
Review
Reading days
9 de mayo: Ultimo dia de clases
Examen Final
Bibliography
Bell, Roger T. Sociolinguistics. Goals, Approaches and Problems. New York: St. Martin Press, 1976.
Bergen, J.J. Spanish and Portuguese in Social Context. Washington DC: Georgetown Univ. Press, 1983.
Broad, R.; and E. Welles. Foreign Language Enrollments in United Status Institutions of Higher Education, Fall 1998. ADFL Bulletin 31(2): 22-29, 2000.
Chambers, J.K. Sociolinguistics Theory. New York: Blackwell, 1995.
Coleman, H. (Ed.) Society and the Language Classroom. Cambridge: Cambridge Univ., 1996.
Corvalan, S. "Past and present perspectives on language change in US Spanish".El Espanol en los Estados Unidos VIII.University of Iowa, 1987.
Hellinger, Marhs, and Armon, Ulrich (Eds.). Contrastive Sociolinguistics. Mouton de Gruyter, 1996.
Hinkel, E. (Ed.) Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press, 1999.
Hudson, R.A. Sociolinguistics. Cambridge: Cambridge University Press, 1980.
Lantolf, James. "Toward a comparative dialectology of the U.S. Spanish". Spanish in the U.S. Setting: Beyond the Southwest. Rosslyn National Cleringhouse for Bilingual Education, 1983.
Mar-Molinero, Clare. The Spanish Speaking World. A Practical introduction to Sociolinguistics issues. New York: Routledge, 1997.
Mesturie, Rajend, and Swann, Joan. Introducing Sociolinguistics. Philadelphia: John Benjamins Publishing, 2000.
Sanchez, Rosaura. Chicano discourse. Rowley: Newbury-House, 1983.
Shaul, D.L., and Louanna Furbee, N. Language and Culture. Wareland, 1998.
Spolsky, Bernard. Sociolinguistics. Oxford: Oxford University Press, 1998.
Stewart, Miranda. The Spanish Language Today. New York: Routledge, 1999.
Teschner, Richard; Bills, G.; and Craddock, Jerry. Spanish and English of the United States Hispanos: A Critical, annoted, linguistic bibliography. Arlinton: Center for Applied Linguistics, 1975.
Trudgill, Peter. Sociolinguistics. An introduction to Language and Society. New York: Penguin, 1974.
Valdes, G.; and A. Lozano. Teaching Spanish to the Hispanic Bilingual: Issues, Aims, and Methods. New York: Teachers College Press, 1981.
Villa, D. "Choosing a "Standard" Variety of Spanish for the Instruction of Native Spanish Speakers in the U.S.". Foreign Language Annals 29: 191-200, 1996.
Zentella, A. Language Minorities and the National Commitment to Foreign Language Competence: Resolving the Contradiction. ADFL Bulletin 17(3): 32-42, 1986.
School of Global Education & Innovation/ Foreign Languages: Spanish / FA07
SPAN-5100: History and evolution of the Spanish Language
Section: 01: (M: 5:00pm-7:40pm)
Room: CAS-357
3 Credits
Instructor: Dr. Pablo Pintado-Casas
Office: J-301
Phone Number: (908) 737-3958
Email:
http://www.kean.edu/~pcasas
http://www.kean.edu/~frgnlang
http://www.kean.edu/~step
http://www.kean.edu/~revistas
http://www.kean.edu/~hace
Office hours: MW: 3:30pm-5:00pm (and by appointment)
I-. Course description:
This course examines the evolution of Spanish language Middle Ages to the present day. Including topics on the Latin and Early Romance, the Arabic influence in Al-Andalus, Judeo-Spanish, the spread of Castillian, the Modern Spanish Peninsular, Spanish in America and in the United States. Also introduce to the History of the Spanish, focusing on the nature between language and Hispanic cultures. Emphasis on the origin and development of the Spanish in the World. The course is conducted in Spanish. Prerequisite: Permision of instructor.
II-. Bibliography:
-. Alvar, Manuel (Director). Manual de dialectologia hispanica. El espanol de Espana
(Ariel Linguistica, 1999).
-. Alvar, Manuel (Director). Manual de dialectologia hispanica. El espanol de America
(Ariel Linguistica, 2000).