LaGuardia Community College
ELN101 INTRODUCTION TO BILINGUALISM
CATALOG DESCRIPTION
This course will cover the basic principles and applications of a bilingual philosophy of learning. It will consider psychological, social, and political factors of bilingualism, including past and present legislation. It will also examine language acquisition theories, representative models of bilingualism and bilingual instruction, and issues related to the maintenance of language and culture. Field trips to various schools in the city will constitute a significant part of the course.
PREREQUISITE: CSE099, ENA/ENG099
This course is in compliance with the academic integrity policy adopted by the College Senate.
In this course, students develop an intermediate electronic portfolio.
Week 1
General Orientation
Definitions of terms--Language (bilingual, monolingual), identity, culture, immigrant, migrant, stereotype, diversity, mother tongue
Language families and major world languages
Introduction to Blackboard (Bb)
Discussion Board: Describe in about 200 words what you expect to learn in this course (Bb)
LANGUAGE AND CULTURE
Week 2
Read: Dicker, 2-15
Topic: Language and Identity
Reflection as a toll for learning
Discussion Board: Reflection on language and identity (Bb)
Week 3
Read: Dicker, 15-25
Topic: Language and Culture
Writing Workshop # 1: Research, annotation, and bibliographic references
The research project
Discussion Board: Reflection on the status of non-native English speakers in the United States (Bb)
The ePortfolio—Concept and purpose
PSYCHOLOGICAL, SOCIAL AND POLITICAL FACTORS OF BILINGUALISM
Week 4
Read: Dicker, 38-47 and 51-57
Preview in class: Journey to America (VHS700)
DUE: WORKING BIBLIOGRAPHY
Topic: Immigrant language experience in America
Discussion Board: Assimilation or acculturation: Which choice do immigrants have? Neither? Both? (Bb)
The ePortfolio—Template choices, review of portfolio site
Week 5
Read: Dicker, 58-73
DUE DRAFT # 1 ABOUT ME: A PERSONAL NARRATIVE
Topic: Language Loss and Maintenance
Discussion Board: Is native language loss inevitable and/or desirable for recent immigrants? (Bb)
The ePortfolio—Selecting a template
LANGUAGE ACQUISITION THEORY
Week 6
Read: Dicker, 82-102
DUE: RESEARCH PAPER OUTLINE
Topic: Second language acquisition theory and methods
Discussion Board: Is there an optimum age to learn a second language? Why? Why not? (Bb)
The ePortfolio—Developing the Welcome page
Week 7
Read: Dicker, 103-113
DUE: ABOUT ME
Topic: Stages of second language acquisition
The ePortfolio—Adding images to text
BILINGUAL EDUCATION MODELS
Week 8
Read: Dicker, 116-117, 121-123, 125-127, 129-131
DUE: DRAFT #1 RESEARCH PROJECT (Peer Critique)
Topic: Structured immersion, transitional, and maintenance
Discussion Board: Describe the goals of one model: structured immersion, transitional, or maintenance (Bb)
The ePortfolio—Storing course work in MY COLLECTION
Week 9
Read: Dicker, 149-156
Topic: Dual language, two-way immersion
DUE: SHORT LETTER TO THE EDITOR OF YOUR LOCAL NEWSPAPER IN SUPPORT OR AGAINST BILINGUAL EDUCATION
The ePortfolio—Selecting assignments for the Classes and Projects page
PAST AND PRESENT LEGISLATION
Week 10
DUE: RESEARCH PROJECT
Topic: Lau v Nichols to Title VI
Discussion Board: Brainstorming the reflection essay (Bb)
The ePortfolio—Reflection as a tool for learning (revisited)
Week 11
Read: Dicker, 164-169
DUE: DRAFT #1 REFLECTION ESSAY (Peer critique)
Topic: Attitudes toward language pluralism in the United States
The ePortfolio—Zipping and uploading materials to the portfolio
NEW HORIZONS
Week 12
Read: Dicker, 311-319
DUE: REFLECTION ESSAY
Topic: The role of bilingualism in a pluralistic society
ePortfolio—Catch-up session
Week 13
Course summary
ePortfolio Showcase
REQUIRED TEXT
Susan J. Dicker. Languages in America: A Pluralistic View. 2nd Ed. Buffalo: Multilingual Matters Ltd., 2003.
PERFORMANCE OBJECTIVES
At the end of the course, the student will:
1. Demonstrate familiarity with the history of bilingual education in the United States and selected countries abroad;
2. Compare and contrast two major bilingual education models identifying rationale, goals and basic components;
3. Be familiar with first and second language acquisition theory.
COURSE REQUIREMENTS
Research Project 25%
About Me 15%
Reflection 10%
Letter to Editor 10%
Discussion Boards 15%
Electronic Portfolio 10%
Class participation 5%
Homework 5%
Professional behaviors 5%
Total 100%NOTE: LATE ASSIGNMENTS WILL NOT BE ACCEPTED!
ATTENDANCE POLICY
LaGuardia Community College?s attendance policy allows students 15% of unexcused absences. The Department of Education and Language Acquisition subscribes to this policy and enforces it as follows:
The absolute maximum of unexcused absences in this course is five (5) hours. There is no need to present any documentation.
Excused absences are at the discretion of the instructor. There are extenuating circumstances that warrant excuse. Consult the instructor.
Tardiness is disruptive to the learning process, therefore after ten (10) minutes students are marked absent for that hour.
PROFESSIONAL BEHAVIORS
Students are expected to practice professional behaviors that are conducive to creating an optimum learning environment that fosters successful work habits that may be applied in any setting. Therefore, students are expected to
a) hand in writing assignments on the day that they are due;
b) have completed reading assignment outside of class;
c) be engaged actively in the learning process by answering questions posed by peers or the instructor, offering their own insights, and posing questions during class discussions
d) remain in the classroom for the entire class period;
e) ask for clarification when instructions or questions are not clear;
f) be courteous at all times.
Lastly, turn off or set to vibrator all cell telephones during class time