MAE 635: Biliteracy: Models of Multilingual Education

CSUMB

Fall 2002

 

Monday 4-8pm

Starlight ES, PVUSD

 

Kip Téllez, Ph.D.

Education Department

229 Crown College

University of California, Santa Cruz

1156 High Street  Santa Cruz, CA  95064

831.459.2208

Home: 831.335.2797

ktellez@cats.ucsc.edu

http://education.ucsc.edu/faculty/ktellez/

 

 

Course Overview and Rationale

 

            The study of languages and language acquisition, unlike the study of physical objects, must be theoretical.  We cannot take a language and hold it, turn it over, or break it open to see what’s inside.  In spite of many educators’ attempts to objectify language or ignore its theoretical nature altogether, language remains a mystery, a theoretical box for which the keys are very, very hard to find.  This course examines the theory and practices in multilingual education (in many settings and for many purposes) by exploring the hypothetical models and complex constructs of language learning. 

 

Course Objectives

 

An advanced understanding of:

 

Theories of L1 and L2 acquisition

Theories of cognitive growth with relations to

Theories of multilingual education

The nature of multilingual education worldwide

Evaluation of multilingual models

 

Textbooks:

 

            Edwards, J.  (1994).  Multilingualism.  Routledge: London

            Dickson, P., & Cumming, A.  (1996).  Profiles of language education in 25 countries.  Berkshire, Great Britain: NFER. 

 

Readings:

 

Tellez, K.  (1998).  Class placement.  BRJ

Legaretta, D.  (1979) The effects of program model. TESOL Quarterly

Lee, J. & Schallert, D.L.  (19  ).  The relative contribution of L2 language.  TESOL Quarterly

Alvarado, C.G.  (1999).  A theoretical and empirical .  Doctoral dissertation: U of Houston

Salazar, J.J.  (1998).  A longitudinal model.  BRJ

Ramirez, J.D., Yuen, S.D., Ramey, D.R.  (1991).  Longitudinal study of . 

Tellez, K.  Qualitative Research on English Language Teaching Practices

 

Course Assignments:

 

  1. Presentation:  Please plan to present an hour-long presentation on a topic of interest.  The presentation should include the integration of at least three research or policy papers.  20% of grade.

 

  1. Program model paper:  Your task in this assignment is to develop an evaluative paper examining a model of L1/L2 or L2 language teaching.  The context is limited neither to US language teaching programs nor to any specific language groups.  80% of grade.  The paper should use as many of the assigned readings as possible, as well as several outside resources.  Sample paper topics will be presented in class. 

 

Schedule of Activities and Assignments:

 

Date

Reading Assignment

Topic

Jan. 28

 

Overview of course; Scheduling

Feb. 4

Chapter 1 (M)

Overview of the text, foundational understandings

Feb. 11

Chapter 2 (M)

Languages in the world

 

Feb. 18

Chapter 3 (M)

Alvarado, C.G. 

Bilingualism and intelligence

 

 

Feb. 25

Chapter 4 and 5 (M)

Languages in conflict

Languages and identities

 

March 4

Chapter 6 (M)

The prescriptive urge

 

March 11

Chapter 7 (M)

Languages, culture, and education

 

March 18

Chapter 8 (M)

Conclusions

March 25

Legaretta, D. 

 

Models for L1 and L2 teaching

April 1

No class

 

April 8

Tellez, K

Dickson, P., & Cumming, A (Profiles book)

Models for L1 and L2 teaching

April 15

Salazar, J.J. 

Evaluating large scale programs

April 22

Lee, J. & Schallert, D.L. 

Testing theories in empirical settings

April 29

Ramirez, J.D., Yuen, S.D., Ramey, D.R

Evaluating models

May 6

Last day of class