MAE
635: Biliteracy: Models of Multilingual Education
CSUMB
Fall
2002
Monday
4-8pm
Starlight
ES, PVUSD
Kip Téllez,
Ph.D.
229
Crown College
University
of California, Santa Cruz
1156
High Street Santa Cruz, CA
95064
831.459.2208
Home:
831.335.2797
http://education.ucsc.edu/faculty/ktellez/
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.
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:
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 |
|