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Graduate Course Proposal Form Submission Detail - FLE5895
Tracking Number - 1922

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Current Status: Approved, Permanent Archive - 2004-07-02
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Detail Information

  1. Date & Time Submitted: 2004-04-30
  2. Department: secondary education
  3. College: ED
  4. Budget Account Number: 172400000
  5. Contact Person: tony erben
  6. Phone: 974 1652
  7. Email: terben@tempest.coedu.usf.edu
  8. Prefix: FLE
  9. Number: 5895
  10. Full Title: Dual Language Education
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): ESOL IV
  19. Course Online?: -
  20. Percentage Online:
  21. Grading Option: R - Regular
  22. Prerequisites: none
  23. Corequisites:
  24. Course Description: This course is for teachers who are interested in bilingual education. The aim is to deconstruct the philosophical, theoretical, political, social and educational underpinning of instruction (K-16) when it is delivered through two languages.

  25. Please briefly explain why it is necessary and/or desirable to add this course: State required course for initial certification
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? high demand - required within MAT & MA plan 2
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? no
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) PhD in SLA, FLE , ESOL, applied linguistics, linguistics
  29. Objectives: 1.0 Develop an understanding of societal bilingualism (historical and international perspectives)

    2.0 Develop an understanding of individual bilingualism (theory, research & social)

    3.0 Develop a critical understanding of models of dual language education

    4.0 Develop an understanding of the legal foundations of dual language instruction

    5.0 Understand the role, function and types of pedagogic approaches used in dual language educational settings

    6.0 Synthesize and articulate issues dealing with dual language schools as cultural communication systems.

  30. Learning Outcomes: All readings, activities, and assignments of this course are filled with numerous varied evaluation activities to support mastery of the knowledge and skills needed for effective teaching in dual language environments
  31. Major Topics: Historical and international perspectives of societal bilingualism

    1.1 What is bilingualism

    1.2 Diglossia

    1.3 Pidgins, Creoles, Dialects and Standard Language

    1.4 Language as Prestige, Power and as marginalised "Other"

    1.5 Racism in education, multiculturalism, pluralism, equity and equalisms / dualisms

    Individual bilingualism (theory, research & social)

    2.1 Bilingualism across the lifespan

    2.2 Early differentiation of languages in bilingual children variation and idiomaticity

    2.3 Landmarks of language acquisition lexicon, syntax, phomology, pragmatics

    2.4 Language in the mind, thinking about language (language & thought), links to literacy

    2.5 Beyond language bilinguals and intelligence, language and cognition

    Models of Dual Language Education

    3.1 What are program models? Strong and weak forms of bilingual education

    3.2 Transitional programs which students do transitional programs serve?

    3.3 Language maintenance programs

    3.4 Language enrichment programs

    3.5 Immersion programs history, results of 30 years of research

    3.6 Bilingual teachers preservice education, inservice education, competencies, the role of paraprofessionals, staffing issues, planning/organisational issues, funding issues

    3.7 Starting a dual language program

    Legal Foundations of Dual Language Education

    4.1 Historical Context for Dual Language Education

    4.2 The civil rights movement and developments internationally

    4.3 Federal involvement in education & the Bilingual Education Act

    4.4 Lau vs Nichols (1974) and its effects, the Equal Educational Opportunities Act

    4.5 State Laws and bilingual education

    4.6 Empowerment agents in bilingual education

    4.7 Politics in bilingual education language support/suppression, language resistance/elitism, assimilation/pluralism

    The role, function and types of pedagogic approaches used in dual language education

    5.1 An overview of FL instruction

    5.2 Integrating language and content planning and lesson delivery

    5.3 Classroom activities, curriculum materials design and interaction

    5.4 Biliteracy

    5.5 Communicative Competence & code switching

    5.6 Assessment & measuring proficiency measuring bilinguality, content assessment

    5.7 Classroom management

    5.8 Parent Communication, community involvement, using paraprofessionals

    Schools as a Cultural Communication System

    6.1 Mainstream education discourse systems and its implications for dual language classroom discourse

    6.2 Co-constructing social identities

    6.3 Crossing language, cultural and class lines a focus on inclusion

    6.4 Micro level classroom interaction

  32. Textbooks: i- Dual Language Instruction. A handbook for enriched education. (2000) Cloud, n., Genesee, F., Hamayan, E.. Heinle and Heinle
  33. Course Readings, Online Resources, and Other Purchases:
  34. Student Expectations/Requirements and Grading Policy:
  35. Assignments, Exams and Tests:
  36. Attendance Policy:
  37. Policy on Make-up Work:
  38. Program This Course Supports:
  39. Course Concurrence Information:


- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.