An Introduction to Bilingualism (2009) A Sociolinguistic perspective. Miryam Yataco

Miryam Yataco An Introduction to Bilingualism Yataco 2010 Bilingüalism, Bilingual Education (2) Instructor: Miryam Yataco (2008) Course Description This course is a general introduction to the study of bilingualism and its pedagogical and linguistic theoretical basis and applications. The course has been designed under the premise that a variety of social, political, and economic factors shape the day-to-day reality surrounding ‘educational’ and ‘linguistic’ issues and practices in bilingual or multilingual social and educational contexts around the world. Accordingly, the course explores various philosophical arguments, theoretical perspectives, program options, and research issues that have shaped the field of bilingualism, Interculturality and bilingual education programs. The course is intended to provide students with: An understanding of the key perspectives, questions, and issues that have been posed, studied, and answered about bilingualism. Grounding in the field of bilingualism and bilingual/biliterate education. A survey of languages of the world and sociolinguistic theoretical applications. An overview of social attitudes towards bilingualism, the internal dynamics of bilingual speech communities, the social & linguistic dynamics of language contact, and bilingual education policies and their effects. Knowledge of the types of research that is being conducted in the field of bilingualism An introduction to a theoretical perspective of first and second language acquisition for bilingual learners. Focusing on Indigenous Education as Linguistic Genocide. Familiarity with issues surrounding language diversity, intercultural perspectives, and identity formation. A general introduction to the reported experiences of bilingual education teachers in the U.S. and in the host country. REQUIRED READING Baker, C., Foundations of Bilingual Education and Bilingualism. 4th ed. Philadelphia: Multilingual Matters, 2010.---- [in Spanish} Fundamentos de Educación Bilingüe y Bilingüismo, Cátedra, Madrid. Articles & Books on Reserve. Dunbar, R., Skutnabb-Kangas T. (2010) Indigenous Children’s Education as Linguistic Genocide and a Crime Against Humanity? A Global View. PDF Supplemental Reading Wei, Li, ed. The Bilingualism Reader. 2nd ed. Routledge, 2007. ISBN: 9780415355551. Hamers F. J., Blanc M. Bilinguality & Bilingualism. 2nd ed. 2000.Cambridge University Press. PDF Miryam Yataco An Introduction to Bilingualism Yataco 2010 TENTATIVE SCHEDULE Week 1 – Introduction What is bilingualism? How has it been defined? What are four language abilities? Who is a balanced bilingual? Who is a semilingual? Day 1: Course overview, readings, and assignments. Day 2: Read and discuss Terminology (List 1); Baker, Introduction and Chapter 1 (pp. 2-18). Week 2 – Languages of the world, majority and minority languages, a review of theory of language How many languages do we have in the world? How do we define majority languages? How do we define minority languages? How do we contrast and compare Indigenous languages and minority languages? Do they overlap? Review and define the following terms: language, dialect, standard, Creole, pidgin, lingua franca, and more. Day 1: Languages of the world. Review Ethnologue (database of world’s languages). Read: Terminology (List 2); Fromkim & Rodman, An Introduction to language Chapter 10 (pp. 399411, 420-436); Baetens Beardsmore, H. La diversidad Linguistica: Retos y Estrategias; Yataco, M . Lenguas y Dialectos. Day 2: Power Point Presentation on majority and minority languages in various countries around the world (i.e. Spain, Paraguay, the U.K. Yataco, M. (2010) Endangered Languages Linguistic Rights, Geneva. Week 3 Languages in society What is the role of one of two languages in society? How does the societal context influence individuals’ development of bilingualism? How do multiple languages coexist (i.e. in Spain, Switzerland, Perú)? Day 1: Introduction to Sociolinguistic theory I. Read Terminology (List 3); Baker, Chapter 3 (pp. 4356); Fishman, J.A. Can Threatened languages be saved? Introduction – on reserve (pp. 2- 22). Day 2: Introduction to Sociolinguistic theory II. Read Baker, Chapter 3 (pp. 56-65); Spolsky, Sociolinguistics Chapter 3 Locating Variation in Speech (pp. 24-30); Skutnabb-Kangas, Linguistic Genocide in Education, (handout. on reserve). Week 4 – Sociocultural aspects of bilingualism Day 1: Review of language shift and maintenance, death and revival. Read: Baker, Chapter 4 (p. 6880). Day 2: Review of GIDS, looking at the case of the Maori and the Navajo. Read: T. D. Lee & D. MacLaughlin: Reversing Language Shift Navajo Revisited. (pp. 23- 43). M Strubel: Catalan a decade later. (pp. 260- 283) in Fishman, J.A. Can Threatened languages be saved? Week 5 – Childhood bilingualism Day 1: Class discussion, Power Point Presentations summary of key concepts. Quiz on Terminology. Day 2: Childhood bilingualism. Read Baker, Chapter 5 (pp. 86 – 96). Miryam Yataco An Introduction to Bilingualism Yataco 2010 Week 6 - The development of bilingualism Day 1: Read Baker, Chapter 5 (pp. 97 - 108). L1 & L2 acquisition and development. Day 2: Informal & formal language acquisition, the age factor, code-switching, children as language brokers. Case Studies (group& individual presentations). Week 7 – Second language acquisition and learning Day 1: Contexts and situations in language learning. Read Baker, Chapter 6 (pp. 110 - 122). Read: Eckard R. (art.) The learning vs. acquisition debate. (on reserve) Day 2: Psychological factors affecting second language acquisition. Read Baker, Chapter 6 (pp. 123 132). Review: PBS Series: The Human Language Series Episode 2 Acquiring the Human Language Video Week 8 – Bilingualism and cognition; information processing in bilinguals Day 1: Bilingualism and intelligence, bilingualism and the brain, bilingualism and divergent thinking, Bilingualism and metalinguistic awareness. Read Baker, Chapter 7 (135 - 153). Day 2: Class discussion. Read Hamers & Blanc, Bilinguality & Bilingualism, Chapter 4 (pp. 84 114). Week 9 – Cognitive theories of bilingualism and the curriculum Day 1: The balance theory, the iceberg analogy, the thresholds theory and additions, curriculum relevance. Read Baker, Chapter 8 (163 -179) Read: Schumann J., (art.) Social and Affective Conditions Shaping Language Acquisition: Schumann’s Acculturation Model in McKay & Wong Language Diversity Problem or Resource (on reserve). Day 2: Power Point P. on the contributions of Jim Cummins. Read: Cummins, Jim (2000). Language, power and pedagogy. Chapter 3. Read: Hipótesis de la Interdependencia en el aprendizaje de Idiomas. (art.) Information; Jim Cummins Theories PDF. Week 10 – Bilingual Education Day 1: Brief historical perspectives of bilingual education in the U.S. Varieties of bilingual education: weak and strong forms of education for bilingualism and biliteracy. Read Baker, Chapter 9 (pp. 182 - 183, 192 - 201). Day 2: Dual language bilingual education model and bilingual education in majority languages. Read Baker, Chapter 10 (pp. 212 - 226). Read: Fishman J., (art.) Bilingual Education: What and Why? (on reserve); Fishman J., Bilingual Education, Sociolinguistic Perspective ERIC Paper presented at the fourth annual TESOL Convention, San Francisco, California, March 18-21, 1970. Week 11 – Bilteracy and literacy in minority languages Day 1: Uses of literacy, definitions, approaches. Read: Baker, Chapter 15 (pp. 319 - 339), Terminology (List 4). Read: Godenzi, J. C. (art.) La sociedad y sus prácticas letradas; Cassany, D. Prácticas letradas contemporáneas PDF. Day 2: Review of Baker, Chapter 15. Read: Watamahogie L & McCarthy T. Literacy for what? Hualapai literacy & language maintenance. ( pp. 96 - 111); Godenzi J.C. Literacy and modernization among the quechua speaking peoples in Peru, (pp. 237 - 248) in Hornberger N. (1996) Indigenous literacies in the Americas. Book information. Miryam Yataco An Introduction to Bilingualism Yataco 2010 Week 12 – Multiple Literacies Day 1 & 2: Read: 1- Scribner, S. y Michael Cole. (1988) Unpackaging Literacy. (p.61-69). (on reserve). 2- Zavala, V.: (Des)encuentros con la escritura. (on reserve) 3- Vigil N. Pueblos Indígenas y Escritura. PDF 4- Vigil, N. Las acciones para desarrollar la escritura de las lenguas indígenas. PDF 5- Evaluación Censal de estudiantes ECE 2007 - Ministerio de Educación del Perú. PDF 6- Literacidades vernáculas y dominantes. Universitat Pompeu Fabra. PDF Week 13 - Multiculturalism and the Politics of Bilingualism Day 1 & 2: Read: Baker, Chapters 18, and 19 (see websites for bilingualism), Read: Pratt, M. (art.) Arts of the contact zone (on reserve) Selected videos on Bilingual Education. 1- Foro Educativo (2007) Zorros de arriba. Documentary 2- Zentella, A.C. (2004) A Nuyorican’s view of our history and language(s) in New York (1945-1965). In G. Haslip-Viera, A. Falcón and F. Matos Rodríguez, Eds. Boricuas in Gotham: Puerto Ricans in the Making of Modern New York City -- Essays in Memory of Antonia Pantoja. NY: Markus Wiener. Pp. 21-36. 2004. 3- Zentella, A.C. (2000) Puerto Ricans in the US: The linguistic repercussions of colonialism. New immigrants in the United States: Background for second language educators, Sandra Lee McKay and Sau-ling Cynthia Wong, eds, Cambridge University Press. Pp. 137-164. 2000. 4- Zentella, A. C. (1999) Language Planning/Policy and US Colonialism: The Puerto Rican Thorn in EnglishOnly's Side. Language policy and planning: Sociopolitical perspectives, T. Huebner & K. Davis, Eds, John Benjamins,155-171. 1999. 5- Educación Bilingüe Intercultural en Oaxaca, México. CEDELIO, Video. 6- Lenguas Indígenas en México. PDF Week 14 – Mother Tongue: Definitions, the right to an education in mother tongue. Day 1 – Mother Tongue; Required Reading: 1- Criterion, Definition – Tove Skutnabb-Kangas PDF 2- Mother Tongue Education: Tove Skutnabb-Kangas “The human right to a mother tongue in revitalizing Indigenous languages” PDF “Literacy & Oracy in Mother-Tongue Based Multi-Lingual Education” PDF Additional Reading: Skutnabb-Kangas & Phillipson (1995), Linguistic Human Rights past & present (pp 71 – 109) in Tove Skutnabb-Kangas, Robert Phillipson, Mart Rannut Eds. (1995) Linguistic Human Rights –Overcoming Linguistic Discrimination. Week 15 – “Indigenous Education as Linguistic Genocide”. Required Reading: Dunbar, R., Skutnabb-Kangas T. (2010) Indigenous Children’s Education as Linguistic Genocide and a Crime Against Humanity? A Global View. PDF Skutnabb-Kangas T. (2008) Language, Education and (violations of) Human Rights. Voice PDF Week 16 Interculturality & Intercultural Bilingual Teachers or Docentes Interculturales Bilingües: Day 1 & Day2. Miryam Yataco An Introduction to Bilingualism Yataco 2010 Interculturality – A definition. Aula Intercultural. Miguel Rodrigo Alzina. PDF 2. 2. Bring your draft of Linguistic Autobiographical draft. 1- The role of the teacher in educational settings or El rol del/la maestro/a en las escuelas. 2- Bilingual Teachers’ Unheard Voices or Voces no escuchadas de los Maestros (a)s Bilingues. Reading: Solís, G. (2009) Interculturalidad: encuentros y desencuentros en el Perú PDF; Solís, Gustavo (2012), Convenio Andrés Bello - Curso Interculturalidad PDF; Béjar, H. DIGEBIR (2012) Interculturalidad: Mirarse en el espejo. Questions to develop: at a Macro level How do individual and societal perspectives on bilingualism inform the teaching-learning practices of the classroom context? How do bilingual teachers consider and incorporate these factors within their classroom instruction? At a Micro level How would you evaluate your performance as a bilingual teacher? Could you assess: your language skills in L1 and L2 + your lesson planning & your testing tools? Day 1 & 2: Readings: 1- Lemberger, N. (1997) Bilingual Education: Teachers' Narratives (p.p. 32-67- chapters 4-6) 2- Ada, Alma Flor, Creative Education for Bilingual Teachers (1991) in Masahiko M. and Kennedy B. Ed. Language Issues in Literacy and Bilingual/Multicultural Education. HER. PP. 447 -455. (on reserve) 3- Zavala, V. (2007) Una Mirada a la formación docente en educación bilingüe intercultural en la zona andina en Perú. En Cuenca, Nucinkys, Zavala Eds. Nuevo maestros Para América Latina. (on reserve) 4- Czarny, Gabriela (2002) La interculturalidad como practica escolar invisible, Monografía DIE- CINVESTAV-IPN. INEGI, México. PDF 5- Zúñiga M., y Ansion, J. ¿Qué entender por interculturalidad? PDF Following week - Presentations, class discussions and Final. Course Design This course is designed in a manner that allows students to interact directly with course material. Large- and small-group discussions, rather than lectures, will make up the bulk of our in-class time. Therefore, it is imperative that students arrive at each class having read all of the assigned readings. Graded assignments, while providing a means for arriving at a final grade for each student, are designed as instructional exercises. Accordingly, less emphasis will be placed on quizzes and exams than on graded out-of-class assignments that stress interpretation of course materials and development of critical thinking. MISSION: To construct a collaborative learning environment via attention to the following: large and small group dynamics; increased literacy in academic discourse (comprehension and production, oral written); increased digital literacy through Power Point and Web-based exercises; and opportunities for active engagement with course content and materials. Miryam Yataco An Introduction to Bilingualism Yataco 2010 VISION: A classroom climate that fosters an ethos of mutual respect and inclusion of all voices, along with a spirit based on latitude (the expansion of knowledge through a combination of global + glocal perspectives), personal ownership of learning, and individual construction of personally meaningful knowledge. Attendance/Professionalism (10 points per session X 15 = 150 points, 20%): Attend all class sessions, be on time, and stay the entire time. Read all assigned chapters and supplementary readings before they are due, complete any outside assignments, participate in discussion both in small group and large group, turn in work on time and exhibit all other aspects of professionalism required by the profession. Student Learning Outcome #1: The student will identify and understand theories of L1 and L2 acquisition and development. Student Learning Outcome #2: The student will understand the role of culture in language development and academic achievement. Assessment Method: If all of the above is done, you will get 10 points per session. Philosophy Statement (150 pts, 20% of total course grade): Write a personal philosophy statement that expresses what you believe about bilingual education based on the knowledge you gained through this course and your personal and professional experiences. Explain how your philosophy will guide how you will teach work with students whose mother tongue is other than English. Student Learning Outcome #4: The student will value bilingualism, biliteracy and multiculturalism and become an advocate for English language learners. Assessment Method: Your essay will be assessed using the Philosophy Statement Check list. Linguistic Autobiography (30%) 200 points, description included. GRADING POLICY GRADING SCALE 90-100 % A 60-69% D 80-89% B Below 60% F 70-79% C Electronic Gradebook: • All grades will be recorded in the online gradebook. This allows you to see how many points each assignment was awarded and what percentage score you have earned up to that point in time, 24 hours a day, seven days a week. • Click on the score itself to see if the instructor has made any comments such as complementing various aspects of your work or making suggestions for improvement. Late turn-ins: they are due. A hard copy must also be provided on the due date to the instructor. work will be accepted. Written Assignments (5% subtracted per item): Miryam Yataco An Introduction to Bilingualism Yataco 2010 on all sides. College level writing is expected in terms of organization, structure, and editing. Excessive spelling, grammar, punctuation, capitalization, etc errors will result in points deducted. Cite your Sources (from 5% to 100% subtracted if not followed): APA style should be used for all references. Include a citation in the body of your report (Author, Year) and a bibliography at the end. A complete guide to this style is available at http://owl.english.purdue.edu/owl/resource/560/01/. TECHNOLOGY REQUIREMENTS Technologies Needed: • Internet access/connection – high speed recommended (not dial-up) • Word Processor (i.e. MS Word or Word Perfect) • Internet Explorer (6.), 7.0, or 8.0) or Firefox (3.0) It is strongly recommended that you perform a “Browser Test” prior to the start of your course. To launch a browser test, login in to eblackbd, click on the Courses‟ tab, and then select the “Browser Test” link under Support Services. If your Internet access at home is not high speed, you may have difficulty uploading and downloading files, including your assignments. If this is the case for you, I suggest you use the computer labs on campus or some other computer with high speed access to send in your work. Complete instructions for all written assignments are included in the online unit scheduled for the date the assignment is due. Check the course calendar for this date and its associated unit. Find each Assignment link by clicking on the appropriate “Unit” link on the left navigation bar which will then reveal the assignment link below it. The online instructions provide step by step directions for how to accomplish the assignment, links to sample papers and other resources such as report templates, and links to rubrics and checklists that will be used to assess the assignment. Please review these instructions and all associated documents carefully before beginning your assignments. A dropbox, clearly labeled using the name of the assignment, is set up for every assignment. The boxes are found under the dropbox tab on the top toolbar in blackbd. Upload all assignments electronically into the dropbox by 8AM on the day they are due. Use Microsoft Word as your word processor and save your files with a .doc extension. Bring a hard copy of your work to class for turn-in. The quizzes will be available online the weeks (7 days) the quiz is assigned for and the final exam will be available online for 72 hours at the end of the semester. You may log into the exam at anytime during those 72 hours, but, only once. You will have up to an hour and a half to complete the exam and submit it. For the exam, some items are randomly taken from a test item bank, so do not expect to have the exact same test items as others in the class. Upon submission you will immediately get a numeric score report. The day after the 72 hour test window is closed you will be able to return to the exam, seeing which items you got correct and which items you missed. A webliography with over 80 links of instructional websites of special interest to bilingual and ESL educators is provided. You are invited to explore these websites to increase your knowledge of Internet resources available to you for your teaching. Miryam Yataco An Introduction to Bilingualism Yataco 2010 Dropbox Your assignments are to be uploaded, as an attachment, to the appropriate dropbox. For team assignments, every person on the team needs to upload the work into his/her dropbox. I recommend you not wait until the last minute to upload your work to the dropbox as you may encounter technical difficulties and end up with lateness penalties. Do not type your work into the box that opens up or copy and paste text from your document into it. The box is for your comments to me about he work, e.g., “Mrs. Armstrong, please grade this latest report, not the one I sent yesterday as I made some corrections.” I may send you comments via this box as well, so please click on the score to see my feedback to you. LINGUISTIC AUTOBIOGRAPHY (30%) Your individual project for this class will be to create a linguistic autobiography. This project is intended to help you recognize and analyze your own relationship to language(s) as an individual and as a bilingual intercultural educator. I am encouraging you to write this assignment using a narrative style. This is to be an autobiography and thus there is no one or correct history. Constructing your imaginary maps The rationale for this assignment is to help you see the connections between your family’s history with language use and language learning, inside and outside school, and the global study of bilingualism and bilingual education on which this course focuses. In addition it is hoped that you will learn more about your family’s history and attitudes about bilingualism and bilingual education, views that may be new to you. It will be a collection of materials (including, e.g., log entries, including own reflections, your own readings and daily activities from this class) and a paper (a report/essay analysis of your linguistic experiences/heritage/ interests/feelings/other). If possible interview family members to reconstruct how Spanish or Quechua or other languages have related to your family, both inside and outside school. You should also consider your family’s language attitudes about own heritage language use and about other languages being used in the community (in either the private or public domains – or both). Reflect on your experiences as a bilingual person. Discuss: what was the role of your family, community and school in your language development in L1 & L2? How did your first language influence the learning of your second language? You may include a careful consideration of how race, gender, class and culture influence individual language use in public and private domains, and an understanding of how language is socially constructed and used. Your essay is to be saved in an MS word document. You will submit some materials throughout the semester and resubmit them at the end of the semester. I encourage you to develop a search into the history of languages in this country in your community and in your own family history. Data Collection - You will need to gather/generate data for this linguistic autobiographical analysis. Some of the assigned class/daily activities will help you with this exploration; others, you can gather or produce on your own. The Paper This reflective essay should demonstrate your understanding of key linguistic concepts and terms addressed in this course. The format and organization of your autobiography should be designed by you. You may choose to interweave text in L1 or L2, you may decide to use video Miryam Yataco An Introduction to Bilingualism Yataco 2010 production to accompany the written text, you may decide to outline parts of this essay using oral communication or web designed exercises. I am giving you total freedom, to choose the medium you will use in ‘composing’ your linguistic autobiographical essay. I will read-observe each history with an eye to the quality of the thoughtfulness and thoroughness of your incorporation of the course material.