Biliteracy in Bilingual Classrooms

1.      Students will be exposed to the teaching of reading in Spanish to the bilingual student.

2.      Students will learn differentiated literacies to promote the teaching of reading to emerging English learners.

3.      Students will understand how observational research enhances the teaching and learning of reading.

4.      Students will be exposed to specific guidelines and suggestions for observational reading research.

5.      Students will evaluate and revalue themselves with peers to reflect on their knowledge.

6.      Students will understand the importance of helping Spanish/English bilingual or Spanish-dominant students the skills necessary to become proficient readers and succeed in the school system.

7.      Students will be introduced to current reading methodologies, the concept of reading as a developmental literacy skill, reading in the content areas, new views of the development of proficiency in the second language, issues related to students with special learning needs, assessment, and the use of technology in the delivery of instruction.

1. Student Engagement                                                                                                            15%

You are expected to complete assignments prior to class and to actively participate in (small and large) group discussions (may include in-class writing assignments).

2. Amo Leer Family Literacy Night Presentations                                                        20%

Work with a classmate to develop and present a hands-on EC-6 literacy activity for Spanish-dominant parents and children at the Amo Leer Family Literacy Night at the Wichita Falls Public Library.

3. Class Presentation on Selected Readings                                                                  15%

You will sign up in groups of 3 to present and lead discussion on assigned readings for a given class. Here are the options: Carrasquillo y Segan (1998), Chs. 3-4; 5-6; or 7-8. Your presentation can run between 45-60 minutes in length. Highlight the important themes from your selected readings; identify the critical concepts covered in the readings; what was the authors' purpose (main objective) in writing this chapter; how does this chapter relate to the topic of SLA; what does it add to what you already know about SLA; select and interpret meaningful quotes from the readings; pose critical thinking questions to your classmates; and/or develop a game we can play to help us understand, critique and/or retain the information.

4. Multicultural Literacy Survey          /Map                                                                            20%

Individually or with a classmate, you must develop a multicultural literacy survey/map. Select multicultural books to support your EC-6 classroom instruction for approximately 10 weeks across the various content areas.

5. Top of Texas           Blog Spanish-Language Children's Book                                            10%

You are to select two children's books in Spanish (level of your preference, EC-6), summarize the content, evaluate the focus and utility for their use in a bilingual classroom, and describe how you would use them in your own classroom. Ideally, the books you select will also be included in your Multicultural Literacy Survey/Map.

6. 'Kidwatching' Case Study                                                                                       20%

Following the text, Kidwatching, you will document a child's literacy development in an EC-6 public school setting. The focus of this case study is to understand literacy evaluation practices through careful kidwatching, specifically in Spanish/English bilingual settings. By observing and recording the child's literacy development, you will develop new understandings of the ways children think and learn. Your case study paper shall be no less than five (5) double-spaced pages written in Times New Roman 12-point font. You are to utilize the American Psychological Association (APA) writing guidelines. It is expected that sources of information are credited in the paper.

You will also develop a 15-minute presentation to share your findings with the class. Your presentation must incorporate some form of technology.

A         90 – 100%                  Work is outstanding and exemplary

B          80 – 89%                   Work that is above the minimum requirements

C         70 – 79%                    Work that meets expected level of performance for most students

D         60 – 69%                   Work that falls short of minimum criteria

F      59% or below                 Work that falls well below the expected level of performance for most students

Assignments need to be turned in on the due date.  If for some reason you are unable to bring in an assignment, you must e-mail it, or send it in with a friend when it is due. Ten points will be deducted each day it is late. Extenuating circumstances must be discussed with the instructor at least 2 days before the due date, but only one time per semester. Assignments must be turned in with a hard copy on the day they are due, as stated on the course calendar.

1. You are expected to attend all classes. Failure to attend class will result in a loss of 5 points from your overall grade for the second absence. Each absence after this one will result in your grade being lowered one or more letter grades. Students with four absences cannot receive a grade higher than an "F" for the course. If you are going to be absent or late, e-mail or phone the instructor prior to class. This is good professional practice.

2. You are only allowed 2 absences. Excused absences are those requiring a doctor's excuse or other written documentation, which must be turned in to the Dean of Students' Office for further evaluation. It is the student's responsibility to provide the written documentation to avoid the loss of points. An exception can be given if it is a religious holiday. You need to notify the instructor immediately as you become aware that an absence will occur.

3. Punctuality is also expected for all classes. Arriving 5 minutes late for the class is considered a tardy. Three tardies will result in a loss of 5 points from your overall grade. Each tardy after this one will result in your grade being lowered an additional 10 points. When you arrive 10 minutes after class has started or leave before it ends, you will be counted absent for that class.

Study Time Requirements – For each class hour, at least three hours outside of class are expected. This course will meets 3 hours a week. Therefore it is expected that you spend 9 outside-of-class hours each week to read, study, and complete your assignments. It is expected that if you enrolled in this course, you can meet the time requirements.

Professionalism Policy – Conduct as a professional educator is expected at all times. "Attendance, punctuality the quality of your interactions with colleagues and supervisors, and the quality and timeliness regarding completing assignments all determine your professionalism, which in turn, signals your readiness to advance in the teacher education program." Silence all cell phones before class starts. No texting is allowed. Texting is very distracting to all members of the class and is considered rude and disrespectful behavior.

Handout Policy – The instructor will only take responsibility for having handouts and materials at class on the day initially provided.  If you have to be absent, be sure to make arrangements for a peer to collect materials for you.

Inclement Weather Policy – In case of inclement weather, students are encouraged to check the weather announcement on the MSU homepage or to call the education department (397-4370) if they have no immediate access to the Internet.