SYLLABUS
Professor Nancy H. Hornberger Room
334, 8-7957, nancyh@gse.upenn.edu
Mondays 2-4, Education 322 Please
call Lorraine at 8-8435 for appointments
Course Aims
The goal of the course is to
explore the wide range of issues affecting educational policy and classroom
practice in multilingual, multicultural settings. We will focus on selected US and
international cases to illustrate more general concerns relating to learners’
bilingual / bicultural / biliterate development in
formal educational settings. The course
is organized around the continua of biliteracy
framework that offers a heuristic for understanding the influences on and
processes of biliterate development. We begin at the
macro level, looking at policy contexts and program structures, and move to the
micro level to consider teaching and learning in the multilingual
classroom. Throughout, we consider how
discourses and identities are interwoven in multilingual education policy and
practice. We conclude with attention to the role of teachers, researchers, and
communities in implementing change in schools.
Required Texts
Freeman, Rebecca D. (1998). Bilingual Education and Social Change. Clevedon, UK: Multilingual Matters. ISBN 1-85359-418-0.
Hones, Donald F., & Cher Shou Cha (1999). Educating
New Americans: Immigrant Lives and Learning. Mahwah, NJ: Lawrence
Erlbaum. ISBN 0-8058-3134-7.
Hornberger, Nancy H. (1988). Bilingual
Education and Language Maintenance: A Southern Peruvian Quechua Case. Berlin: Mouton. ISBN 90-6765-357-8.
Hornberger, Nancy H., ed. (2003). Continua of Biliteracy:
An Ecological Framework for Educational Policy, Research and Practice in
Multilingual Settings. Clevedon, UK: Multilingual Matters. ISBN 1-85359-654-X.
Menken,
K. (2008). English Learners Left Behind: Standardized Testing as Language
Policy. Clevedon, UK: Multilingual Matters.
Schwarzer, David. (2001). Noa's Ark: One Child's Voyage into Multiliteracy. Westport, CT: Heinemann. ISBN 0-325-00279-7
Vásquez, O. A. (2003). La
Clase Mágica: Imagining
Optimal Possibilities in a Bilingual Community of Learners. Mahwah, NJ:
Lawrence Erlbaum.
Contexts
of biliteracy: Diversity, policy, and discourse
9/8 Week 1. Discourses of tolerance/intolerance: Biliteracy and U.S. policy
9/15 Week 2. Assimilationism/pluralism: Multilingualism as ideology and
practice
9/22 Week 3. Beyond stereotypes: Asians in the US
Media
of biliteracy: Bilingual, bidialectal,
multidiscoursal, multimodal education
9/29 Week 4. Language
ideology, language maintenance, and education: Quechuas in Peru
10/6 Week 5. Transitional, maintenance, enrichment
models: Bilingual & bidialectal education
BREAK
10/20 Week 6. Teaching and learning bilingually: Translanguaging and multilingual classroom discourse
Content
of biliteracy: Available discourses in multiethnic /
multilingual classrooms
10/27 Week 7. Culturally relevant pedagogy: Immigrant
and involuntary minorities
11/3 Week 8. Pedagogical practices/Language and
identity: Latinos in the US
11/10 Week 9. Continua of biliteracy:
Hybrid language and literacy practices
Development
of biliteracy: Pedagogy and assessment
11/17 Week 10. Multiliteracy and multiliteracies:
Biliteracy development
11/24 Week 11. Testing and
program evaluation: Biliteracy pedagogy and
assessment
Collaborating
for change: Teachers, communities, and researchers
12/1 Week 12. Teachers
as change agents: Indigenous language education and literacy
12/8 Week 13. Schools,
parents, and local communities: Community funds of knowledge
12/15 Week 14. Research and
practice in education in multilingual settings: Conscientização
Resources on the web
http://brj.asu.edu/ (Bilingual
Research Journal)
http://www.cal.org (Center for Applied Linguistics)
http://ccat.sas.upenn.edu/plc/clpp (Consortium for
Language Policy and Planning, U of Pennsylvania)
http://www.international.ucla.edu/lrc/hlj (Heritage Language
Journal)
http://www.asu.edu/educ/epsl (Language Policy
Research Unit, Arizona State University)
http://groups.yahoo.com/group/Multilingual_Literacy (Multilingual_Literacy)
www.ncela.gwu.edu (National Clearinghouse on English Language
Acquisition), formerly
www.ncbe.gwu.edu (National Clearinghouse on Bilingual
Education)
www.nabe.org (National Association for Bilingual Education)
http://ourworld.compuserve.com/homepages/jwcrawford (journalist James Crawford's Language Policy homepage)
http://www.eastern.edu/publications/emme (Electronic Magazine
of Multicultural Education)
http://texasedequity.blogspot.com (Educational
Equity, Politics & Policy in Texas – Prof. Angela Valenzuela)
ELLADVOC listserv –
members only (ELL Research and Advocacy – join by going to
http://users.rcn.com/crawj/Announcing.pdf>http://users.rcn.com/crawj/Announcing.pdf).
Course organization and requirements
Please note:
Students are expected to complete all course work within the semester. If extenuating circumstances require you to
take an incomplete, you must request permission from the instructor at least 2
weeks before the end of the semester. To
make up the incomplete, you must turn in your work at least 4 weeks before
the end of the semester in which you wish to receive a grade. If the work is not made up after 1 year, your
incomplete becomes permanent.
Academic integrity: All students are expected to abide by the code of academic
integrity throughout the course.
Academic dishonesty, including cheating, fabrication, and plagiarism
will not be tolerated and will be reported to the University administration.
BOOK
REVIEW AND CLASS ACTIVITY FACILITATION
(30 % of grade)
Students are required to review
one of the books listed under Recently Published Books to Review below or
another book of their own choosing (all those choosing their own book should
check with me beforehand). The review
will be presented both orally and in written form.
Oral presentation (15% of your course
grade): Along with a group you are assigned to, you will give an oral
presentation and conduct a short class session based on your book review. Your group will have a portion of class time
to structure your presentation and interactive classroom activity. The oral book review presentations should
include the following: a 5-minute summary and critique of the book you are
reviewing, including explicit links to other books reviewed that day and to the
week's theme; and a 20-30 minute structured, interactive class activity that
helps to involve the class in the arguments / concepts / questions being raised
by the book.
Written review (15% of your course
grade): The written review should be approximately 1000 words long and
conform to publishable standards. In
preparing this review, you are expected to read some reviews in scholarly
journals such as Anthropology and
Education Quarterly; Bilingual
Research Journal; Harvard Education
Review; International Journal of
Bilingual Education and Bilingualism; Language
and Education; Language, Identity,
and Education; Language in Society;
Language Policy; Linguistics and Education; and TESOL
Quarterly to familiarize yourself with the genre. Also possibly Journal of Latinos and Education; or Diaspora, Indigenous, and Minority Education: An International Journal,
for some books (these last two are not especially language-oriented, though). The written review will be due in class on
Week 10. No late reviews will be accepted. It will be graded for clarity, completeness,
coherence, critique, and appropriateness for audience. Please specify at the top of your written
review the journal you have in mind as the audience.
I encourage students to submit
their book reviews for publication and over the years, a number have been
published in this way (list posted on the course blackboard).
SYNTHESIS
AND CLASS PARTICIPATION REQUIREMENT (70% of grade)
A crucial component of this
course is the synthesis requirement
that constitutes a tool for dialogue and interaction, both oral and written,
with your peers and the instructor around the readings.
The synthesis process involves
the following:
1)
Prepare a
500 word, double-spaced typewritten synthesis based on each week's core
readings, following the guidelines below (#4). The synthesis is due on the day the topic is
covered in class. No late syntheses will
be accepted.
2)
During
class, you will usually be asked to exchange syntheses with your peers, read
and discuss together briefly. The ideas
and experiences thus shared will contribute to the discussion on the topic of
the day.
3)
You will
also be asked to comment on and award a grade to your peers’ syntheses, using a
rubric based on #4 below. All syntheses
will also be reviewed and graded by the instructor or the course graduate
assistant. Syntheses will be marked
according to the following scheme (see also rubric for grading syntheses):
-
the synthesis does not meet the minimum requirements
√
the synthesis meets the requirement
+
the synthesis is exceptionally clear, focused, and
persuasive.
4) Guidelines for writing the
syntheses:
Please
do not write summaries of the articles. Choose a theme from the
assigned readings and demonstrate how all or several of the readings illustrate
the point or issue chosen.
Tell the reader how you are going
to structure the synthesis; for example, identify the theme(s) you will be
dealing with clearly from the outset.
Show how the themes are developed
across texts; i.e. go beyond outlining what the various sources contribute to
the theme (e.g. compare / contrast).
Be selective about what detail
you choose to include.
Explain carefully how the authors
develop the theme, before you insert your own observations (i.e. interact with
the authors’ views).
Demonstrate that you have done
the reading, and that you have read, at least in respect to the theme(s) you
have chosen to focus on, closely and
critically.
Explain why the points you mention are interesting or exciting or why you agree or disagree.
Substantiate claims that you make
yourself by indicating what you base them on, e.g. personal experience /
observation.
Use referencing conventions
correctly and consistently - if you do not know what these are, consult the Publication Manual of the American
Psychological Association (APA).
5) You are required to write a
total of 10 weekly syntheses over the course of the semester. Please note that even when you do not write a
synthesis, you are required to have done the assigned readings and you are
expected to participate in class discussion.
Reading Outline
Core readings should always be done before the class meeting. Week 1's core readings should be done as soon
as possible after the class meeting. The reading load is heaviest in the weeks
when whole books are assigned. You may want to plan ahead and spread the
reading of these books across adjoining weeks.
Core
readings marked with
an * are reprints and are available in the course packet available for
purchase.
Supplementary readings are also suggested for each week
for those interested in following up on the topic, including references that
may be among those cited in the day's lecture.
Those with little previous
background on bilingualism may also want to read Colin Baker’s excellent
introductory overview text, Foundations
of Bilingual Education and Bilingualism.
I strongly encourage you to browse the newly published Encyclopedia of Language and Education (N. H. Hornberger, general editor),
especially volume 5 on Bilingual
Education and volume 9 on Ecology of
Language.
CONTEXTS
OF BILITERACY: DIVERSITY, POLICIES, AND DISCOURSES
Week
1. Discourses of tolerance/intolerance:
Biliteracy and U.S. policy
Core readings
Hornberger, Nancy H. Continua (2003), chapters 1 & 2.
*Skilton-Sylvester,
Ellen (2003). Legal discourse and decisions, teacher policymaking and the
multilingual classroom: Constraining and
supporting Khmer/English biliteracy in the United
States. In A. Creese & P. Martin (Eds.), Multilingual classroom ecologies:
Inter-relationships, interactions, and ideologies (pp. 8-24). Clevedon, UK: Multilingual Matters.
Supplementary readings
Crawford, James (2006). Official
English legislation: Bad for Civil Rights, bad for America’s interests, and
even bad for English (Testimony before the House Subcommittee on Education
Reform). Available on Crawford’s
Language Policy website.
Garcia, Eugene E. (2002). Bilingualism and schooling in the United States. International Journal of the Sociology of
Language, 155/156, 1-204, including reviewers' commentaries and Garcia's
response.
Hornberger,
N. H., L. Harsch, B. Evans, & M. Cahnmann (1999). Language education of language minority
students in the United States. Working
Papers in Educational Linguistics, 15(1),1-30.
Macedo, D. (2000). The
colonialism of the English only movement. Educational Researcher, 29(3), 15-24.
Week
2. Assimilationism
/ pluralism: Multilingualism as ideology and practice
Core readings
*Fishman, J. (1982). Sociolinguistic Foundations of Bilingual Education. Bilingual
Review/La Revista Bilingüe 9,1-35.
* Rampton,
B., Harris, R., & Leung, C. (1997). Multilingualism in
England. Annual Review of Applied
Linguistics 17, 224-241.
* Santa Ana, O. (1999). 'Like an
animal I was treated': Anti-immigrant metaphor in US public discourse. Discourse & Society 10(2), 191-224.
* Hornberger, N. H. (2000).
Bilingual education policy and practice in the Andes: Ideological paradox and
intercultural possibility. Anthropology
and Education Quarterly 31(2), 173-201.
Supplementary readings
Cummins, J. (1986). Empowering
minority students: A framework for instruction. Harvard Educational Review 56, 18-36.
Hornberger, Nancy H. (1998).
Language policy, language education, language rights: Indigenous, immigrant,
and international perspectives. Language
in Society, 27(4), 439-458.
Janks, H. (2000).
Domination, access, diversity and design: A synthesis for critical literacy
education. Educational Review, 52(2),
175-186.
Ruiz, Richard. (1984).
Orientations in language planning. NABE
Journal, 8(2), 15-34.
Week
3. Beyond
stereotypes: Asians in the US
Core readings
BOOK: Hones, Donald (1999). Educating New Americans.
*Lee, Stacey J. (1994).
Behind the model-minority stereotype: Voices of high and low-achieving
Asian American students. Anthropology and Education Quarterly
25(4), 413-429.
Supplementary readings
Lee, Stacey J. (1996). Unraveling the "Model Minority"
Stereotype: Listening to Asian American Youth. New York: Teachers College
Press.
McKay, Sandra L., & Wong, Sau-ling (Eds.). (2000). New Immigrants in the United States: Readings for Second Language
Educators. NY: Cambridge University Press.
Chapters 7-11.
Reyes, A. (2006). Language, identity, and stereotype among Southeast Asian American youth. Lawrence Erlbaum.
Walker-Moffat, Wendy (1995). The Other Side of the Asian American Success Story. San Francisco: Jossey
Bass.
***BREAK***
NO CLASS MEETING
MEDIA
OF BILITERACY: BILINGUAL, BIDIALECTAL, MULTIDISCOURSAL, MULTIMODAL EDUCATION
Week
4. Language ideology, language
maintenance, and education: Quechuas in Peru
Core reading
BOOK: Hornberger, Nancy H.
(1988).
Bilingual Education and Language Maintenance.
*Martin-Jones, Marilyn
(2007). Bilingualism,
education, and the regulation of access to language resources. In M. Heller (Ed.), Bilingualism: A Social Approach.
Palgrave Macmillan, pp. 161-182.
Week
5. Transitional, maintenance,
enrichment models: Bilingual & bidialectal education
Core readings
*Hornberger, N. H. (1991). Extending enrichment bilingual education:
Revisiting typologies and redirecting policy.
In O. García (ed.), Bilingual Education: Focusschrift in honor of
Joshua A. Fishman. Volume 1. Philadelphia: John Benjamins,
pp. 215-234 (and references 311-339).
* Freeman, R. (2000). Contextual
challenges to dual-language education: A case study of developing middle school program. Anthropology and Education Quarterly, 31(2),
202-229.
*Anderson, G., & Irvine, P.
(1993). Informing critical literacy with ethnography. In C. Lankshear
& P. McLaren (Eds.), Critical
Literacy: Politics, Praxis and the Postmodern (pp. 81-104). Albany, New
York: SUNY Press.
*Malcolm, I. G., & Sharifian, F. (2005). Something old, something new,
something borrowed, something blue: Australian Aboriginal students' schematic
repertoire. Journal of Multilingual and
Multicultural Development, 26(6), 512-532.
Supplementary readings
Christian,
Donna, & Genesee, Fred (Eds.) (2001). Bilingual Education. Washington DC: TESOL.
Torres-Guzmán, María. (2002). Dual language programs:
Key features and results. NCBE Directions
in Language and Education, 14, 1-16 [online at ncela.gwu.edu]
Week
6. Teaching and learning
bilingually: Translanguaging and multilingual
classroom discourse
Core readings
Hornberger,
Nancy H. (2003). Continua, Chapters 3, 4, 5.
*Martin-Jones, M. (1995). Code-switching in the classroom: Two decades
of research. In Lesley Milroy &
Pieter Muysken (eds.), One Speaker, Two Languages.
Cambridge University Press, pp. 90-111.
*García, O. (2007). Foreword: Intervening discourses,
representations and conceptualizations of language. In S. Makoni
& A. Pennycook (Eds.), Disinventing
and reconstituting languages (pp. xi-xv). Clevedon,
UK: Multilingual Matters.
Supplementary readings
Creese, A., &
P. Martin (Eds.) (2003). Multilingual
classroom ecologies: Inter-relationships, interactions and ideologies. Clevedon, UK: Multilingual Matters.
Heller,
Monica, & Martin-Jones, Marilyn (Eds.). (2001). Voices of Authority: Education and Linguistic Difference. Norwood,
NJ: Ablex.
Martin-Jones,
M., & Saxena, M. (1996). Turn-taking, power asymmetries,
and the positioning of bilingual participants in classroom discourse. Linguistics and Education, 8(1), 105-123.
Pennington, M. C. (1999). Framing
bilingual classroom discourse: Lessons from Hong Kong secondary school classes.
International Journal of Bilingual
Education and Bilingualism, 2(1), 53-73.
Poon, A. Y. K.
(1999). Chinese medium instruction policy and its impact on English
learning in post-1997 Hong Kong. International
Journal of Bilingual Education and Bilingualism, 2(2), 131-146.
CONTENT
OF BILITERACY: AVAILABLE DISCOURSES IN MULTIETHNIC / MULTILINGUAL CLASSROOMS
Week
7. Culturally relevant pedagogy:
Immigrant and involuntary minorities
Core Readings
*Jacob, Evelyn & Jordan, Cathie (Eds.) (1993). Minority Education: Anthropological
Perspectives pp. 3-13, 27-51, 83-111 [Jacob & Jordan; Erickson; Ogbu]