ETAP 652B Perspectives in Bilingual Development and Education
Fall ‘17
Instructor: Dr. Istvan Kecskes, Distinguished Professor of SUNY
Office: ED 311
Office Hours: Tu: 2-4; W: 1-2, or by appointment
Class meets: 4:15 Tuesdays
Location: ED125
Website:will be available later
Goals:current research, theory, and practice in bilingual development and education.
The course discusses bilingualism as an individual and social phenomenon from an international and intercultural perspective.
1. The course explains the difference between monocompetence and bilingual competence, and discusses the development of bilingual competence. Special attention is given to issues of learning, processing information and acquiring knowledge through two language channels.
2. The course provides an overview of sociopolitical, linguistic and educational issues related to bilingual and multicultural education in different settings. Bilingual programs in European and Asian settings are compared to U.S. and Canadian programs to explain how geo-politics, extent of globalization and cultural differences affect educational policy, structure and effectiveness of educational programs.
Course requirements:
1. Required readings and active contribution to classroom discussions.
2. Midterm and final examinations.
3. Presentation.
EVALUATION POLICY
Midterm examination: 30 %
Final examination: 50%
Presentation: 20 %
No passing grade will be given if any of the three requirementsis missing.
Presentations
Students in class will be split into 2-member teams. Each team is expected to present one of the articles listed in the syllabus in a 30 minute presentation-time. Presenters are also responsible to prepare questions (3-4) for the audience which will generate discussion on the given topic. Criteria for grading:
- demonstrated understanding of the main points of the article,
- clear presentation of ideas,
- structure of presentation (how easy for audience to follow),
- adequate answers to audience questions.
Class Policies
-- Academic honesty is expected in all phases of your work. All sources that you use for papers or projects, both print and online, should be carefully cited. All work should be original work created for this course.
-- Class attendance is crucial. Discussions and classroom activities require your presence. More than two absences will affect your grade for the course. (15% will be deducted off your grade if 3 classes are missed.)
-- As a matter of courtesy, please do not be late for class. It is impolite, and disturbs others working in the classroom. Class begins at 4:20 which gives 5 minutes extra-time for students to be on time. I expect you to call or email if you cannot come to class or if you are going to be late (for some serious reason).
-- Please do not eat and drink in class. Class-time is for work.
-- Exams can be taken only in the scheduled time.
-- The instructor will meet students during his office hours (see above). If you cannot make any of them, please ask for an appointment.
-- Cell phones MUST be switched off!
Statement for students who have disabilities
Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please notify the Director of Disabled Student Services(Campus Center 137, 442-5490). That office will provide the course instructor with verification of your disability, and will recommend appropriate accommodations.
Required Texts:
Kecskes, I. & T. Papp. 2000. Foreign Language and Mother Tongue. Hillsdale, NJ: Erlbaum.
Colin Baker. 2011 or 2017. Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters. (paperback)
Topics and Readings:
August 29. NO CLASS
Sept. 5
Course objectives, useful information, definition of language and bilingualism
Difficulties of bilinguals and problems with bilingual education
Readings:
Luc Sante: Living in Tongues. From the New York Times Magazine.
Traub, J. 1999. The Bilingual Barrier. The New York Times Magazine. January 31. 32-35.
Sept. 12
The bilingual lexicon
Readings:
Kroll, J. F. & Dijkstra, A. F. J. (2002). The bilingual lexicon. In R. A. Kaplan (ed.), The Oxford handbook of appliedlinguistics, pp. 301–321. Oxford: Oxford University Press.
Presentation 1:
Brysbaert, M. and Duyk, W. 2010. Is it time to leave behind the Revised Hierarchical Model of bilingual language processing after fifteen years of service? Bilingualism: Language and Cognition 13 (3), 2010, 359–371
Sept. 19.
Are monolinguals and bilinguals different?
Reading:
Grosjean, F. (2001). The bilingual’s language modes. In J. L. Nicol (Ed.), One Mind, Two Languages: Bilingual Language Processing. (pp.1-22). Malden, MA: Blackwell.
Presentation 2:
TIFFANY C. SANDOVAL, TAMAR H. GOLLAN, VICTOR S. FERREIRA and DAVID P. SALMON (2010). What causes the bilingual disadvantage in verbal fluency? The dual-task analogy. Bilingualism: Language and Cognition, 13, pp 231-252 doi:10.1017/S1366728909990514
Sept. 26.
A critical approach to multicompetence
Reading:
Kecskes, I. 2010. Dual and Multi- Language Systems. International Journal of Multilingualism.
Vol.7. No. 2: 1-19.
Presentation 3:
Hall, J.K. et al. 2006. Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics. 27/2: 220-240.
Note: summary for the midterm will be distributed via email.
Oct. 3.
Bilingualism and cognition
Readings:
Baker:Chapter 7
Kecskes & Papp: Chapter 1-2
Presentation 4:
Ellen Bialystok, Fergus I.M. Craik, Gigi Luk. 2012. Bilingualism: consequences for mind and brain. Trends in Cognitive sciences. Volume 16, Issue 4, April 2012, Pages 240–250
Oct. 10.
Preparation for the midterm (see summary)
Oct. 17.
Midterm Examination
Oct. 24.
NO CLASS
Oct. 31.
Early and later development of bilingualism
Readings:
Baker: Chapter 5 and Chapter 6.
Kecskes & Papp: Chapter 3.
Presentation 5:
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80, 207-245.
Nov. 7.
Cognitive Theories of Bilingualism and curriculum
Readings:
Baker:Chapter 8.
Presentation 6:
Proctor, C. P., August, D., Snow, C. E., & Barr, C. (2010). The interdependence continuum: A perspective on the nature of Spanish-English bilingual reading comprehension. Bilingual Research Journal, 33(1), 5-20.
Nov. 14
Thought and word in bilingual processing
Readings:
Kecskes & Papp: Chapter 4.
Presentation 7:
Stephanie DeAnda, Diane Poulin-Dubois, Pascal Zesiger, and Margaret Friend. 2016. Lexical Processing and Organization in Bilingual First Language Acquisition: Guiding Future Research Psychological Bulletin. 2016 Jun; 142(6): 655–667. doi: 10.1037/bul0000042
Nov. 21
Types of bilingual education
Language distance and multicompetence
Readings:
Baker: Chapter 10 and Chapter 11
Kecskes & Papp: Chapter 6.
Nov. 28.
Social identity of bilinguals
Readings:
Bartlett, L. (2007). Bilingual literacies, social identification and educational trajectories. Linguistics and Education, 18, 215–231.
Presentation 8:
Massimiliano Spotti. 2005. Bilingual Identities in Question: Social Identity Construction in a Dutch Islamic Primary Classroom
Note: summary for final will be distributed in class or via email.
Dec. 5
Bilingualism and Common Core
Readings:
Kecskes & Papp: Chapter 7.
María Estela Brisk and C. Patrick Proctor. 2015. Challenges and Supports for English Language Learners in Bilingual Programs. Understanding Language.
Summary for the final
Dec. 8 Make-up class.
This is a make-up class for the class canceled on October 24th. The class will meet at 4:15 PM
in ED 125. The class is NOT compulsory so it is up to you if you come or not. The main goal of the class is to help you prepare for the final. Please either ask your questions in class or write your question on a sheet of paper and put it on the desk in the classroom before the class starts.
FINAL EXAMINATION:
4:20 December 12, 2015 (Absolutely no make-up exams!)
December 12ndis a reading day. The exam was moved because December 19th is very close to the holiday season. Each of you must agree to this change otherwise the exam will be held on December 19th as scheduled. I will ask for your vote in class.