001 Bilingual Language
Course Syllabus- Spring 2011
Roxanna Ruiz-Felter, M.A., CCC-SLP Office Hours: By appointment Phone: 469-964-2499
Lecture: Thursday 4:00-5:45 PM Room: Callier Dallas Bldg. 1 A.229 Email: email@example.com
Pre-requisites: None Course Description:
The purpose of this class is to enhance your knowledge of understanding and working with a culturally and linguistically diverse (CLD) population. The stages of second language acquisition will be discussed, the types of bilingual programs available, and the types of bilingual learners will be discussed. Legal and best practices of assessment for CLD groups are stressed through discussion and case studies. This course has been designed to ensure that students demonstrate required knowledge and skills as outlined in the Standards and Implementation Guidelines for the Certificate of Clinical Competence in Speech-Language Pathology. The specific standards addressed in this course are: III-B, III-C, III-D, III-E, III-F, III-H, IV-B. Student Learning Objectives: Students will: 1. Demonstrate knowledge of the processes of second language development and language characteristics frequently observed in second language learners. (Std. III-B) 2. Discuss and explain how to appropriately identify when to assess using culturally sensitive methods and how to execute such methods to reduce cultural and linguistic bias when assessing for articulation, fluency and language. (Std. III-C/ Std. III-D). 3. Research and collect information regarding various cultures and linguistic phonological differences to compare/contrast with Standard American English. (Std. III-C) 4. Discuss appropriate considerations necessary for assessing culturally and linguistically diverse children to include: background history, schooling, language, family, culture, and sociological factors. (Std. III-D) 5. Demonstrate considerations for language of intervention and appropriate intervention strategies that can be used with culturally and linguistically diverse children. (Std. III-C) 6. Develop skills necessary to independently analyze and interpret assessment data to develop goals that are curriculum & language related for intervention. (Std. III-C, Std.-D) 7. Discuss and explain how to evaluate progress and treatment efficacy. (Std. IV-G, Std IV-B) 8. Describe and apply knowledge about ethical considerations and professional issues and their impact on assessment and treatment of individuals with culturally and linguistically diverse backgrounds. (Std. III-E, III-F, III-G, IV-G)
Required Text: 1. Rhodes, R., Ochoa, S., & Ortiz, S. (2005). Assessing Culturally and Linguistically Diverse Students. A Practical Guide. New York: The Guilford Press. 2. Genesee, F., Paradis, J., & Crago, M (2004). Dual Language Development and Disorders. A Handbook on Bilingualism & Second Language Learning. Baltimore: Paul H. Brookes Publishing Co. Recommended Text: 1. Goldstein, B. (2000). Cultural and Linguistic Diversity Resource Guide for Speech-Language Pathologists. San Diego: Singular Publishing Group. 2. Kayser, Hortencia. (1998). Assessment and Intervention Resource for Hispanic Children (Clinical Competence Series). Treatment of Hispanic Children. San Diego: Singular Publishing Group Inc.
Assignments and Calendar
These descriptions and timelines are subject to change at the discretion of the instructor DATE: Jan. 13 TOPICS & READINGS: NO CLASS- Please read prior to next class Who is a second language learner? Where are they? 1. Reading: A Practical Guide, Chapter 1 English-Language Learners in U.S. Public Schools. (1-14). 2. Reading: Dual Language Development & Disorders, Chapter 1 Introduction (3-20) Course Introduction1. Explanation of purpose and use of materials (binder) 2. Students expectations of class 4. Brief overview of book and readings 5. Choose test for test critique 6. Empirical paper assignment 7. Lecture: Who is a Second Language Learner? Language- Culture & Cognition 1. Reading: Dual Language Development & Disorders, Chapter 2 Language & Culture 2. Reading: Dual Language Development & Disorders, Chapter 3 Language & Cognition 3. Assignment #1 4. Bilingualism, Biculturalism, & Deafness (Grosjean, 2010) Past and Present Review of Laws regarding Special Education 1. Reading: A Practical Guide, Chapter 3 Legal and Ethical Requirements for the Assessment of Culturally and Linguistically Diverse Students (42-53)
Introduction to Bilingual First Language Acquisition 1. Reading: Dual Language Development & Disorders, Chapter 4 Bilingual First Language Acquisition (63-88)
Introduction to Second Language Acquisition1. Reading: Dual Language Development & Disorders, Chapter 6 Second Language Acquisition in Children (117-151) 2. Reading: A Practical Guide, Chapter 4 Second-Language Acquisition (69-75) 3. Depth and Breadth of Vocabulary in Two Languages: Which Vocabulary Skills Transfer? (Ordóñez, Carlo, Snow, & McLaughlin, 2002) 3. Assignment #2 4. Last Day for Empirical Paper Approval- 5% off each day after Code-Mixing 1. Reading: Dual Language Development & Disorders, Chapter 5 Bilingual Code-Mixing (91-114) 2. The Influence of Dominance and Sociolinguistic Context on Bilingual Preschoolers’ Language Choice (Paradis & Nicoladis, 2007) 3. Conceptual Scoring vs. Monolingual Scoring (Bedore, Peña, García, Cortez, 2005) Bilingual Education and efficacy of models 2. Reading: A practical Guide, Chapter 4 Bilingual Education and Second-Language Acquisition (57-69) 3. Reading: Dual Language Development & Disorders, Chapter 7 Schooling in a Second Language (155-187)
Introduction to Assessment of CLD Children: Language 1. Reading: A practical Guide, Chapter 9 Language Proficiency Assessment (137-152) BICS/CALP Activity & Case Studies 2. Studying Bilinguals: Methodological & Conceptual Issues (Grosjean, 1998) Issues to Consider when Assessing CLD populations-Formal vs. Informal 3. Reading: A practical Guide, Chapter 5 Pre-referral Considerations for CLD Students (76-90) 4. Final approval for Test Critique Assignment- 5% off each day after Continuation of Assessment of CLD Children: Articulation 1. Reading: Dual Language Development & Disorders, Chapter 8 (193-212) Assessment & Intervention 2. The Effects of Measures of Language Experience and Language Ability on Segmental Accuracy in Bilingual Children (Goldstein, Bunta, Lange, Rodriguez, & Burrows, 2010)
4. Mar. 10
Phonological Skills in Predominantly English-speaking, Predominantly Spanish-speaking, and Spanish-English Bilingual Children (Goldstein, Fabiano, Washington, 2005) Assignment #3
Use of Interpreters 1. Reading: A Practical Guide, Chapter 6 The Use of Interpreters in the Assessment Process (91-102) Interviewing Skills 2. Reading: A Practical Guide, Chapter 7 The Interview Process (103-123) 3. Understanding Child Bilingual Acquisition Using Parent and Teacher Reports (Gutierrez-Clellen & Kreiter, 2003) 4. What You Hear, What You Say (Bohman, Bedore, Peña, Mendez-Perez, Gillam, 2010) 5. Turn in Empirical Paper- 5% off each day after Spring Break Semantic 1. Balancing Bilinguals II: Lexical Comprehension & Cognitive Processing in Children Learning English and Spanish (Kohnert & Bates, 2002) 2. Comparison of Spanish, English, and Bilingual Children’s Performance Across Semantic Tasks (Peña, Bedore, Rappazzo, 2003) 3. Category Generation Performance of Bilingual Children (Peña, Bedore, Zlatic-Giunta, 2002)
Mar. 17 Mar. 24
Test Critique Presentations (all)
Use of Narratives for Assessment 1. Presentation: PowerPoint Presentation 2. Narratives in Two Languages: Assessing Performance of Bilingual Children (Gutierrez-Clellen, 2002). 3. Dynamic Assessment of School-Age Children’s Narrative Ability: An Experimental Investigation of Classification Accuracy (Peña, Gillam, Malek, Ruiz-Felter, Resendiz, Fiestas, Sabel, 2006) 4. Assignment #4
Continuation of Narratives & Intervention 1. Profile Effects in Early Bilingual Language & Literacy (Oller, Pearson, CoboLewis, 2007) 2. Towards Evidence-Based Practice in Language Intervention for Bilingual Children (Thordardottir, 2010) 2. Case Studies
Fluency & Aphasia 1. Fluency presentation 2. Cross-Language Comparisons of Maze use in Spanish and English in functionally monolingual and bilingual children (Bedore, Fiestas, Peña, Nagy, 2006). 3. Cognitive and Cognate-Based treatments for bilingual aphasia: A Case Study (Kohnert, 2004). 4. Empirical Paper Presentations 1. 2. 3. Empirical Paper Presentations (continued) Assignment #5 Notebooks
Important Website Addresses:
www.bilingualtherapies.com/que_tal/current_quetal.html (monthly articles) www.bilinguistics.com www.asha.org (to search for research articles) http://www.txsha.org/Diversity_Issues/cld_corner.asp (monthly questions asked pertaining to CLD groups)
Acquired knowledge will continuously be assessed via weekly assignments, test critique presentation, participation, and portfolio presentation which will cover information presented in lectures, readings and PowerPoint presentations. Knowledge will be applied and skills demonstrated via class discussion, weekly assignments and class presentations (including several case studies). Correct grammar and spelling will also be graded on tests. You must have a passing grade in order to pass the course. Reasonable attendance is required. You are responsible for information presented in the lectures as well as information from the text. Late work Late work may be accepted with a written physician’s note. Assignments turned in late with out a physician’s note will be accepted with a 25% penalty. Assignments 1. Assignments (5) 2. Empirical Paper Presentation 3. Test Critique 4. Notebook 5. Group Participation 6. Blackboard/Discussions A= 450-400 B= 399-350 Date see syllabus 4/28, 5/5 4/7 5/5 on-going TBA C=349-300 D=299-250 Points 100 100 100 20 50 80 F=249-200
Explanation of Assignments
Assignments: There will be no tests over lectures and readings, instead 5 assignment will be given throughout the semester, which will comprise 100 points. The assignments will cover topics discussed during lectures. Empirical Paper: Each student will select a research article from an established journal not dating older than 1995. The topic can be on any area of the field (articulation, phonology, language, fluency, voice, swallowing, neurogenic disorders) but it must be studying a bilingual population. An example could be “Phonological contrasts between English and Spanish speakers” or “Do bilingual speakers exhibit more dysfluencies than monolingual speakers?” On February 510h you will provide your proposal for your article (no more than 3 proposals), which will include: (1) Author, (2) Title of Article, (2) Journal/Resource, (3) Year, Volume, & Pages, and (4) a brief summary of the abstract. Once your article is approved we will email you a confirmation. On March 10th you are expected to turn in a 1-2 page review of your article that must include: (1) Research Question, (2) Background Information (why are they doing this study?), (3) Methods, (4) Conclusions, and (5) Discussion & Implications for our field.
Test Critique: Each individual will write a formal critique of a published test. A Test Evaluation Sheet will be provided to students to utilize for this assignment. It will be sent out via e-mail. There are a total of 14 questions on the Test Evaluation Sheet, however, presentation should be provided in a succinct narrative format. For example, “Test X is a standardized test that assess XX population ages XX in order to diagnose/XXX”. Please provide a copy of your Test Evaluation Sheet for each of your colleagues. Participation Portfolio: Students are responsible for reading the assigned material before each meeting and should come to class prepared to participate. The last lecture, student will meet individual with the teacher in which the student will be asked to provide 5 major points learned from the class and will turn in portfolios of their work in this course. Your portfolio should consist of a 3-ring binder that contains all the documents that you create and collect during the semester. To receive all your points, your portfolio must contain: Course notes Summaries of every reading assignment and class discussions Case Studies All class handouts Copies of your test critiques Your portfolio should be arranged in a manner that makes sense to you. When we meet, you will describe the materials that are contained in your portfolio, explain your organization, and summarize your learning in this course. You portfolio will be graded according to the organization/usefulness, creativity, and amount of information. It is my hopes to see that each student learning goes beyond the confines of this class. Group Participation: You are responsible for reading the assigned material before each class meeting and should come to class prepared to make meaningful contributions to group discussion. Course Summary Quiz: Students will be given a short quiz that briefly reviews: second-language learners, second language acquisition, bilingual education, pre-referral considerations, assessment, intervention and researching techniques. Students will be able to use your participation portfolio. Online-Blackboard/Orion: I will start a topic that is in reference to an article listed in the syllabus and students will be given a period of time to respond or initiate a response to topic.
ASHA Standards addressed in this class: How knowledge is conveyed and how knowledge
and skill acquisition will be demonstrated: Standard III-B The applicant must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. Specific knowledge will be demonstrated in this class in the area of swallowing disorders. Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via class discussions, weekly assignment, class participation and presentations. Standard III-C The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge will be demonstrated in this class in the area of swallowing disorders. Knowledge will be conveyed via class lectures, readings and PowerPoint presentations. Acquisition will be demonstrated via class discussions, assignments, class participation and presentations. Standard III-D The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Knowledge will be conveyed via class lectures, readings and PowerPoint presentations. Acquisition will be demonstrated via class discussions, assignments, class participation and presentations. Standard III-E The applicant must demonstrate knowledge of standards of ethical conduct. Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated via class discussions and weekly assignments. Standard III-F The applicant must demonstrate knowledge of processes used in research and the integration of research principles into evidence-based clinical practice. Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated via class discussions and exams. Standard III-G The applicant must demonstrate knowledge of contemporary professional issues. Knowledge will be conveyed via class lectures, videotapes and readings. Acquisition will be demonstrated via class discussions, assignments and class participation. Standard III-H The applicant must demonstrate knowledge about certification, specialty recognition, licensure, and other relevant professional credentials. Knowledge will be conveyed via class lectures and demonstrated via class discussion. Standard IV-B The applicant must possess skill in oral and written communication sufficient for entry into professional practice. Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated via class discussions, assignments, and class presentations.
Standard IV-G The applicant for certification must complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve the following skills outcomes: Evaluation, Intervention, and Interaction and Personal Qualities. Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated via class discussions, assignments and class projects.
Students will demonstrate the following skills:
Describe the types of bilingual learners as measured by class discussion, assignments, and final summary review. Describe the normal development for first and second language learners as measured by class discussion and assignments. Explain bilingual education programming and efficacy for each model as measured by class discussion, assignments and final summary review. Describe the processes of second language acquisition as measured by class discussion, assignments and final summary review. Formulate appropriate considerations for second language learners before assessment as measured by class discussion, dialect analysis and assignments (case scenario). Explain how to assess limiting bias for culturally and linguistically diverse students as measured by class discussion, test critiques, and assignments (case scenario). Develop appropriate goals from analysis and interpretation of assessment as measured by class discussion, dialect analysis, and assignments (case scenario). Distinguish between legal and ethical requirements for assessment and intervention as measured by class discussion and assignments. Explain when and how to use interpreters as measured by class discussion and assignments. Formulate appropriate questions to ask parents and teachers with regards to assessment as measured by class discussion, assignments, and final summary review. How to interpret and repot code-switching as measured by class discussion and dialect analysis. How to review and utilize acculturation issues as measured by class discussion, and assignments. Discuss basic cultural and linguistic differences in Standard American English as measured by class discussion, and assignments.
Field Trip Policies Off-campus Instruction and Course Activities
Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available from the office of the school dean. Below is a description of any travel and/or risk-related activity associated with this course.
Student Conduct & Discipline
The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.
The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective.
The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises
some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.
Withdrawal from Class
The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.
Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations.
Incomplete Grade Policy
As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long
semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F.
The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance. It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours.
Religious Holy Days
The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee.
These descriptions and timelines are subject to change at the discretion of the lecturer.