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If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.
| Semester: | Spring 2025 |
| Number: | 0804-500-053 |
| Instructor: | Diana Schwinge |
| Days: | Wednesday 4:30 pm - 6:20 pm |
| Note: | Online, Synchronous |
| Location: | Online |
| Credits: | 3 |
| Notes: |
For majors and non-majors |
| Course Materials: | View Text Books |
| Description: |
Study philosophical, sociological, and historical perspectives on bilingual and multicultural education. Learn about multilingual program models, bilingual special education, educational equity, and community involvement. Examine from a case study perspective legal mandates that have an impact on bilingual and multicultural education. (25 hours of field work). |
| Learning Goals: |
• Develop understanding in specific areas (language and identity; language rights; language politics; multicultural literature) and broad understanding of the field• Be capable and committed to various methods of inquiry (interviewing, field observation and reflection) • Be able to express oneself across a range of discourse modes and styles, encompassing the written, oral, and visual (see portfolio assignments)• Locate and read scholarly works, and draw on them to improve practice• Engage in critical analysis of social issues found in scholarly research and in everyday encounters• Gain a deep and empathetic understanding of social, cultural, linguistic, racial, ethnic, religious, gender, sexuality and ability differences• Reflect critically on one’s practice to improve it and better serve the English language learners (final paper)• Question the impact of one’s own history on the ways one teaches and the ways one includes all language learners in one’s practice• Gain a deep understanding that knowledge is contextualized within a larger society with unequal power distributions impeded or aided by cultural and linguistic factors• Recognize that the classroom is a microcosm of the larger society, with dynamics that are reflected in the human interactions among the teacher and students. Be committed to proactively engage social injustices represented in the classroom with an eye toward transformation• Be capable of and committed to advocating for their students and the communities in which candidates work • Engage students in discussion of their linguistic and cultural heritages, racial backgrounds to bring down boundaries and welcome each other unique backgrounds and perspectives.• Help students deal with cultural differences and conflicts, and develop an identity that fosters self-esteem (class discussions, multicultural literature essay) *The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here. |
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