Education 188B / 388B (also CSRE 188B)

Bilingual Education

Winter Quarter, 2002

Kenji Hakuta

Professor of Education

Stanford University
238 CERAS
(650) 725-7454 
hakuta@stanford.edu


Course Objectives:  This course has three main goals: (1) to examine legal and policy issues related to the education of language minority student in the United States, (2) to survey research on common school practices and research on their effectiveness; and (3) to survey theory and research on second language acquisition. Much of the learning will be structured around independent work on problem-based units.

Course Format and Requirements:  This contains major revisions from the syllabus handed out in class -- please read carefully. Your attendance is mandatory for the classes on Mondays 2:15 - 4:05 (SORRY, ON AN EARLIER VERSION, THIS SAID 3:05). During class on Mondays, we will have reporting out of the solutions to the problem-based units.

In addition, I have scheduled an optional workshop meeting on Wednesdays 3:00 - 5:00 which would provide an opportunity for students to work on their problem-based units. The workshops are scheduled in BigTree, an instructional room with multiple computers on the first floor of CERAS. I will be available during these workshops, and students will be able to work in collaborative teams. Students who are not able to make it during this time can schedule additional appointments with me or form spontaneous study groups.

The exception to this Monday - Wednesday division of work are as follows: Wed., Jan. 23 when we will have reporting out on Unit #1 (I understand that two or three students will not be able to attend, but otherwise, attendance is expected); Mon. Jan. 27, when we will take advantage of the availablity of Mr. Roos for a guest appearance.

The other change from the original syllabus is that I have reduced the number of problem-based units required and made some minor changes. Mainly, you now have the option of doing one out of three possible problem-based units on language acquisition. Also, I have substituted one problem with a new one on teaching practices in response to a student request (this one is not yet posted).

In addition to submitting their problem-based units, each students must sign up to create a resource web page for at least one problem unit for use by future students taking this class.

At the end of the quarter, students should submit two of the problem-based units that have been modified taking into account the in-class discussions and new resources identified by the class. Click here for guidelines for the resource list.

Grade distribution will be determined on an equal-part basis of three components: first-time submission of problem-based units (7 total); final submission of 2 revised problem-based units; class participation including the resource web page.


Readings:

Crawford, James (1999).  Bilingual Education: History, Politics, Theory and Practice.  Fourth Edition.  Los Angeles: Bilingual Education Services. Crawford in syllabus.

August, D. & Hakuta, K. (1998). Educating Language-Minority Children. Washington, DC: National Academy Press. NRC in syllabus.

  Note:  All other readings are available on the Web, by clicking on the Stanford tree.

Schedule of Classes

 

Monday, Jan. 14 (2:15 - 3:05, Bldg. 200-107)
  • Overview. Slides from lecture. The following papers provide the gist of the overview lecture. Read them for additional information, or if you missed the first class.The Civil Rights Commission paper will be especially useful for you with respect to the Castaneda standards.
  1. Rockefeller Foundation paper.
  2. Testimony to U. S. Civil Rights Commission.
Wednesday, Jan. 23 (3:00 - 5:00, CERAS BigTree)

Readings and resources supporting the Case.

  1. Crawford, Chapters 1-2.
  2. Lau v. Nichols.
  3. Revisiting the Lau Decision: 20 Years After. ARC Associates. Reflections by Ling-Chi Wang, Edward Steinman, and Edward De Avila.
  4. Some key concepts (from the Office for Civil Rights website).
  5. Castaneda v. Pickard (this is dense reading. This case is succinctly covered in Crawford, but is supplied here as reference because of the importance and elegance of the decision.)
  6. OCR Website on LEP Resources.

 
Monday, Jan. 28 (2:15 - 3:05, Bldg. 200-107)
Wednesday, Jan. 30 (3:00 - 5:00, CERAS BigTree)
Monday, Feb. 4 (2:15 - 3:05, Bldg. 200-107)
  • Standards-Based Reform and ELL's: De-brief Problem-Based Unit #2.

Readings

  1. Crawford, Chap. 12.
  2. NRC, Ch. 5
  3. Massell, D., Kirst, M. & Hoppe, M. (1997). Persistence and Change: Standards-Based Reform in Nine States. Univ. of Pennsylvania: Consortium for Policy Research in Education.
  4. A Map for Teaching and Assessing California's English Language Development (ELD) and English-Language Arts (ELA) Standards for English Learners. WestEd.
Wednesday, Feb. 6 (3:00 - 5:00, CERAS BigTree)
Monday, Feb. 11 (2:15 - 3:05, Bldg. 200-107)
  • Language Acquisition Theory: De-brief Problem-Based Units #3, #4, #5.
  1. NRC, Ch. 2
  2. Hakuta, K., Goto Butler, Y. & Witt, D. How Long Does It Take English Language Learners to Attain Proficiency? University of California Linguistic Minority Research Insititute (LMRI) at UC Santa Barbara.
  3. Searchinger, G. (n.d.) The Human Language Series (video). Part 1: Colorless Green Ideas: Discovering the Human Language. Part 2: Playing the Language Game: Acquiring the Human Language. (on course CD #1)
  4. Krashen, S.(1984). Bilingual education and second language acquisition theory. In. C. F. Leyba (ed.), Schooling and Language Minority Students: A Theoretical Framework. Los Angeles: CSU Los Angeles and the California State Department of Education. (on course CD #1)
  5. Wong Fillmore, L. & Snow, C. (2000). What teachers need to know about language. Washington, DC: ERIC Clearinghouse on Languages and Linguistics.
  6. Solomon, J. & Rhodes, N. (1995). Conceptualizing Academic Language. Center For Applied Linguistics Washington, DC and National Center For Research On Cultural Diversity And Second Language Learning. http://www.ncbe.gwu.edu/miscpubs/ncrcdsll/rr15.htm
  7. Cummins, J.(1994). Primary language instruction and the education of language minority students. In. C. F. Leyba (ed.), Schooling and Language Minority Students: A Theoretical Framework. Los Angeles: CSU Los Angeles and the California State Department of Education. (on Course CD#2).
Wednesday, Feb. 13 (3:00 - 5:00, CERAS BigTree)
Monday, Feb. 25 (2:15 - 3:05, Bldg. 200-107)
  • Bilingual Education Effectiveness: De-brief Problem-Based Unit #6.
  1. Crawford, Chaps. 3-5, 13.
  2. NRC, Ch. 6.
  3. Mary T. Cazabon, Elena Nicoladis, and Wallace E. Lambert (1998). Becoming Bilingual in the Amigos Two-Way Immersion Program. University of California, Santa Cruz, CREDE.
  4. Parrish, T. (2001). Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12. Year 1 Report. American Institutes for Research.
Wednesday, Feb. 27 (3:00 - 5:00, CERAS BigTree)
Monday, Mar. 4 (2:15 - 3:05, Bldg. 200-107)
  • Effective School Models: De-brief Problem-Based Unit #8.
  1. NRC, Ch. 7.
  2. Berman, P., Minicucci, C., McLaughlin, B., Nelson, B. & Woodworth, K School Reform and Student Diversity:  Case Studies of Exemplary Practices for LEP Students. 
Wednesday, Mar. 6 (3:00 - 5:00, CERAS BigTree)
Monday, Mar. 11(2:15 - 3:05, Bldg. 200-107)
  • Teaching Strategies for ELLs: De-brief Problem-Based Unit #9.

 

 

Kenji Hakuta's LAU Website.

California Department of Education.   Resources for English Learners: California Department of Education (Department) Web page that focuses on the education of English learners

California Department of Education. English Language Development Standards page.

U. S. Department of Education Office for Civil Rights

National Clearinghouse for Bilingual Education

National Center for Education Statistics

James Crawford's Language Policy Website

Center for Applied Linguistics

Center for Equal Opportunity
 
 

This page last updated on January 16, 2002