Class #1: Wednesday, August 30th
Introduction to the Class

*Please fill out this form to provide your instructor with information to support you with fieldwork site placement. 

Agenda:

1. Course Overview
   • Syllabus
   • Fieldwork
     1. Potential partner school sites 
     2. Planning your visits/schedule (consider the NYC DOE School Year Calendar)
     3. Letters (introduction and families)
     4. Log
     5. Reflection & Action Plan Assignments
2. Interactive Lecture: What does it mean to be bilingual?
3. Small Group Activity – Reading strategies & Sharing reactions to excerpts (quotes provided in class) from Foundations of Bilingual Education and Bilingualism (7th Edition) by Colin Baker and Wayne E. Wright
   • Group 1: “Bilingualism and Multilingualism: Definitions and Distinctions” 
   • Group 2: “The Measurement of Bilingualism”

In-Class Resources:

2022-2023 School Year Language Allocation Policies for the following NYC Public Schools:

1. PS 24 (Sunset Park, Brooklyn) – pages 24-30 here.
2. PS 17 (Astoria, Queens) – pages 23-28 here.
3. PS 280 (Jackson Heights, Queens) – pages 23-28 here.
4. PS 103 Dos Puentes Elementary School (Washington Heights, Manhattan) – pages 17-22 here.

Recommended Resources:

• “Bilingualism Matters: Myths and Facts about Early Bilingual Development — Mileidis Gort”
• Grosjean, François. 2010. Bilingual. Life and Reality. Cambridge: Harvard University Press  

Class #2: Wednesday, September 6th
Topic: History of Bilingual Education in the United States

Texts for Discussion Today (complete a reading response sheet for Nelson Flores’ article):

1. Journal article: Flores, Nelson, and Ofelia García. 2017. “A Critical Review of Bilingual Education in the United States: From Basements and Pride to Boutiques and Profit.” Annual Review of Applied Linguistics 37: 14–29. (Available online at the BC Library here.)    
2. Video: “Parent Informational Video: Dual Language and Transitional Bilingual Education Programs in New York State” available for viewing on the New York State Education Department website here.

Recommended reading:

• Flores, Nelson. “A Tale of Two Visions: Hegemonic Whiteness and Bilingual Education.” Educational Policy (Los Altos, Calif.), vol. 30, no. 1, 2016, pp. 13–38, https://doi.org/10.1177/0895904815616482. Available at the Brooklyn College Library here. 
• Nieto, S. (2017). Latinas/os and the Elusive Quest for Equal Education. In A Companion to Latina/o Studies (eds J. Flores and R. Rosaldo). https://doi-org.brooklyn.ezproxy.cuny.edu/10.1002/9781405177603.ch20 (book available online at the BC Library here)
• Rosa, Jonathan, and Christa Burdick. 2016. “Language Ideologies.” In Oxford Handbook of Language and Society, edited by Ofelia García, Nelson Flores, and Massimiliano Spotti, 103–23. Oxford: Oxford University Press. 

Class #3: Wednesday, September 13th
Topic: History of Bilingual Education in New York City Part One
Assignment Due: Bilingual Program Language Allocation Policy (LAP) Partner Presentation
Note: Class Location is Library Room 283 (second floor)

Texts for Discussion Today (complete a reading response sheet for the Puerto Rican Studies in the City University of New York chapter):

1. Podcast Episode: “Bilingual is my Superpower” on NPR Latino USA
2. Article: “Paving the Way: The Pioneers of Spanish Dual-Language Education”
3. Chapter: “Bilingual Education and Puerto Rican Studies: From Vision to Reality by Antonio Nadal and Milga Morales Nadal” in Pérez y González, María, and Virginia Sánchez Korrol. Puerto Rican Studies in the City University of New York : the First 50 Years. Edited by María Pérez y González and Virginia Sánchez Korrol, Centro Press, 2021. (Book available at the Brooklyn College Library here.)

In-Class Video: Jiménez, Lillian., et al. Antonia Pantoja : ¡Presente! Distributed by Women Make Movies, 2009.

Recommended Resource:

• Blog on different types of Bilingual education Programs here. See the charts to compare with what you see at your fieldwork site (and partner’s site shared in presentation)
• García, O. and Kleifgen, J. 2018. Educating Emergent Bilinguals. Policies, Programs and Practices for English Language. New York: Teachers College Press.

Class #4: Wednesday, September 20th
Topic: History of Bilingual Education in New York Part Two

Texts for Discussion Today (complete a reading response sheet for the article):

1. Journal Article: García, Ofelia, et al. “Extending Bilingualism in U.S. Secondary Education: New Variations.” International Multilingual Research Journal, vol. 5, no. 1, 2011, pp. 1–18, https://doi.org/10.1080/19313152.2011.539486. Available at the Brooklyn College Library (with CUNY First Login) here.
2. Video: “Starting a Dual Language Program for Young Bilinguals” on the CUNY-NY State Initiative on Emergent Bilinguals website here. 

Recommended Reading:

Flores, Nelson, Amelia Tseng, and Nicholas Subtirelu. 2021. “Bilingualism for All or Just for the Rich and White? Introducing a Raciolinguistic Perspective to Dual Language Education.” In Bilingualism for All?: Raciolinguistic Perspectives on Dual Language Education in the United States, edited by Nelson Flores, Amelia Tseng and Nicholas Subtirelu. Bristol and Blue Ridge Summit: Multilingual Matters. 

Class #5: Wednesday, September 27th
Topic: Language Revitalization and Indigenous Bilingual Education

Texts for Discussion Today 

First: Everyone will read Lopez, Luis, and Inge Sichra. “Indigenous Bilingual Education in Latin America,” 381–94, 2017. https://doi.org/10.1007/978-3-319-02258-1_29. (Available at the Brooklyn College Library here)

Second: Select one “group” and complete a reading response sheet:

Group 1: MEXICO

Morales, J., Schissel, J.L., López-Gopar, M. (2020). Pedagogical Sismo: Translanguaging Approaches for English Language Instruction and Assessment in Oaxaca, Mexico. In: Tian, Z., Aghai, L., Sayer, P., Schissel, J.L. (eds) Envisioning TESOL through a Translanguaging Lens. Educational Linguistics, vol 45. Springer, Cham. https://doi-org.brooklyn.ezproxy.cuny.edu/10.1007/978-3-030-47031-9_8

(Available at the Brooklyn College Library here.)

GROUP 2: CHILE

Read the introduction, prologue and two profiles of Mapuche educators from Mapuche Nütram: Historias y voces de educadores tradicionales:

1. Manuel Huichao Riquelme: “Casi todo lo que sé es gracias a mis abuelos”
2. Antonia Huentecura Llancaleo: “Quiero ser una weychafe lingüística”
3. Luis Levio Curilen: “Una de las estrategias que yo uso es que no les grito a los niños”
4. Adela Caripán Antimilla: “Yo escuché a los antepasados y renací”
5. Elizabeth Lizama Catrilef: “Ser educadora tradicional es un regalo del mongen”
6. Francisca Blanco Riffo: “Yo nací en una ruka, no conocí las casas de madera: Esa es mi formación como educadora”
7. Héctor Elías Lincoqueo: “Nosotros llevamos el mapuzugun a la escuela…a la misma que nos lo quitó”

Group 3: COLOMBIA

Webinar “Conferencia Perspectivas de la educación intercultural” del Ministerio Nacional de Educación de Colombia view here.

Group 4k: ECUADOR, BOLIVIA, AND PERU

The following from the United Nations Educational, Scientific, and Cultural Organization 2017 Report: Indigenous Knowledge and practices in Education in Latin America Exploratory analysis of how indigenous cultural worldviews and concepts influence regional educational policy 

“Ecuador: Model of Bilingual Intercultural Education” (pages 42-45)

“Bolivia: The Productive Socio-Community Education Model” (pages 46-50)

“Peru: Towards a Quality Intercultural Bilingual Education” (pages 51-53)

In-Class Texts for Small Group Activity – Excerpts (quotes provided in class) from Foundations of Bilingual Education and Bilingualism (7th Edition) by Colin Baker and Wayne E. Wright

• Group 1: “Languages in Society” 
• Group 2: “Language Endangerment and Revitalization”

Recommended Resources:

Podcast: All My Relations podcast episode “Can Our Ancestors Hear Us?”

TED Video: Preserving endangered languages: Barry Mosses at TEDxCCS

Class #6: Wednesday, October 4th
Topic: Fieldwork Check-In
Assignment Due: Fieldwork Reflection and Action Plan #1 Student Language Profile and Linguistic Diversity Community Study

No reading response sheet for today. Focus on Fieldwork Reflection and Action Plan #1

Class #7: Wednesday, October 11th
Topic: Theories of Bilingualism

Texts for Discussion Today (complete a reading response sheet for the Nelson Flores presentation):

1. Videos:
   1. “Tracing the Specter of Semilingualism in Bilingual Education Policy” talk by Prof. Nelson Flores for the NYU Urban Initiative here.
   2. “Understanding Translanguaging as a political act | Chat with Nelson Flores” here
2. Podcast: Vocal Fries Podcast episode “Bilingualism Is. It Just Is.” with guests Dr. Nelson Flores and Dr. Jonathan Rosa Listen and read here (begin listening at 13 minutes and 20 seconds)

Recommended Readings:

Ofelia García. 2011. “The Translanguaging of Latino Kindergarteners.” In Bilingual Youth Spanish in English-Speaking Societies, edited by Kim Potoski and Jason Rothman, 33–56. Amsterdam & Philadelphia: John Benjamins Publishing Company 

Class #8: Wednesday, October 18th
Topic: Fieldwork Check-In
Assignment Due: Fieldwork Reflection and Action Plan #2 Bilingual Program Language Allocation Policy (LAP) Partner Presentation

No reading response sheet for today. Focus on Fieldwork Reflection and Action Plan #2 (including presentation that will be shared in class)

Class #9: Wednesday, October 25th
Topic: Language, Identity, and Raciolinguistic Ideologies

Texts for Discussion Today (complete a reading response sheet for one of the two chapters you read or the video Masterclass with Prof. Jonathan Rosa):

Watch “Masterclass With Jonathan Rosa – Unsettling Race and Language: Toward a Raciolinguistic Perspective” here.

Chapters from the book A Companion to Latina/o Studies (available online at the BC Library here):

1. Zentella, A.C. (2017). “Dime con quién hablas, y te diré quién eres”: Linguistic (In)security and Latina/o Unity. In A Companion to Latina/o Studies (eds J. Flores and R. Rosaldo). https://doi-org.brooklyn.ezproxy.cuny.edu/10.1002/9781405177603.ch3
2. Castañeda, A.I. (2017). Language and Other Lethal Weapons: Cultural Politics and the Rites of Children as Translators of Culture. In A Companion to Latina/o Studies (eds J. Flores and R. Rosaldo). https://doi-org.brooklyn.ezproxy.cuny.edu/10.1002/9781405177603.ch11

Class #10: Wednesday, November 1st (Synchronous Online Session)
Topic: Book Club

Text for Discussion Today: Brooklyn Dreams: My Life in Public Education by Sonia Nieto (Part One)

Complete the book club discussion guide sheet

Class #11: Wednesday, November 8th (Synchronous Online Session)
Topic: Fieldwork Check-In
Assignment Due: Fieldwork Reflection and Action Plan #3 Bilingual Family Interview and Bilingual Family-School Partnership Plan

No reading response sheet for today. Focus on Fieldwork Reflection and Action Plan #3

Class #12: Wednesday, November 15th
Topic: Book Club

Text for Discussion Today: Brooklyn Dreams: My Life in Public Education by Sonia Nieto (Part Two)

Complete the book club discussion guide sheet

Class #13: Wednesday, November 29th
Topic: Book Club

Text for Discussion Today: Brooklyn Dreams: My Life in Public Education by Sonia Nieto (Part Three)

Complete the book club discussion guide sheet

Class #14: Wednesday, December 6th
Topic: Bilingual Advocacy 
Assignment Due: Bilingual Advocacy Paper

Final Class Reflections