Standard 3: The Context for Bilingual Education and Bilingualism
The professional bilingual teacher preparation program provides candidates with knowledge
of the history, policies, programs, and research on the effectiveness of bilingual
education and bilingualism in the United States. The program develops candidates
who demonstrate understanding of the philosophical, theoretical, legal and legislative
foundations of bilingual education and their effects on program design and educational
achievement.
Candidates apply knowledge of the research on the cognitive effects of bilingualism
and biliteracy as developmental processes in instructional practice. Candidates understand
and apply research and its effects on the dimensions of learning in bilingual education
program models. The program prepares candidates’ knowledge of the transferability
between primary and target language with the understanding that the level of transferability
is affected by the level of compatibility and may vary among languages
The program prepares candidates to actively promote authentic parental participation
that includes learning about school systems, assuming leadership roles and affecting
policy. The program promotes candidates’ understanding of the family as a primary
language and cultural resource. Candidates are cognizant that students’ motivation,
participation and achievement are influenced by an intercultural classroom climate
and school community.
3.1
How does the program ensure that candidates develop understanding of the philosophical,
theoretical, and research bases for bilingual education, including knowledge of the
historical and legal foundations of bilingual education in the United States (e.g.,
Elementary and Secondary Education Act [ESEA], Lau v. Nichols, Castañeda v. Pickard)
and California (e.g., Méndez v. Westminster, Proposition 227, Williams v. State of
California) and their effects on bilingual education programs?
The professional bilingual teacher preparation program provides candidates with knowledge
of the history, policies, programs, and research on the effectiveness of bilingual
education and bilingualism in the United States. The program develops candidates who
demonstrate understanding of the philosophical, theoretical, legal and legislative
foundations of bilingual education and their effects on program design and educational
achievement. The specific courses address these issue by having students in LEE 172
examine and analyze specific laws and legislation that have impacted the use of bilingual
education in public schools. This is done through lectures, discussions and reflections.
Students are expected to reflect on the implications of certain laws and how they
affect the use of bilingual education in the classroom [see LEE 172 syllabus].
In LEE 136, students learn about the historical context of bilingual education in this course as well as learn about how to apply instructional strategies in the primary language. Students receive knowledge in both theory and practice. Students will learn about the history, policies and programs on the effectiveness of bilingual education in the United States. In addition, students learn about the specific role English Language Development (ELD) plays in a k-12 classroom as well as how to integrate ELD within a bilingual education classroom. Students complete a “Dialogo con el Tema” every week. Students address a different topic every week and respond to it in the form a reflection that contains two quotes, a visual, one interpretive paragraph and one classroom implication paragraph. Students reflect on topics such as bilingual education theory, policy and practice [see LEE 136 syllabus].
In CLAS 116, students learn and understand the public/decision making process and how it can be used to effect change for the Chicano/Latino. Students learn about the evidence of a very high Chicano/Latino high school dropout rate and a very low college entrance rate. Their learning of this material provides students with a set of important skills to be utilized as they interact creatively and constructively with the Chicano/Latino communities. In the Field Study/Activity Report, students will be required to attend one of the following: city council meeting, board of supervisors meeting, a school board meeting, or community organization meeting (consult instructor for approval of community organization). The purpose of this assignment is for the student to experience the policy/decision making process [see CLAS 116 syllabus].
3.2
How does the program ensure that candidates can analyze the effects and impact of
federal, state and local policies on the measurement of educational achievement of
students in bilingual programs?
In LEE 172 students examine the impact of federal, state and local policies on the
educational achievement of bilingual students. Teacher candidates provide reflections
based on the readings and a review of the policies driving instructional strategies
in the classroom. In a course assignment, the students reflect on policy implications
of policies impacting services for bilingual students [See LEE 172].
In LEE 136, students study the results of the Collier and Thomas research by the types
of programs and services that English Learners receive in the United States. They
learn that many school policies limit the services students receive in their primary
language and the impact it has on the high school state test results. A comparison
is made between ELD, SDAIE, Transitional Bilingual, and Bilingual Immersion programs
[See LEE 136].
3.3
How does the program help candidates to develop understanding of the theoretical foundations,
practice, limitations, and effects of the deficit perspective of bilingual education
(e.g., viewing the primary language as an obstacle, limiting use of the primary language,
promoting assimilation in the target culture) and the enrichment perspective of bilingual
education (e.g., viewing the primary language as a right and an asset, promoting the
development of bilingualism and biculturalism, promoting acculturation to the target
culture?
In CLAS 116 students apply knowledge of the research on the cognitive effects of bilingualism
and biliteracy as developmental processes in instructional practice. Students understand
and apply research and its effects on the dimensions of learning in bilingual education
program models. The program prepares candidates’ knowledge of the transferability
between primary and target language with the understanding that the level of transferability
is affected by the level of compatibility and may vary among languages.
In LEE 136, candidates apply knowledge of the research in second language acquisition
to the theoretical and practical foundations of bilingual education. By knowing the
theories in learning a second language, candidates can apply these theories to instructional
practices in the classroom. Candidates are able to apply both theory and practice
by reflecting on these concepts and designing lessons in Spanish showing how they
make instructional decisions based on the theory of the course [see LEE 136].
In CLAS 116, students choose a topic to research and investigate. Students are expected to write a research paper on any topic affecting the Chicano/Latino community. Students can focus on issues of language. They can discuss issues of assimilation, language loss, or maintenance of the first language. Students are encouraged to investigate a topic they are interested in and that relates to the course content [see CLAS 116, Research Paper assignment].
In ANTH 123, students apply the course content and readings to an online posting on Blackboard. Students reflect on the readings and connect it to their own personal experiences. The course specifically deals with the cultures of South East Asians. Issues of language are discussed in these online postings [see ANTH 123].
In LEE 172, students learn the importance of primary language instruction in the context of learning English as a second language. They learn this through first understanding first language development through discussing the three theories of first language acquisition. All Multiple Subject credential candidates take this course, including BCLAD candidates. It is an important course in laying the groundwork for understanding language transfer to the target language. Students understand the concept of acculturation as it relates to the immigrant/bilingual child. The importance of understanding acculturation vs. assimilation are discussed and students understand that one is deficit and the other is additive [see LEE 172].
3.4
How does the program provide guidance for philosophical, theoretical, and research
bases for bilingual education, including the characteristics, components, benefits,
and limitations of research-based program models of bilingual education (e.g., dual-language,
one-way immersion, two-way immersion, transitional bilingual education, maintenance
bilingual education, heritage language education)?
In LEE 136, students learn about the critical features of dual language immersion
programs and the importance of bilingual programs that incorporate language, culture,
and academics in two languages to not only promote bilingualism, biculturalism, biliteracy,
and bicognitive skills but also to attain high academic proficiencies in two languages
[see LEE 136].
3.5
What components of the program prepare candidates to develop and apply knowledge of
metacognitive and metalinguistic processes (e.g., choosing the appropriate language
to use in a given situation, evaluating similarities and differences between languages,
transferring linguistic knowledge between languages) and roles of code switching,
language mixing and interlanguage in the development of bilingualism and biliteracy?
In all three Spanish classes (SPAN 119, 121A 134), the students become familiarized
with the different speaking registers, especially those required to speak with parents
and students (e.g. the differences between tú and usted). Spec ial emphasis is given
to the understanding of code switching, language mixing and inter-language (e.g. uses
of Spanglish and false cognates). Students also learn about the use of standard Spanish
versus regional variations of Spanish (e.g. the use of "pelo chino" instead of "pelorizado")
[see SPAN 119, SPAN 121A and SPAN 134].
In Hmong 100, students learn to approach the language and the culture in an analytical
way, and to become sensitive to the existing – but invisible –links that tie word
to concept, and knowledge to practice to enhance their bilingual and bicultural competency
[see HMONG 100].
In Hmong 101, students learn of the existing parallelism between English and Hmong.
Students learn through a weekly dictation assignment the parallels between English
and Hmong. Students also complete a text study investigating grammar and vocabulary
of the Hmong language [see HMONG 101, Text-study assignment/Dictation assignment].
In LEE 136, students are expected to read the textbook in English and then write about
the information in Spanish. They are expected to present oral reports in Spanish
without using English. Their writing assignments [diálogos] include topics such as
Learning English, Learning Spanish, English Reading, Spanish Reading, Spanish Math,
Spanish Science and Spanish Social Studies. They must locate a quote from the textbook
or other media directly related to the topic, paraphrase the quote, and then give
their reflection on how the quote is related to their personal and professional life.
The quote may be in English or Spanish, but the remainder of the assignment must be
in Spanish [see LEE 136].
3.6
What components of the program support teachers to understand brain research on the
developmental processes of bilingualism and biliteracy, and apply knowledge for appropriate
language use and usage (e.g., translation, language allocation by program model) when
interacting with students at different developmental stages of bilingualism and biliteracy?
In Hmong 101, students are able to identify, to analyze then to propose appropriate
outcomes to situations or contexts where there are discrepancies and/or cultural and
language conflicts [see HMONG 101].
In LEE 172, candidates learn in this course the importance of the primary language
in development of the first language. By studying first language development, specifically
Noam Chomsky’s theory of the Language Acquisition Device (LAD) students learn that
there is an innate ability to learn languages. The LAD plays a role in the first
and second language development. Candidates watch a video entitled “Baby Talk” where
they learn through Noam Chomsky how babies learn their first language. Brain research
plays a critical role in understanding the development processes of bilingualism and
biliteracy. Candidates learn early on that bilingualism does not occur in isolated
compartments in the brain and that it does not cause confusion in language learning.
These are essential elements in studying bilingualism and it’s relation to the brain
[see LEE 172].
In LEE 136, the similarities and differences between first language acquisition and
second language acquisition are discussed throughout the semester. Learning to speak,
read, and write throughout the academic curriculum is emphasized. Instruction in the
first language as well as instruction in the second language is a key feature of the
entire semester [see LEE 136].
3.7
How does the program develop each candidates’ understanding of the transferability
of language and literacy skills and the acquisition of content and context knowledge
between the primary and target languages, including ways in which language transfer
can be affected by the level of compatibility between the primary and target language?
In all three Spanish classes (SPAN 119, 121A 134), students are reminded that their
writing and reading skills in one language can be transferred to the other, such as
in paragraph and essay structure, including thesis development. At the same time,
students are made aware that they must pay special attention to similarities and differences
in syntax, morphology and semantics between the languages (e.g. the usage of diminutives
and augmentatives in Spanish with their respective connotations and detonations).
In Hmong 100, students learn to apply and transfer English academic abilities into
Hmong language learning process, especially the passage of oral style to written approach
or conversational to literate, formal and/or academic style [see HMONG 101 syllabus/Text Study assignment].
In LEE 172, candidates learn about the importance of using cognates in the content
areas. The first language is a tool and content knowledge is first. Candidates learn
specific strategies on how to connect first language content knowledge to second language
content information. The use of cognates in math and science are encouraged. Candidates
learn that there may times when they do not have re-teach content knowledge, instead
use the first language content knowledge to access the second.
In LEE 136, one of the main goals of the class is “transferring language and literacy
skills.” Reference is made to Cummins’s research on BICs, CALPs, and the Threshold
Theory. One of the classroom activities is comparing and contrasting English and
Spanish with the students providing many examples from their own experiences.
3.8
How does the program incorporate opportunities for candidates to apply knowledge of
the use of contrastive analysis (i.e., comparing and contrasting similarities and
differences, including nonexistent features, in the phonology, morphology, syntax,
lexicon, and usage of different languages) to facilitate development of listening,
speaking, reading, and writings skills in the primary and target language?
In Spanish 119 and 121A, translation exercises are used in the course in order for
students to be made aware of the morphological and syntactical contrast between the
two languages. The translation exercises focus on specific grammar points, such as
"gustar" and other similar verbs.
In all three Spanish classes (SPAN 119, 121A 134), a great emphasis is placed on the
phonological differences between English and Spanish. For example, the students learn
about written and oral alphabetical differences, such as the Spanish ñ and the English
shwa.
In all three Spanish classes (SPAN 119, 121A 134), students analyze and contrast the
special lexical characteristics of the two languages, which can sometimes cause grammatical
confusion and cultural misunderstandings. For example, students learn that "agarrar"
does not always translate as "to get" in English.
In Hmong 101, course focuses on candidates being able to communicate in conversational
situations in order to have a better pronunciation, especially the pre-nazalised consonants
(Nt, nts, ntx, etc.). Students complete a dictation assignment every week where they
learn the language variations/sound variations in the Hmong language.
In LEE 136, students’ focus on true and false cognates are presented and discussed
in the Math, Science and Social Studies areas of the school curriculum. English and
Spanish features are also compared and contrasted in class.
3.9
How does the program prepare candidates to enhance school-home partnerships, and assist
in identifying and using community resources? (i.e., candidates support families to
contribute their knowledge to culturally inclusive institutions and participate in
school forums and organizations)
The Fresno State Spanish/Hmong Bilingual Authorization Credential Program prepares
candidates to actively promote authentic parental participation that includes learning
about school systems, assuming leadership roles and affecting policy. The program
promotes candidates’ understanding of the family as a primary language and cultural
resource. Candidates are cognizant that students’ motivation, participation and achievement,
are influenced by an intercultural classroom climate and school community.
In LEE 136, course focuses on teaching content in L1/L2 and building on and using
the learner’s home and community culture. Students complete a “diálogo” on the family.
Students use Appendix A in the LEE 136 to write a reflection on the area of family
and how the family impacts the acquisition of two languages.
In CLAS 116, students discuss the importance of being inclusive of families in the
classroom and reflect on the variety of ways to inform parents of the theoretical
underpinnings of bilingual education. Candidates learn that parents and community
plays an instrumental role in the academic achievement of the children they are teaching.
Family and community are resources and candidates learn about how to be more inclusive
of family by practical methods and looking at one’s own philosophical beliefs regarding
the family and community. Students develop a short-term parent plan for their first
week of instruction. Students must consider factors such as parent interests, language,
literacy, siblings and any other factors that may be used as “funds of knowledge”
in the classroom or may impeded parent involvement.
In CLAS 116, students participate in a Field Study Activity. This activity consists of students attending one of the following: City Council Meeting; Board of Supervisors Meeting; or a Community Organization Meeting. The purpose of the assignment is for the student to experience the policy/decision making process.
3.10
How does the program prepare candidates for effective, two-way communication with
families through the appropriate medium (e.g. parent conferences, phone, home visits,
written communication, e-mail, and videos in the primary language) on matters of students
success, the family’s educational goals, guidance, notification of rights, placement
and program options; understanding student achievement and assessment results; parent
roles in supporting student achievement; school and district policies and parent opportunities
to influence school policy?
In Hmong 101, focus is placed on students acquiring communicative strategies for different
situations in daily life such as expressing feelings, making plans, presenting and
reacting to opinions, initiating, continuing and ending a conversation, a discussion
or a debate. Students will learn strategies to empower themselves while communicating
with community and family, and for professional needs.
In LEE 136, focus is placed on students writing a letter to parents in Spanish and
encourages them to enroll their children in two-way Bilingual Immersion Program.
Students practice oral presentations to parents in Spanish [see LEE 136].
In LEE 129, students learn the importance of how to communicate with Hmong adults
about issues in education and conferencing with parents.
In LEE 172, students are exposed to organizations such as PIQE, Parent Institute for
Quality Education. Guest speakers introduce to students important factors in establishing
positive relationships with parents through parent conferences, phone calls, and home
visits. Candidates learn about how to effectively communicate with parents by establishing
a parent plan their first week of instruction.
In LEE 135, student must be able demonstrate the knowledge of the interrelationship
among the school, Hmong parents, and community. These interrelationships are discussed
in weekly discussions.
In Spanish 121A, students learn to write formal letters in Spanish, which can be used
in any professional or business setting. Students are informed that this letter format
can be utilized to communicate with parents and school personnel.
In Spanish 134, students participate in role-playing activities in order to practice
their Spanish. These include mock face-to-face interviews and phone conversations
with parents of school children.
In Hmong 100, students write a play as a group theatrical piece that they will be
performing at the end of the semester.
3.11
How does the program promote the candidates’ understanding of cultural influences
on learning and teaching in bilingual program settings and the understanding of the
effects of intercultural communication on school/community climate, student motivation,
participation and achievement?
Candidates in LEE 172 investigate the home/school and community/school connection
and climate by interviewing a bilingual student in the first phase of the program.
Candidates present the child in a powerpoint addressing the characteristics of the
community the child lives in. Candidates highlight the importance of establishing
connections with home and school through this presentation. Candidates understand
through this Cultural Awareness presentation the importance of intercultural communication
in order to increase achievement in the classroom [see LEE 172].
In LEE 136, candidates develop the skills required to teach content in L1/L2 and build
on using the learners’ home and community culture. Some diálogo related topics include:
The family [la familia], Sayings [Dichos y refranes], and cultural activities in the
school [actividadesculturales]