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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Foundations of Biliteracy Education
EEND-650

  • Template 2022
  • Section Template
  • 3 Credits
  • 03/11/2022 to 07/29/2100
  • Modified 10/12/2022

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Introduces theory and application of planning, self-reflection, and continual improvement of dual language programs including interdisciplinary curriculum and instruction, teacher preparation, and family engagement.  Candidates will identify the pedagogical and organizational principles of dual language education based upon relevant literature and research.  Using this knowledge, candidates will analyze and evaluate existing dual language programs and identify areas of growth for effective program implementation. 

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Candidates

Demonstrate an understanding of curricular, instructional and language learning practices critical for student success in a dual language program.  

Serving the Community

Articulate positive attitudes toward bilingualism through the professional exchange of ideas, experiences, and insights pertaining to biliteracy development.

Finding Our Professional Selves

Demonstrate an enhanced understanding of the professional role as advocates of biliteracy in a dual language setting.

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

  1. Describe the fundamentals of bilingual and bicultural educational theory and the implication for multilingual and multicultural education in Bilingual programs (MABE – 1.1-3; 4.1s; 5.1), (TESOL-Standard 1; 5c), (ILA Standards for Reading Professionals-4.4), (TLMS – 2.a; 4.b,  4.f, 6.b, 6.c, 7.b), (IL-BTS 2.c), (IL-ETS -  1.b, 1.c; 2.a; 3.a.i, a.ii; 5.c.i) 
  2. Understand how language, power, policy, stakeholders, students, and staff both affect and inform the design, and development of dual language programs (MABE 1.1s; 2.3s; 4.1s; 5.1s), (TESOL-Standard 1, 2a, 5c), (ILA Standards for Reading Professionals-4.1-4), (TLMS – 2.a; 4a, b, f;  6b, c, e; 7b, c), (IL-BTS 2.c), (IL-ETS -  1b, c; 2a, c, d; 3a.i, 5.c.i, cii) 
  3. Model effective skills in presenting ideas to promote professional learning. (MABE – 4.1s, 5.1), (TESOL-Standard 1, 2a, 4b,c, 5c), (ILA Standards for Reading Professionals-4.3, .4), (TLMS – 2a; 4a, b, f; 6b, c, 7b), (IL-BTS 2.c), (IL-ETS - 1b, c; 2a, c, d; 3a.i, 5.c.i , c.ii) 
  4. Evaluate teaching materials and resources for appropriateness as related to cultural relevance. (MABE – 1.1s; 2.3s; 4.1s; 5.1s), (TESOL Standard 1, 2a), (ILA Standards for Reading Professionals -4.1-.4), (TLMS -  2.a; 4a, f; 6b, c; 7c), (IL-BTS - 2c), (IL-ETS - 1b, c; 2a, c, d; 3a.i, 5.c.i , c.ii) 
  5. Demonstrate knowledge of and apply concepts, research, and best practices to plan classroom instruction in an environment for multilingual learners.  (MABE – 1.1-3; 4.1s; 5.1), (TESOL -Standards 1, 2a, 4b, c; 5c), (ILA Standards for Reading Professionals - 4.3, .4), (TLMS – 2a; 4a, f; 6b, c; 7b), (IL-BTS - 2c), (IL-ETS 1b, c; 2a, c; 3.a.i, a.ii; 5.c.i, c.ii)
  6. Understand their role as an advocate, a resource, and provide leadership within their school and community. (MABE – 1.1-3s; 4.1s; 5.1s), (TESOL-Standard 1, 2a, 4b, c; 5c), (ILA Standards for Reading Professionals-4.1-.4), (TLMS – 2.a; 4.a, b, f; 6.b, c; 7b), (IL-BTS 2c), (IL-ETS -  1b, c; 2a, c; 3.a.i, a.ii; 5.c.i, c.ii) 
  7. Support the collective responsibility for meeting the academic, social, emotional, and physical needs of each student, aligned with the school’s mission, vision, and core values.  (TESOL - Standard 5c), (ILA Standards for Reading Professionals - 4.4), (IL-ETS - 1.b, c; 2.c) 
  8. Analyze environmental data to promote language and content learning. (MABE – 4.1s; 5.1), (TESOL-Standards 1, 2a, 4b, c; 5c), (ILA Standards for Reading Professionals -4.3, .4), (TLMS -  2a; 4a, f; 6b, c; 7c), (IL-BTS - 2c), (IL-ETS - 1b, c; 2a, c; 3a.i, 5.c.i , c.ii) 
  9. Reflect on and complete an assessment of a school’s culture and climate in relation to a dual language program, including goal setting. (MABE - 4.1s, 5.1), (TESOL -Standards 1, 2a), (ILA Standards for Reading Professionals-4.2- .4), (TLMS - 4.a, 6.b,  c), (IL-BTS - 2.c), (IL-ETS -1b, c; 2a, c; 3.a.i, 5.c.i, c.ii) 
  10. Evaluate a dual language program that is both context- and research-based, including program mission, purpose, goals, outcomes, components, instruction, curriculum, staffing, and students.  (TESOL Standard 2a), (ILA Standards for Reading Professionals -4.4), (TLMS -  4a, f; 6b, c; 7c), (IL-BTS - 2c), (IL-ETS - 1b, c; 2a, c; 3a.i, 5.c.i , c.ii) 

Materials

Soltero, S. (2016). Dual Language Education: Program Design & Implementation.  Heinemann Publishing.

Assignments

Discussions

Candidates will respond to content discussions providing a reflection sharing insights and knowledge gained.  Candidates will also provide thoughtful and timely feedback to other candidates.

  • Course outcomes 1, 2, 3, 6
  • Standards: (MABE - 5.1), (TESOL-Standard 5c), (ILA for RP - 4.4), (TLMS - 4.b, f, 6b, c, 7b), (IL-BTS 2.c), (IL-ETS -  1.b, c; 5.c.i) 

Memory Technique for Dual Language Components

Candidates will create an acrostic, acronym, rhyme or alliteration listing essential components of effective dual language programs.  

  • Course outcomes 1, 5, 6
  • Standards: (MABE - 1.1-.3 ,  4.1s), (TESOL- Standard 1),  (TLMS - 2a , 4f, 6b), (IL-BTS 2c), (IL-ETS 1.b,  2.a, 3.a.i)

Culturally and Linguistically Relevant Book List

Candidates will identify bilingual books that can be utilized in different literacy activities to support bilingual reading identities and analyze the various elements of each text’s academic language.

  • Course outcomes 2, 4, 6
  • Standards: (MABE – 1.1s, 2.3s,  4.1s, 5.1s), (TESOL Standards 1, 2a), (ILA for RP - 4.1-.4), (TLMS- 2.a , 4.a,  4.f, 6.b,  6.c), (IL-BTS - 2.c ), (IL-ETS 1.b, 2.a, c, d; 3.a.i, 3.a.ii, 5.c.i)   

Dual Language Instructional Strategies Presentation

Candidates will create and record a presentation sharing the non-negotiable dual language instructional practices.

  • Course outcomes  3, 5, 6, 8
  • Standards: (MABE - 4.1s , 5.1), (TESOL Standards 1, 2a, 4b, 4c), (ILA for RP - 4.3), (TLMS -  2.a, 4.a: 4.f; 6.b; 7.b), (IL-BTS -  2.c), (IL-ETS 1.b, c; 2.a, c; 3.a.i, 3.a.ii, 5.c.i)

Reflection on Culturally Responsive Principles

Candidates will identify Culturally Responsive Principles that need to be strengthened in order to improve a selected dual language program (structure and/or instruction).

  • Course outcomes 2, 4, 6, 9
  • Standards: (MABE - 4.1s, 5.1), (TESOL -Standards 1, 2a), (ILA for RP - 4.2 -4), (TLMS - 4.a, 6.b,  6.c), (IL-BTS - 2.c), (IL-ETS - b, 2.a, c, d; 3.a.i, 3.a.ii, 5.c.i)   

Promoting Community Engagement

Candidates will collaborate with stakeholders to create a plan for a school or district community event taking into consideration the community they serve.

  • Course outcomes 2, 6, 7
  • Standards: (MABE - 5.1s), (TESOL-Standard 2a), (ILA for RP 4.2, 4.4), (TLMS – 4.a, 6.b, c, e; 7.c), (IL-BTS - 2.c), (IL-ETS - 2.c, d; 5.c.ii) 

Dual Language Observation Checklist

Candidates will create a Non-Negotiable Dual Language Observation Checklist to determine appropriate classroom instruction for a dual language classroom.

  • Course outcomes 5, 6, 8
  • Standards: (MABE - 5.1, 4.1s), (TESOL -Standards 1, 2a, 4b, c), (ILA for RP - 4.3, .4), (TLMS - 4.a, f; 6b, c), (IL-BTS - 2.c), (IL-ETS 1.b, 2.a, c, d; 3.a.i, 3.a.ii, 5.c.i 5.c.ii) 

Final Project – Capstone Assignment

Candidates will conduct a dual language classroom visit, observe the classroom environment, and interview a current dual language program educator.

  • Course outcomes 2, 4, 5, 8, 10
  • Standards: (TESOL Standard 2a), (ILA for RP - 4.4), (TLMS -  4.a, f; 6.b, c; 7.c), (IL-BTS - 2c), (IL-ETS - 1.b, c; 2.a, c; 3.a.i, 5.c.i , 5.c.ii) 

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

  • A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. Students are expected to follow all policies in the USF Catalog and Student Handbook, both of which can be found in the student portal.
  • Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (https://www.stfrancis.edu/saints-united/).
  • Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support:

  1. 24x7 Live Canvas Support. Canvas has a 24 hour support by clicking on ? Help while in Canvas. You can Chat with Canvas Support, Report a Problem, or call the Canvas Support Hotline. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day seven (7) days a week through the Canvas help menu. From the help menu; select Report a Problem to send an email support request, select Chat with Canvas Support (Student) for a “live” text-based click-to-chat session, or to speak to someone directly use the toll-free number listed under the Canvas Support Hotline (Student). NOTE: Responses to Canvas’ email based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.
  2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at techsupport.stfrancis.edu
  3. You can phone the Technology Support Center for personal help at (815) 768-8324 or (866) 337-1497 (toll-free) between 8:00 AM and 4:30 PM Central Standard Time, Monday through Friday or fill out a Technology Support Center ticket and select Canvas/Online courses as the component.

For any technical support issues that are not related to Canvas, you can also contact the USF Technology Support Center (TSC). You can reach them via: