American Speech-Language-Hearing Association

MMI Foundational Courses: Sample Syllabi

Speech and Language in a Cross-Cultural Society

Course Objectives

Upon completion of this course, the student will demonstrate the following:

  • Knowledge of theories and variables associated with successful second language acquisition
  • The ability to apply the literature on cross-cultural language socialization practices and culturally based values and belief to bilingualism and potential educational outcomes
  • Understanding of research on bilingualism and its applications to intervention and bilingual education practices and options
  • Understanding of the philosophical, legislative and practical issues involved in least-biasing assessment, and
  • Understanding of the scope of practice and role of speech-language pathologists with bilingual/bicultural students/clients with and without speech and language disorders

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Required Texts

Baker, C. (2001a). Foundations of bilingual education and bilingualism. (3rd ed.). Clevedon, UK: Multilingual Matters Ltd.

Baker, C. (2001b) A parents' and teachers' guide to bilingualism. (2nd ed.) Clevedon, UK: Multilingual Matters, Ltd.

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Recommended Reading

Related Journals

  • Journal of Multilingual and Multicultural Development
  • Multicultural Perspectives
  • Second Language Acquisition Journal
  • Teachers of English to Speakers of Other Languages
  • The Bilingual Family Newsletter
  • Voices- Journal of the Multicultural and Linguistic Division of CEC

Readings

Topics in Language Disorders. (1999), Volume 19, Number 4

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Class Outline

Class 1: Introduction- Bilingualism

  • Definitions
  • Chapter 1

Class 2: No Class

  • Research on your own
  • Interview of a bilingual subject (age 18-40 years)
  • How do we measure bilingualism?
  • Chapter 2

Class 3: Review Research findings

  • Languages in society
  • Changes and shifts in bilingualism
  • Chapters 3 & 4

Class 4: Early Bilingual Development

  • Chapter 5

Class 5: Second Language age Acquisition and Learning

  • Chapter 6
  • Brief presentations of language use in various districts

Class 6: Bilingualism, Cognition and Learning

  • Chapters 7 & 8

Class 7: Bilingualism and Biliteracy Programs

  • Chapters 9 & 10

Class 8: Effective Bilingual Programs

  • Chapters 11 & 12

Class 9: Implementing Effective Bilingual Education Classrooms

  • Chapter 13
  • Brochures presentation

Class 10: Literary in a Multicultural Society

  • Chapters 15 & 16

Class 11: The Politics of Bilingualism

  • Chapter 18

Class 12: Many Voices, Many Tongues

  • Accents, dialects, and variations
  • Topics in Language Disorders (1999), Volume 19, Number 4: articles by Cheng, Langdon, Seymour et al, and Montgomery

Class 13: Bilingual Schooling Issues: Differences versus Disorders

  • Chapter 14

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Assignments

Assignment 1

Interview a subject 18- to 40-years old using the questionnaire developed in class.

  • Reflect on your interview with your bilingual subject.
  • Indicate what you learned about the project, and how you will implement this knowledge in your future work as a speech-language pathologist with ELL clients.
  • Oral report on your experience (no more than 2 minutes) (10 points).
  • Make sure you include the notes from the interview in the paper.

Type a two-page paper (double-spaced). Submit your work in a folder (35 points). 

Presentation and written delivery (5 points).

Assignment 2

Work with a partner.

Visit your local school district of residence, find out which languages are spoken and to what proportion by the attending students. (List languages and percentages)

  • Describe the source of your information (10 points). If the district has a Web site, write a short description-critique.
  • Describe the main characteristics of the three most common languages spoken in the school district. Include some important linguistic (semantics, syntax, pragmatics, phonological) characteristics (25 points) as well as major cultural/social features of the languages (25 points).

Write a three-page paper (double-spaced) with at least two references using APA style. (Writing 15 points). One paper per group. Indicate how each individual contributed to the project. 

Assignment 3

Work with a partner.

In a group of two students, but not more, observe a bilingual teacher during reading instruction. Describe the following:

  • What you observed (What was the teacher doing?)
  • What was the activity, the goal of the activity, the method of instruction?
  • Discuss which language was used.
  • Comment on the involvement of the students' activity. Did the teacher use any accommodations to meet students' individual needs?
  • If you were teaching the group, what would you do differently if anything and why? Did you feel the lesson was effective?

Write a three-page paper between the two of you, summarize your observations. Compare and contrast what you each observed. 

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