Speech and Language in a Cross-Cultural Society Sample Syllabi
Upon completion of this course, the student will demonstrate
- 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
- Understanding of research on bilingualism and its
applications to intervention and bilingual education practices
- 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
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.
- 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
Topics in Language Disorders. (1999), Volume 19, Number 4
Class 1: Introduction- Bilingualism
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
Class 5: Second Language age Acquisition and Learning
- Chapter 6
- Brief presentations of language use in various
Class 6: Bilingualism, Cognition and Learning
Class 7: Bilingualism and Biliteracy Programs
Class 8: Effective Bilingual Programs
Class 9: Implementing Effective Bilingual Education
- Chapter 13
- Brochures presentation
Class 10: Literary in a Multicultural Society
Class 11: The Politics of Bilingualism
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
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
- Make sure you include the notes from the interview in the
Type a two-page paper (double-spaced). Submit your work
in a folder (35 points).
Presentation and written delivery (5 points).
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
- 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
Work with a partner.
In a group of two students, but not more, observe a bilingual
teacher during reading instruction. Describe the
- What you observed (What was the teacher doing?)
- What was the activity, the goal of the activity, the method
- 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
Write a three-page paper between the two of you, summarize
your observations. Compare and contrast what you each