|Topic||Time Devoted to Each Topic||Activity|
|Introduction||1 week||Assigned readings: Ovando & Combs: Chapter 1- “Students” |
Rong, X., & Preissle, J. (2009). Immigration and U.S. Schools. In X. Rong & J. Preissle (Eds.), Educating immigrant students in the 21st century: What educators need to know (2nd ed., pp. 1-17). Thousand Oaks, CA: Corwin.
|History of Immigration||1 week||Assigned readings: |
Perreira, K. M. (2011). Mexican families in North Carolina: The socio-historical contexts of exit and settlement. Southeastern Geographer, 51(2), 260–286.
Rong, X. L., Hilburn, J., & Sun, W. (2017). Immigration, demographic changes and schools in North Carolina from 1990 to 2015: Transformations to a multiethnic, global community.
In X. L. Rong & J. Hiburn (Eds.), Immigration and Education in North Carolina: The Challenges and Responses in a New Gateway State (pp. 3-24). Rotterdam, the Netherlands: Sense Publishers.
|Policies and programs that shaped bilingual and ESL programs in the US||1 week||Reading assignments:|
Ovando & Combs: Chapter 2: “Policy and Programs”
Allman, K. R. (2017). “I’m not ashamed of who I am: Counter-stories of Muslim, Arab Immigrant students in North Carolina.
In X. L. Rong & J. Hiburn (Eds.), Immigration and Education in North Carolina: The Challenges and Responses in a New Gateway State (pp. 81-102). Rotterdam, the Netherlands: Sense Publishers.
|Best teaching practices for CLD students||1 week||Readings:|
Ovando & Combs: Chapter 3: “Teaching”
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
Freire, P. (2010). Pedagogy of the Oppressed (30th anniversary ed.). New York, NY: The Continuum International Publishing Group. (Chapter 2)
|The basics of language learning||1 week||Reading:|
Ovando & Combs: Chapter 4: “Language”
Nieto, S. (2010). Language, culture, and teaching: Critical perspectives (2nd ed.). New York, NY: Routledge. (excerpt)
|The role of culture in the classroom||1 week||Reading:|
Ovando & Combs: Chapter 5: “Culture”
Moll, L. C., Amanti, C., Neff, D., Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.
Urrieta, L., & Martínez, S. (2011). Diasporic community knowledge and school absenteeism: Mexican immigrant Pueblo parents’ and grandparents’ postcolonial way of educating. Interventions Journal, 13(2), 256-277.
Carrillo, J. (2017). In search of Aztlán, North Carolina. In X. L. Rong & J. Hiburn
|Application in Math/Science and Social Studies classes||1 week ||Reading:|
Ovando & Combs: Chapter 6: “Mathematics and Science” OR Chapter 7: “Social Studies”
Murillo, E. G. (2002). How does it feel to be a problem?: “Disciplining” the transnational subject in the American South. In S. Wortham, E. G. Murillo, &
E. T. Hamann (Eds.), Education in the new Latino Diaspora: Policy and the politics of identity (pp. 215-240). Westport, CT: Ablex.
|Completion of Midterm Projects||1 week||Complete work on ELL Shadow Project or Annotated Bibliography |
|Assessment tools to measure progress||1 week||Reading:|
Ovando & Combs: Chapter 8: “Assessment
|English language learners in Special Education Programs||1 week||Reading:|
Ovando & Combs: Chapter 9: “Bilingual Special Education”
|Promoting parent engagement in schools||1 week||Reading:|
Ovando & Combs: Chapter 10: “School and Community”
|Dual Immersion Programs: Pros and Cons||1 week||Reading:|
Collier, V. P., & Thomas, W. P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1): 1-20.
Cervantes-Soon, C. G. (2014). A critical look at dual language immersion in the new Latin@ Diaspora. Bilingual Research Journal, 37(1), 64-82.
|Dual Immersion Programs continued||1 week||Reading:|
Cervantes-Soon, C. G., & Turner, A. M. (2016). Countering silence and reconstructing identities in a Spanish/English two-way immersion program.
In X. L. Rong & J. Hiburn (Eds.), Immigration and Education in North Carolina: The Challenges and Responses in a New Gateway State (pp. 195-220). Rotterdam, the Netherlands: Sense Publishers.
|Recruiting allies for ELLs||1 week||Reading:|
McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 49(4), 10-12.
Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32(3), 493-522.
|Summary and reflection||1 week||Forum post on summary and reflection on course |
No readings – Work on papers/ preparing for final exam