SKYER_726_Spring2019_Language Acquisition and Learning _ Syllabus.pdf

Research on human language development has historically marginalized deafness, deaf people’s ways of being, knowing, and valuing. However, newly revitalized domains of deaf research are exploring positive instances of deaf language development. While
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    Language Acquisition and Learning  MSSE 726 (01)  –  Syllabus Spring, 2019    –  LBJ Room 1450, Thursdays 5PM-7:50PM National Technical Institute for the Deaf, Rochester Institute of Technology Instructor  : Professor Michael E. Skyer, PhD Candidate, Senior Lecturer. Email  : or  Office : LBJ - 2754 Office Hours : Wednesdays, 12-5PM, or by appointment (send email 48 hours before). “Bilingual education pedagogy enacts beliefs about bilingualism, teaching, and learning. Like all pedagogies, bilingual pedagogy is an art, as well as a science.” (O. Garcia’s Bilingual Education in the 21 st   Century, 2009, p. 257p. 313) “ Deaf students around the world [are] becoming more diverse and are moving and immigrating. [Their] schooling is going beyond one written language and one sign language to include many written languages and many sign languages. Deaf people of various language groups are also communicating […] in increasingly diverse forms. Thus, bilingual Deaf education is also becoming more complex, with multiple ways of using languages for communication and learning.” (D. Cole, In O. Garcia’s Bilingual Education in the 21 st   Century, 2009, p. 257) “Despite radical modality differences between the hand and t ongue — and despite the vast differences in home rearing, language, and cultural environment — human signed-exposed and speech-exposed children acquire language in similar ways […]  To be sure, early exposure to a signed language yields entirely normal development of human language acquisition. ” (L-A Petitto, In H.D- L. Bauman & J.J. Murray’s Deaf Gain, 2014, p. 69) 1. MSSE COURSE DESCRIPTION, GOALS, & ARTICULATION DESCRIPTION/OVERVIEW:  This course introduces empirical and theoretical research on deaf education related to language acquisition and learning (development), bi/multilingual education, and related topics. The course explores stages, processes, and intervening factors regarding primary and secondary language development through active engagement via classes, assignments, and readings. This course overviews research on deaf language development showing dynamic ecological influences from biological, social, cultural, technological, and ideological factors. The course is designed to support early-career teachers understand current research and apply theories to teaching. Implications for educational language policy, curriculum, pedagogy, and assessment are discussed. Overarching the course is the theme of modality in bilingual deaf education.      2 COURSE GOALS & OUTCOMES: Upon successful completion of the course, students will be able to (SWBAT): (1) SWBAT read, summarize, interpret, and evaluate contemporary deaf education research. (2) SWBAT describe, interpret, and explain research and theories of language development related to deaf education. (3) SWBAT summarize variables that shape deaf language development by critically reading extant research. (4) SWBAT compare and contrast theoretical frameworks. Finally, (5) SWBAT examine current theories and empirical research regarding bilingual or multilingual deaf education   including how policy frameworks affect teaching, curriculum, and assessment. PROGRAM OUTCOMES: The experiences, philosophies, and methods included in this course are designed to: (1) Acculturate MSSE students to the thought processes, values, and practices of highly qualified deaf educators; (2) Assist teacher-candidates in becoming self-reflective deaf educators who are lifelong learners; (3) Synthesize evidence-based practices on social research and deaf education research in preparation for student teaching and early-career teaching; (4) Develop a knowledge base that supports the social, academic, and communication needs of diverse deaf students in a variety of education environments. SKYER’S STATEMENT OF A RTICULATION: Research on human language development has historically marginalized deafness, deaf people ’s ways of being, knowing, and valuing. H owever, newly revitalized domains of deaf research are exploring positive instances of deaf language development. While the world is increasingly interconnected by language, research on language is dynamically evolving. This course explicitly tackles old and new conflicts and difficult questions: How do deaf students simultaneously develop (two or more) languages with radically divergent modes of expression?   This course helps you understand and compare old and new theories, general language development research, and research specific to deaf language development. This class overtly values deaf bilingualism, multimodality, and hybrid-dynamic language development. This class highlights Deaf Gain research — a new foundation for understanding deaf language development in the contemporary context. This class is grounded in ontological and epistemological experiences of deaf people, including social, cultural, linguistic, political, and technological dimensions. This class is designed for early-career teachers of the deaf; therefore, course readings relate to healthy   depictions of deaf education and deaf language development. This class is multidisciplinary and draws from a wide, deep research corpus (including historical, contemporary, empirical, and theoretical research). Considerable effort has been made to select readings and design classroom activities that assist new deaf educators understand teaching praxis (theory, action, and reflection). Finally, this class is designed to support “learn ing by doing.” Many assignments and assessments are student-centric or student-led. The broad theme for this course is: integrating theory and practice. MSSE Curriculum document here.    3 2. TEXTBOOKS/READINGS/RESOURCES All textbooks are required  and available on reserve at the Wallace Library, some available in e-book format, or for rent. Contact NTID’s Librarian,  Joan Naturale or the Wally Circulation Desk for details. Bauman, H-D-L. & Murray, J.J. (Eds). (2014). Deaf gain: Raising the stakes for human diversity. University of Minnesota Press: Minneapolis, MN. B&N Link. Curtain, H. & Dahlberg, C.A. (2016). Languages and Learners: Making the Match: World Language Instruction in K-8 Classrooms and Beyond. (5 th  Edition).   Pearson: New York: NY. B&N Link.  Garcia, O. (2009). Bilingual Education in the 21 st  Century: A Global Perspective. Wiley- Blackwell, West Sussex, UK. B&N Link.  Additional readings will be provided in PDF format, available on MyCourses. In addition to course texts, students may independently research selected topics and retrieve articles, texts, and other information from databases pertaining to their assignments. Supplementary reading lists, along with bibliographic inquiry, will complete the reading process, these include (but are not limited to) MSSE Library Resources, RIT Databases,  Google Scholar, and  Gallaudet University’s Visual Learning and Language Lab.   3. CLASS COMMUNICATION POLICY Each student in the MSSE program has individual communication needs and preferences (ASL, signed English, spoken English, signs with voice, signs without voice, etc.). Due to this variety, it is essential that the communication preferences and needs of each person be treated with professional respect and courtesy, please be patient with those who communicate differently from you.  ALL members of our class, including the professor and students,  have the responsibility to communicate effectively with ALL other members of the class. In the beginning of this course, we will discuss direct instruction and the new NTID policy for interpreting, we will discuss the communication strategies needed to allow for full participation for all members of the class. This discussion may continue throughout the semester, and adjustments will be made if necessary. MSSE is committed to providing richly textured language environment for all students, so that all students have equal access to information and learning opportunities. More info here. In the event of a communication mismatch, contact the Department of Access Services.     4 4. GRADES 1   Component: = Point Valuation: Grade Percentage:   ATTENDANCE & ACTIVE PARTICIPATION 2  = 15 pts. total , one pt./class  15% STRATEGY SOURCEBOOK 3   = 20 pts. total, 5 pts each 20% Strategy Sourcebook 1 = 5 pts. Strategy Sourcebook 2 = 5 pts. Strategy Sourcebook 3 = 5 pts. Strategy Sourcebook Seminar = 5 pts. MICROTEACHING (Collaborative Teams) = 20 pts. total , breakdown below  FIRST “   “  20% SECOND “   “  20% THIRD 4   “   “  [20%] C&D Chapter Synthesis Lecture = 5 pts. Deaf Research Case Analysis = 5 pts. Summative Praxis Activity = 5 pts. Debrief = 5 pts. EXAMS: METAPHORS FOR LANGUAGE = 25 pts. total , see below  25% MIDTERM EXAM = 10 pts. FINAL EXAM (MIDTERM + REVISIONS) = 15 pts. EXTRA CREDIT = BLUE = Up to 13 pts. total, see below MULTIMODAL METAPHOR = 5 points (Pass/Fail) 5% SS 1-3 REVISIONS = 1 point per SS 1 → 3% SS 4  –  Replace Low SS = 5 points 5% RIT Refined Grading system: A  = 100-95% A -  = 94-90% B + = 89-85% B  = 85-83% B -  = 83-80% C +  = 79-77% C = 76-73% C -  = 72-70% D  = 69-60% F  = 59% and below. 1  NOTES: Homework, including readings, are due prior to the start of class. All written work will be posted to secure, private MyCourses discussion boards. Late work is not accepted, unless accompanied by a documented excuse. Students who are microteaching and   have another assignment due simultaneously have a one-week extension for the other assignment (excluding readings). All assignments are articulated in the syllabus, described in class, distributed with and evaluated by rubrics. Portions of some assignments are based on peer-review. At any time, you can use this worksheet or MyCourses gradebook to self-assess your progress and determine your approximate grade. All feedback will be returned within two weeks of assignment due date via hard copy, on MyCourses, or via email.   Concerns about grades/feedback should be addressed  promptly and professionally  — see me first, not the department chair. For plagiarism policy, see Sections 6-8 of this syllabus. If needed, syllabus is open to negotiation. 2  Each week, each student has a target of one high-quality comment or question per class/assignment. If absent from class, you may earn partial credit by posting to the appropriate online discussion board a 3-5 paragraph response to the weekly Focus Questions (see pp. 17-31). Online-only participation counts as ½ attendance/participation. 3  Each Strategy Sourcebook (SS) can be revised once for a one-point grade increase. 4  You will have three opportunities for microteaching this semester. Your final microteaching grade is based on the highest two grades, and the lowest grade is dropped. Each microteaching contains all four parts listed.    5 5. ASSIGNMENTS 5   ➢   ATTENDANCE & PARTICIPATION [In-class, online, and homework]  Attendance and participation are required and graded. To learn well you need to attend  and participate  in discussions, activities, and homework. Being prepared  means coming to class having done the required readings, having homework complete (posted online, in some cases), and being willing to contribute. Each class, all students will participate and  contribute constructively, in class, online, or both. Learning is often  actualized  through action or interactive participation. Demonstrating active learning facilitates  social learning in both English and ASL. This class is designed to be a Community of Inquiry that supports the social acquisition of knowledge by discussing, interacting, and questioning . Students are expected to participate  in meaningful debate , constructive  discussion, civil criticism , thoughtful questioning , and reflective writing . In-class and online discussion formats count toward your weekly participation grade, although differently. All assignments are posted online to a secure, private MyCourses discussion area where your work will be  read, peer-reviewed, and evaluated  by both your colleagues and your professor. (See: “Section 6 : Expectations ” for details ).   ➢   STRATEGY SOURCEBOOK   [4 total opportunities] Strategy Sourcebooks (“SSs”) occur throughout the course and will culminate with a Seminar (SSS) wherein you will share your best work in class. All SSs require evaluating  pedagogical strategies from course readings, forming a practical plan of application  in your teaching, and citing  sources and claims (in APA format). You will select two (2) teaching strategies for each SS assignment. The form and structure of this assignment are modeled after the edTPA exam. SSs are bilingual-bimodal critical inquiries. SS’s have two forms; you are allowed to choose which works best for you. Written SSs are 1,000-1,500 words (2- 3 pages). Signed SSs [“Vlogs” of ASL captured in video] are 10-15 minutes. You should include at least one Written and one Vlog format per semester. Each format includes: (1) Strategy Selection, (2) Praxis Analysis, and (3) Citations. STRATEGY Selection (SS Part 1a, 1b) : IDENTIFICATION & DEFINITION As you read the weekly assigned texts, critically evaluate   the authors’ strategies for teaching languages (e.g. methods, theory, or philosophy on pedagogy, assessment, and curriculum). Using prior experience and inference, determine good, useful, or high-quality teaching strategies for deaf learners. For each SS, you will (1a) select or identify two  (2) specific strategies from the readings. Then (1b), define each using quotes or paraphrases from the author’s srcinal description  and summarize,   paraphrase, or interpret each strategy. Selected strategies should be sourced from course readings but may be supplemented with additional resources. (~1/2 full page, or 2-3m, each). 5   Assignment rubrics are based on clear, observable actions (bold) , from Bloom’s Taxonomy. Yellow highlighting (pp. 5-11) = duration /scope/word limits.  
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