San José State University

College of Education

Communicative Disorders and Sciences

EDSP 262-Speech and Language

In a Cross-Cultural Society

Fall 2004-online

GENERAL INFORMATION

Instructor: Henriette W. Langdon, Ed.D. F-CCC-SLP

Professor- Communicative Disorders and Sciences

Assignments due:     Mondays by 10:00 AM

                                     

Office: SH118 A

Office Hours:            Mondays 1:00 PM-4 :00 PM

Tuesdays: 2:00PM-4:00 PM

                                    and/or by appointment 408-924-4019                                  

E mail: hlangdon@email.sjsu.edu

I will answer your phone call and/or E-mail as promptly as I can.

 

COURSE DESCRIPTION

Communication development and disorders in bilingual clients. Emphasis on the assessment/treatment of such disorders to the bilingual/multicultural population.

This course is offered online through WEB CT. There is a total of 12 Seminars on various topics related to bilingualism and biculturalism. Students will be asked to complete specific assignments every week using the WEBBOARD. Most of the assignments will require discussions in small groups of four students and /or comments from discussions in other groups in the class. A leader of the week will summarize main points for their group.

Each Seminar includes Objectives, Readings, and Activities to be completed at the conclusion of the seminar with specific dates and point value, as well as Notes. Review of the notes is strongly suggested prior to initiating your own reading.

.You must attend three meetings on Campus at designated times. Your presence to those three meetings will count towards your final grade.

 

The three meetings will take place Mondays, August 30, October 18, and December 15, 2004 from 4:00 PM to 7:00 PM. You will receive 20 points for your participation at each seminar.

ORIENTATION- Monday, August 30 –4:00 PM-5:00 PM Lab SH 431

Students will be asked to complete specific assignments within certain time frames. Failure to respond by a certain time will result in deduction of points for the given assignment.

 

                                    PREREQUISITES

EDSE 102-EDSP124-EDSP 125-Consent from instructor

 

VISION STATEMENT

The faculty of the College of Education at San José State University agrees that excellence and equity matter- that each is necessary, and neither is sufficient in the absence of the other. We envision ourselves as a learning community of practitioner/scholars in continuous development, dialogue, and inquiry that enable us to revisit, review, and revise our practice in an ongoing response to changing circumstances

 

MISSION STATEMENTS

College of Education: The mission of the College of Education at San José State University is to prepare educators who have the knowledge, skills, dispositions and ethics that ensure equity and excellence for all students in a culturally diverse, technologically complex, global community.

 

Department: The mission of Communication Disorders and Sciences is to provide a high quality program for speech-language pathologists to meet the communicative needs of our increasingly diverse multilingual/multicultural population. The program follows an academic and clinical curriculum based on a sound theoretical framework and research findings which promote competent practitioners who participate in life-long learning experiences. The program is enhanced through faculty, academic, and clinical expertise, transdisciplinary and family collaboration and technological advancements in assessment and intervention.

           

CTC STANDARDS

This course meets components of several standards from the California Commission on Teacher Credentialing (CTC) and National Council for Accreditation of Teacher Education (NCATE).

            Standard 12: Educating Diverse Learners with Disabilities

            12.1 Understanding and sensitivity toward heritage, family, and community values.

            12.4 Principles of first and second language development

            12.5 Principles of second language acquisition and teaching strategies and materials for the education of students whose primary language is not English.

 

 

 

 

Standard 15: Managing Learning Environments

            15.1 Ability to design and implement a learning environment that promotes positive student behavior and encourages active participation by learners in a variety of learning activities and settings.

            Standard 20-Speech, Language, and Hearing Acquisition.

            20.2 Understanding of the linguistic, psycholinguistic, and cultural variables related to the normal development of speech, language, and hearing.

            20.3 Comprehension of second language acquisition and linguistic dialectal variation.

            Standard 24-Management of Speech and Language Disorders

            24.1 Knowledge of management procedures, including remediation principles used in habilitation and rehabilitation for children and adults with various disorders of communication in their primary languages.

 

ASHA STANDARDS

Standard III-D: The applicant must possess knowledge of the principles and methods of prevention and assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlated of the disorders.

 

COMPETENCIES

Upon completion of this course, the student will demonstrate:

            1- Knowledge of theories and variables associated with successful second language             acquisition and learning.

 

2- Ability to apply the literature on cross-cultural language socialization

            practices and culturally based values and beliefs to bilingualism and potential             educational outcomes.

 

3-Understanding of research on bilingualism and its applications to intervention and bilingual education practices. 4- Collaboration with interpreters and translators.

 

            4- Understanding of the philosophical, legislative and practical issues involved in             least-biasing assessment, and 

 

5- Understanding of the scope of practice and role of SLPs with bilingual/bicultural students/clients with and without speech and language disorders.

 

 

COURSE OVERVIEW AND ASSIGNMENTS

DATE

 
TOPICS AND ASSIGNMENTS

ORIENTATION

8/30

Seminar 1

8/30-9/10
MEETING ON CAMPUS

Introduction-Bilingualism-Definitions --Chapter 1

Seminar 2

9/13-9/17

 
How do we measure bilingualism? ---Chapter 2

Assignments 1-A and 1-B due 9/13

Summary by Group Leader due 9/17

Seminar 3

9/20-9/24

Languages in Society: Changes and Shifts in Bilingualism--Chapters 3 and 4

Assignments 2-A; 2-B and 2-C due 9/20

Summary by Group Leader due 9/24

Seminar 4

9/27-10/1

Early Bilingual Language Development---Chapter 5

Assignments 3-A and 3-B C due 9/27

Summary by Group Leader due 10/1

Seminar 5

10/4-10/15

Second Language Acquisition and Learning---Chapter 6

Assignments 4-A and 4-B due 10/1

Summary by Group Leader due 10/4

Seminar 6

10/18-10/22

MEETING ON CAMPUS              

Bilingualism, Cognition, and Learning ---Chapters 7 and 8

Assignments 5-A due 10/18Assignment 5-B due 10/18

 

SECTION BELOW ISUNDER CONTRCUTION-WILL BE UPDATED AS WE CONTINUE THE COURSE AND WE WILL ASSESS YOUR UNIQUE INTERESTS AND NEEDS

Seminar 7

10/25-10/29

Bilingual Education Issues---Chapter 9

Assignments 6-A due 11/

Assignment 6-B due 11/

Seminar 8

11/1-11/5

Effective Bilingual Programs  --- Chapters 11 and 12

Assignments 7-A due 11/

Assignment 7-B due 11/

Seminar 9

11/8-11/15

Literacy in a Multicultural Society Chapters 15 and 16

Assignments 8-A due 11/

Assignment 8-B due 11/

Seminar 10

11/15-11/19

Many Voices, Many tongues: Accents, Dialects, and Variations

Topics in Language Disorders: Vol.19-No.4 August 1999

Articles by Cheng, Langdon, Seymour et al., and Montgomery

Assignments 9-A due 11/

Assignment 9-B due 11/

 

Seminar 11

11/22-12/1

Collaborating with interpreters and translators

Interviews and Conferences

Langdon & Cheng Chapters….

11- A Real World Applications

Seminar 12

12/1-12/7

Collaborating with interpreters and translators

Assessment

Langdon & Cheng Chapters…

11- B- Real World Applications.

.

FINAL 12/13
MEETING ON CAMPUS

 

GRADING POLICY:

(Please read the following information carefully):

VALUE FOR ACTIVITIES UP TO SEMINAR 6 ARE LISTED BELOW-TIME DUE: 10:00 AM

 

SEMINAR

ACTIVITIES

POINT VALUE

DUE DATE

CAMPUS

MEETING

20

8/30
Seminar 1

8/30-9/10

I-A

I-B

10

25

9/13

9/13

Seminar 2

9/13-9/17

 

2-A

2-B

2-C

10

25

25

9/20 

9/20 

9/20

Seminar 3

9/20-9/24

3-A

3-B

15

35

9/27 

9/27
Seminar 4

9/27-10/1

4-A

50

10/4
Seminar 5

10/4-10/15

5-A

5-B

25

50

10/11

10/18

CAMPUS

MEETING

20

10/18
Seminar 6

10/18-10/22

6-A

6-B

25

40

10/23

10/26

 

GRADING PERCENTAGES

A+       98-100                         A         94-97                           A-        90-93

B+       87-89                           B         84-86                           B-        80-83

C+       77-79                           C         74-76                           C-        70-73

D         60-69                           F<60

 

RIEVANCE PROCEDURE

Please refer to: Students rights and Responsibilities” section in the SJSU catalog for information about the SJSU procedures for filing a complaint.

 

ACADEMIC DISHONESTY: CHEATING, PLAGIARISM SANCTIONS

At SJSU plagiarism is the act of representing the work of another as one’s own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to the fulfill academic requirements. Plagiarism at SHSU includes, but is not limited to:

1.2.1 The act of incorporating the ideas, words, sentences, paragraphs or parts thereof, or the specific substance of another’s, without giving appropriate credit, and representing the product as one’s own work, and

1.2.2 Representing another’s artist/scholarly works such as musical compositions, computer programs, photographs, paintings, drawings, sculptures, or similar words as one’s own.

 

http://library. sjsu.edu/leap/plagiar.htm

 

 

ACCOMMODATIONS

If you need course adaptations because of a disability if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Policy may also be found in the SJSU Schedule of Classes.

 

            Accommodations of Students with Special Needs Students are referred to the Disability Resource Center, Administration Building 110, (408) 924-6000 (voice), (408) 924-5990 (TDD).  You may access their policies and services via the Internet at http://www.drc.sjsu.edu/policies/default.htm.

 

 

 

                                   

 

Please take a few minutes to tell me about yourself:

EDSP- 262 - Fall semester 2004

Please E-mail to hlangdon@email.sjsu.edu

 

Name:_______________________________________

 

 

Phone where you can be easily reached:____________________ E-mail:______________

 

 

Do you hold any job at the moment? What type of work?:

 

_______________________________________________________________________

 

 

What experience(s) have you had in working with multicultural/multilingual students/individuals ?

 

______________________________________________________________________

 

______________________________________________________________________

 

 

What language other than English do you speak? ________________________________

 

Where, how, did you acquire the language (L2) ? _________________________________

 

What is your proficiency L2 (Rate yourself from 1 to 5)? ( 1 is low and 5 is high)

Oral language: _____________

Written language: _________

 

What would you like to learn in this class? ___________________________________

 

What is your definition of a good teacher? _____________________________________

 

How do you learn best? ___________________________________________________

 

 

Thank you!! ¡ Gracias! Merci! Xexe! Dziekuje!! Spasiwo!!

Henriette W. Langdon, Ed. D.   F- CCC-SLP