COMD 7V86.

501 Bilingual Language

Course Syllabus- Spring 2008

Instructor: Class Meetings

Roxanna Ruiz-Felter, M.A., CCC-SLP Lecture: Tuesday 5:30-8:15 PM
Office Hours: By appointment Room: CR1.212
Phone: 469-593-7540 Email: rdr071000@utdallas.edu

Pre-requisites: None

Course Description:
The purpose of this class is to enhance your knowledge of understanding and working with a culturally
and linguistically diverse (CLD) population. The stages of second language acquisition will be
discussed, the types of bilingual programs available, and the types of bilingual learners will be
discussed. Legal and best practices of assessment for CLD groups be stressed through discussion and
case-studies.

This course has been designed to ensure that students demonstrate required knowledge and
skills as outlined in the Standards and Implementation Guidelines for the Certificate of Clinical
Competence in Speech-Language Pathology. The specific standards addressed in this course
are: III-B, III-C, III-D, III-E, III-F, III-H, IV-B.

Student Learning Objectives:

Students will:
1. Demonstrate knowledge of the processes of second language development and language
characteristics frequently observed in second language learners. (Std. III-B)
2. Discuss and explain how to appropriately identify when to assess using culturally sensitive
methods and how to execute such methods to reduce cultural and linguistic bias when assessing
for articulation, fluency and language. (Std. III-C/ Std. III-D).
3. Research and collect information regarding various cultures and linguistic phonological
differences to compare/contrast with Standard American English. To include, but not limited
to: African American English, Spanish American English, Vietnamese (Std. III-C)
4. Discuss appropriate considerations necessary for assessing culturally and linguistically diverse
children to include: background history, schooling, language, family, culture, and sociological
factors. (Std. III-D)
5. Demonstrate considerations for language of intervention and appropriate intervention strategies
that can be used with culturally and linguistically diverse children. (Std. III-C)
6. Develop skills necessary to independently analyze and interpret assessment data to develop
goals that are curriculum & language related for intervention. (Std. III-C, Std.-D)
7. Discuss and explain how to evaluate progress and treatment efficacy. (Std. IV-G, Std IV-B)
8. Describe and apply knowledge about ethical considerations and professional issues and their
impact on assessment and treatment of individuals with culturally and linguistically diverse
backgrounds. (Std. III- E, III-F, III-G, IV-G)
Course Materials:
· Required Text:
1. Rhodes, R., Ochoa, S., & Ortiz, S. (2005). Assessing Culturally and Linguistically
Diverse Students. A Practical Guide. New York: The Guilford Press.
2. Genesee, F., Paradis, J., & Crago, M (2004). Dual Language Development and
Disorders. A Handbook on Bilingualism & Second Language Learning. Baltimore:
Paul H. Brookes Publishing Co.
· Recommended Text:
1. Goldstein, B. (2000). Cultural and Linguistic Diversity Resource Guide for Speech-
Language Pathologists. San Diego: Singular Publishing Group.
2. Kayser, Hortencia. (1998). Assessment and Intervention Resource for Hispanic
Children (Clinical Competence Series). Treatment of Hispanic Children. San
Diego: Singular Publishing Group Inc.
**Class lecture notes will be posted on Blackboard or sent out via e- mail. Please print out the Power
Point handouts prior to class so you can use them to take notes efficiently.

Assignments and Calendar:

These descriptions and timelines are subject to change at the discretion of the instructor.

DATE: TOPICS & READING:

Jan. 8 Course Introduction-

1. Explanation of purpose and use of materials (binder)
2. Teacher’s expectations
3. Students expectations of class
4. Brief overview of book and readings
5. Choose research project-culture
6. Choose test to critique

Jan. 15 Who is a second language learner? Where are they?

1. Reading: A Practical Guide, Chapter 1
English-Language Learners in U.S. Public Schools. (1-14).
2. Reading: Dual Language Development & Disorders, Chapter 1
Introduction (3-20)
Language & Culture and Language & Cognition
3. Reading: Dual Language Development & Disorders, Chapter 2
Language & Culture (27-37)
4. Reading: Dual Language Development & Disorders, Chapter 3
Language & Cognition (39-59)
5. Assignment # 1: Summary Review of language, Culture, & Cognition?

Jan. 22 Disproportionate Representation of Diverse Students in the SPED

1. Reading: A Practical Guide, Chapter 2 (26-38)
Past and Present Review of Laws regarding Special Education
2. Reading: A Practical Guide, Chapter 3
Legal and Ethical Requirements for the Assessment of Culturally and
Linguistically Diverse Students (42-53)
Introduction to Bilingual First Language Acquisition
 2. Reading: Dual Language Development & Disorders, Chapter 4
Bilingual First Language Acquisition (63-88)
3. Assignment #2: Summary Review of Lecture

Jan 29. Introduction to Second Language Acquisition-

Guest Speaker: Marianela Blandon, CCC-SLP
1. Reading: Dual Language Development & Disorders, Chapter 6
Second Language Acquisition in Children (117-151)
2. Reading: A Practical Guide, Chapter 4
Bilingual Education and Second-Language Acquisition (69-75)
3. Assignment #3: Summary Review of Lecture

Feb. 5 Code-Mixing
1. Reading: Dual Language Development & Disorders, Chapter 5
Bilingual Code-Mixing (91-114)Bilingual Education and efficacy of models
2. Reading: A practical Guide, Chapter 4
Bilingual Education and Second-Language Acquisition (57-69)
3. Reading: Dual Language Development & Disorders, Chapter 7
Schooling in a Second Language (155-187)
4. Assignment #4: Summary Review of Bilingual Education Models

Feb. 12 Introduction to Assessment of Culturally and Linguistically Diverse Children

2. Reading: PowerPoint Presentation, blackboard:
Issues to Consider when Assessing CLD populations-Formal vs. Informal
3. Reading: Pre-referral Considerations for Culturally and Linguistically
Diverse Students (76-90)
4. Assignment # 5: Case Scenario
5. Review of Test Critique Assignment

Feb. 19 Continuation of Assessment Practices-

1. Reading: A practical Guide, Chapter 9
Language Proficiency Assessment (137-152)
2. Handout
4. Assignment # 6: Case Scenario

Feb. 26 Acculturation & Educational Testing of SLL

Guest Speaker: Christina Bell-Macher, Ed.S., L.S.S.P
1. Reading: A Practical Guide, Chapter 8
Acculturation Factors in Psychoeducational Assessment (124-136)
2. Handout
3. Assignment # 7: Acculturation Review

Mar. 4 Intervention Planning Approaches

1. Reading: Dual Language Development & Disorders, Chapter 8
Assessment and Intervention for Children with Dual Language Disorders (193-
212)
2. Handout
3. Assignment # 8: Intervention Summary
Mar. 11 HOLIDAY

Mar. 18 Guest Speaker Guest Speaker: Gina Glover, CCC-SLP or

Independent Student Project…TBA
1. Assignment # 9: Course Review & Feedback

Mar. 25 Test Critique Presentations

Apr. 1 Use of Interpreters & Translators

1. Reading: A Practical Guide, Chapter 6
Use of the Interpreters in the Assessment Process (91-98)
2. Reading: A Practical Guide, Chapter 7
The Interview Process (103-111)
4. Assignment # 10: Case Scenario

Apr. 8 Spanish/Hispanic Culture & Spanish-Influenced English

Vietnamese Phonology/Culture
Mandarin Phonology/Culture
Korean Phonology/Culture
Italian Phonology/Culture

Apr. 15 Hindu Language/Culture

Farsi Language/Culture
Russian Language/Culture
African American English /Culture
French Phonology/Culture

Apr.22 Remaining Projects, Final Summary Quiz, & Review of Notebook/Portfolio

1. Final Project
2. Final Summary Quiz
3. Portfolio Reviews

Important Website Addresses:

www.bilingualtherapies.com/que_tal/current_quetal.html
(monthly articles)

www.asha.org
(to search for research articles)

http://www.txsha.org/Diversity_Issues/cld_corner.asp
(monthly questions asked pertaining to CLD groups)
GRADING POLICY:
Acquired knowledge will continuously be assessed via weekly assignments, test critique presentation,
participation, and portfolio presentation which will cover information presented in lectures, readings
and PowerPoint presentations. Knowledge will be applied and skills demonstrated via class
discussion, weekly assignments and class presentations (including several case studies). Correct
grammar and spelling will also be graded on tests. You must have a passing grade in order to pass the
course. Reasonable attendance is required. You are responsible for information presented in the
lectures as well as information from the text.

Assignments Date Points

1. Weekly Assignments (10) arranged 100

2. Language/Culture Presentation 4/8, 4/5, 4/22 75
3. Test Critique 3/25 100
4. Participation Portfolio 4/22 100
5. Group Participation on-going 50
6. Course Summary Quiz 4/22 25

A= 450-400 B= 399-350 C=349-300 D=299-250 F=249-200

Explanation of Assignments
Weekly Summaries/Case Scenarios: There will be no tests over lectures and readings, instead a
weekly assignment will be conducted each week, 10 total which will comprise 100 points. The weekly
tests will coincide with the topic of presentation for that week. They will include one primary question
in which the student will have to summarize information learned from readings and lecture to be able
to answer appropriately. Some weekly assignments are case scenarios in which one case scenario will
be provided and the student will call upon knowledge of that weeks topic to answer appropriately.

Language/Culture Presentation & Dialectal Analysis: At the first lecture students will choose a
culture and language to research and present to the class. This assignment may be a collaborative
project; the group size will depend on the number of students enrolled in class. Information expected
to be covered in the presentation is: culture, family, education, phonology, language, and demographic
information as it relates to the US. Also, if a child was given the Goldman-Fristoe Test of Articulation
(GFTA-2), how would he/she produce the targeted words given their dialectal differences? Regarding
language and sentence structure, could you provide examples of how this student will produce a
sentence in English? It is recommended that presentations are in a PowerPoint format with a concise
handout to be shared with all students. Provide phonological/articulation graphs. Try to emphasize the
differences between your selected language and Standard English. Be creative (invite speakers, audio
tapes, videos), have fun with it! Remember to provide your resources used and that copies should
be made to be disseminated to all students.

Test Critique: Groups will write a formal critique of a recently published test. A Test Evaluation
Sheet will be provided to students to utilize for this assignment. It will be sent out via e- mail.
Participation Portfolio: Students are responsible for reading the assigned material before each
meeting and should come to class prepared to participate. The last lecture, student will meet individual
with the teacher in which the student will be asked to provide 5 major points learned from the class and
will turn in portfolios of their work in this course.

Your portfolio should consist of a 3-ring binder that contains all the documents that you create and
collect during the semester. To receive a passing grade (A or B), your portfolio must contain:
· Course notes
· Summaries of every reading assignment and class discussions
· Case Studies
· All class handouts
· Copies of your test critiques
· Handouts from presentations-dialect analysis

Your portfolio should be arranged in a manner that makes sense to you. When we meet, you will
describe the materials that are contained in your portfolio, explain your organization, and summarize
your learning in this course. You portfolio will be graded according to the organization/usefulness,
creativity, and amount of information. It is my hopes to see that each student learning goes beyond the
confines of this class.
Group Participation: You are responsible for reading the assigned material before each class meeting
and should come to class prepared to make meaningful contributions to group discussion.

Course Summary Quiz: Students will be given a short quiz that briefly reviews: second-language
learners, second language acquisition, bilingual education, pre-referral considerations, assessment,
intervention and researching techniques. Students will be able to use your participation portfolio.

ASHA Standards addressed in this class: How knowledge is conveyed and how knowledge
and skill acquisition will be demonstrated:

Standard III-B
The applicant must demonstrate knowledge of basic human communication and swallowing processes,
including their biological, neurological, acoustic, psychological, developmental, and linguistic and
cultural bases. Specific knowledge will be demonstrated in this class in the area of swallowing
disorders.
Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via class discussions, weekly assignment, class participation and
presentations.

Standard III-C
The applicant must demonstrate knowledge of the nature of speech, language, hearing, and
communication disorders and differences and swallowing disorders, including their etiologies,
characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and
cultural correlates. Specific knowledge will be demonstrated in this class in the area of swallowing
disorders.
Knowledge will be conveyed via class lectures, readings and PowerPoint presentations.
Acquisition will be demonstrated via class discussions, assignments, class participation and
presentations.

Standard III-D
The applicant must possess knowledge of the principles and methods of prevention, assessment, and
intervention for people with communication and swallowing disorders, including consideration of
anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the
disorders.
Knowledge will be conveyed via class lectures, readings and PowerPoint presentations.
Acquisition will be demonstrated via class discussions, assignments, class participation and
presentations.

Standard III-E
The applicant must demonstrate knowledge of standards of ethical conduct.
Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via class discussions and weekly assignments.

Standard III-F
The applicant must demonstrate knowledge of processes used in research and the integration of
research principles into evidence-based clinical practice.
Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via class discussions and exams.

Standard III-G
The applicant must demonstrate knowledge of contemporary professional issues.
Knowledge will be conveyed via class lectures, videotapes and readings.
Acquisition will be demonstrated via class discussions, assignments and class participation.

Standard III-H
The applicant must demonstrate knowledge about certification, specialty recognition, licensure, and
other relevant professional credentials.
Knowledge will be conveyed via class lectures and demonstrated via class discussion.

Standard IV-B
The applicant must possess skill in oral and written communication sufficient for entry into
professional practice.
Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via class discussions, assignments, and class presentations.

Standard IV-G
The applicant for certification must complete a program of study that includes supervised clinical
experiences sufficient in breadth and depth to achieve the following skills outcomes: Evaluation,
Intervention, and Interaction and Personal Qualities.
Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via class discussions, exams and class projects.

Students will demonstrate the following skills:

 · Describe the types of bilingual learners as measured by class discussion, weekly assignments,
and final summary review.
· Describe the normal development for first and second language learners as measured by class
discussion and weekly assignments.
· Explain bilingual education programming and efficacy for each model as measured by class
discussion, weekly assignments and final summary review.
· Describe the processes of second language acquisition as measured by class discussion, weekly
assignments and final summary review.
· Formulate appropriate considerations for second language learners before assessment as
measured by class discussion, dialect analysis and weekly assignments (case scenario).
· Explain how to assess limiting bias for culturally and linguistically diverse students as
measured by class discussion, test critiques, and weekly assignments (case scenario).
· Develop appropriate goals from analysis and interpretation of assessment as measured by class
discussion, dialect analysis, and weekly assignments (case scenario).
· Distinguish between legal and ethical requirements for assessment and intervention as
measured by class discussion and weekly assignments.
· Explain when and how to use interpreters as measured by class discussion and weekly
assignments.
· Formulate appropriate questions to ask parents and teachers with regards to assessment as
measured by class discussion, weekly assignments, and final summary review.
· How to interpret and repot code-switching as measured by class discussion and dialect analysis.
· How to review and utilize acculturation issues as measured by class discussion, and weekly
assignments.
· Discuss basic cultural and linguistic differences in African American English as measured by
class discussion, dialect analysis, language presentation and weekly assignments.
· Discuss basic cultural and linguistics differences in Spanish-Influenced English as measured by
class discussion, dialect analysis, language presentation, and weekly assignments.
· Describe basic cultural and linguistic difference in Asian-Influenced English as measured by
class discussion, dialect analysis, language presentation and weekly assignments.

Field Trip Policies

Off-campus Instruction and Course Activities
Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information
is available from the office of the school dean. Below is a description of any travel and/or risk-
related activity associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility of
each student and each student organization to be knowledgeable about the rules and regulations
 which govern student conduct and activities. General information on student conduct and
discipline is contained in the UTD publication, A to Z Guide, which is provided to all
registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3,
and in Title V, Rules on Student Services and Activities of the university’s Handbook of
Operating Procedures. Copies of these rules and regulations are available to students in the
Office of the Dean of Students, where staff members are available to assist students in
interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents’
Rules, university regulations, and administrative rules. Students are subject to discipline for
violating the standards of conduct whether such conduct takes place on or off campus, or
whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work done
by the student for that degree, it is imperative that a student demonstrate a high standard of
individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work
or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any
other source is unacceptable and will be dealt with under the university’s policy on plagiarism
(see general catalog for details). This course will use the resources of turnitin.com, which
searches the web for possible plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises some
issues concerning security and the identity of each individual in an email exchange. The
university encourages all official student email correspondence be sent only to a student’s U.T.
Dallas email address and that faculty and staff consider email from students official only if it
originates from a UTD student account. This allows the university to maintain a high degree of
confidence in the identity of all individual corresponding and the security of the transmitted
information. UTD furnishes each student with a free email account that is to be used in all
communication with university personnel. The Department of Information Resources at U.T.
 Dallas provides a method for students to have their U.T. Dallas mail forwarded to other
accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog. Administration
procedures must be followed. It is the student's responsibility to handle withdrawal
requirements from any class. In other words, I cannot drop or withdraw any student. You must
do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if
you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a serious
effort to resolve the matter with the instructor, supervisor, administrator, or committee with
whom the grievance originates (hereafter called “the respondent”). Individual faculty members
retain primary responsibility for assigning grades and evaluations. If the matter cannot be
resolved at that level, the grievance must be submitted in writing to the respondent with a copy
of the respondent’s School Dean. If the matter is not resolved by the written response provided
by the respondent, the student may submit a written appeal to the School Dean. If the
grievance is not resolved by the School Dean’s decision, the student may make a written appeal
to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an
Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of
the academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed
at the semester’s end and only if 70% of the course work has been completed. An incomplete
grade must be resolved within eight (8) weeks from the first day of the subsequent long
semester. If the required work to complete the course and to remove the incomplete grade is
not submitted by the specified deadline, the incomplete grade is changed automatically to a
grade of F.

Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
 Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be
necessary to remove classroom prohibitions against tape recorders or animals (in the case of
dog guides) for students who are blind. Occasionally an assignment requirement may be
substituted (for example, a research paper versus an oral presentation for a student who is
hearing impaired). Classes enrolled students with mobility impairments may have to be
rescheduled in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations. Individuals
requiring special accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities
for the travel to and observance of a religious holy day for a religion whose places of worship
are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused, will
be allowed to take the exam or complete the assignment within a reasonable time after the
absence: a period equal to the length of the absence, up to a maximum of one week. A student
who notifies the instructor and completes any missed exam or assignment may not be penalized
for the absence. A student who fails to complete the exam or assignment within the prescribed
period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution,
or his or her designee. The chief executive officer or designee must take into account the
legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of
the chief executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the lecturer.