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Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
EDBE 506
SOCIOPOLITICAL AND HISTORICAL PERSPECTIVES IN BILINGUAL EDUCATION
PERSPECTIVAS SOCIOPOLÍTICAS E HISTÓRICAS
DE LA EDUCACIÓN BILINGÜE
© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.
© Ana G. Méndez University System, 2008. All rights reserved
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
2
TABLA DE CONTENIDOS/TABLE OF CONTENTS
Página/Page
Prontuario ............................................................................................................. 3
Study Guide ........................................................................................................ 13
Taller 1/Workshop One ....................................................................................... 22
Taller 2/Workshop Two ....................................................................................... 26
Taller 3/Workshop Three .................................................................................... 31
Taller 4/Workshop Four ...................................................................................... 36
Taller 5/Workshop Five ....................................................................................... 41
Anejo A/Appendix A ............................................................................................ 47
Anejo B/Appendix B ............................................................................................ 48
Anejo C/Appendix C ............................................................................................ 49
Anejo D/Appendix D ............................................................................................ 51
Anejo C1/Appendix D1 ........................................................................................ 53
Anejo C2/Appendix D2 ........................................................................................ 54
Anejo C3/Appendix D3 ........................................................................................ 55
Anejo C4/Appendix D4 ........................................................................................ 57
Anejo C5/Appendix D5 ........................................................................................ 58
Anejo C6/Appendix D6 ........................................................................................ 59
Anejo C7/Appendix D7 ........................................................................................ 60
Anejo C8/Appendix D8 ........................................................................................ 61
Anejo D/Appendix E ............................................................................................ 63
Anejo E/Appendix F ............................................................................................ 67
Anejo F/Appendix G ............................................................................................ 71
Anejo G/Appendix H ........................................................................................... 75
Anejo H/Appendix I ............................................................................................. 77
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
3
Prontuario
Título del Curso: Perspectivas Sociopolíticas e Históricas de la
Educación Bilingüe
Codificación: EDBE 506
Duración: Cinco semanas
Prerrequisito:
Descripción:
El curso de Perspectivas Sociopolíticas e Históricas de la Educación Bilingüe
presenta los constructos teóricos de la educación bilingüe en los Estados
Unidos. Enfatiza los asuntos relacionados a los aspectos socioculturales y
legales de la política lingüística y de la educación bilingüe en este país. Se
discute la trayectoria histórica de la política lingüística y de la educación bilingüe
en los Estados Unidos con referencia a los idiomas americanos nativos y a las
prácticas de enseñanza de idiomas de los primeros pobladores europeos.
También discute las políticas migratorias y de la educación bilingüe entre los
siglos 20 y 21 que han influido tanto en la defensa como en la oposición a este
tipo de educación así como el movimiento para hacer del Inglés el idioma oficial
en los Estados Unidos.
Objetivos Generales
Al finalizar el curso, los estudiantes:
1. Examinarán la naturaleza del pluralismo y de las relaciones entre los
grupos sociales desde diferentes perspectivas teóricas e ideológicas.
2. Examinarán e identificarán las causas básicas y la dinámica del racismo,
sexismo y otras formas de discriminación y conflicto entre grupos.
3. Estudiarán las experiencias históricas y contemporáneas y una
perspectiva de los numerosos grupos culturales y reexaminarán la
historia, la cultura y las instituciones.
4. Analizarán como las variables socioculturales y políticas tales como la
raza, el aspecto étnico, el género y la clase social influyen en el
aprendizaje y comprenderán cómo las estructuras, la políticas y las
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
4
prácticas escolares tienden a perpetuar las desigualdades a través de sus
efectos en los estudiantes y los educadores.
5. Desarrollarán una justificación filosófica y pedagógica para la educación
multicultural.
6. Explorarán varias estructuras conceptuales para los enfoques curriculares
e Instruccionales para la educación multicultural; revisarán las críticas
más importantes del multiculturalismo y su impacto en la educación
multicultural; y examinarán el rol de la educación multicultural en la
reforma escolar y en el cambio social.
Texto
Nieto, S., & Bode, P (2008). Affirming diversity: The sociopolitical context of
multicultural education. (5th ed.). Boston, MA: Allyn & Bacon.
Gollnick, D., & Chinn, P. (2009). Multicultural education in a pluralistic society.
(8th ed.). Boston, MA: Allyn & Bacon.
Crawford, J. (1999). Bilingual education: History, politics, theory, and practice.
(4th ed.). Los Angeles, CA: Bilingual Educational Services.
Recursos Suplementarios
Yell, Mi. & Drasgow, E. (2009). What every teacher should know about No Child
Left Behind: A guide for professionals. (2nd ed.). USA: Merrill.
National Council of Teachers of English. (2000). Language ideologies: Critical
perspectives on the official English movement. Volume I: Education and
the social implications of official language.
Lessow-Hurley, J. (2009). The foundations of dual language instruction. (5th ed.).
Boston, MA: Allyn & Bacon.
Brisk, M. (2006). Bilingual education: From compensatory to quality schooling
(2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Ballantine, J. & Hammack, F. (2009). The sociology of education: A systematic
analysis. (6th ed.). Boston, MA: Prentice Hall.
Baker, C. (2006). Foundations of bilingual education and bilingualism. (4th ed.).
NY: Multilingual Matters Ltd.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
5
Evaluación: Puntaje %
• Asistencia y participación 50 pts. 20
• Tres ensayos: 1 narrativo, 2 expositivos 30 pts. 12
• Mesa redonda: 2 participaciones 40 pts. 16
• Presentación oral: 2 participaciones 40 pts 16
o Ejecución individual 10 pts.
o Participación grupal 10 pts.
• Portafolio 50 pts 20.
• Ensayo de posición 40 pts. 16
TOTAL 250 pts. 100
Curva de evaluación
A = 100 – 90%. B = 89 – 79% C = 78 – 68%
D = 67 – 57% F = 56%. ó menos
Descripción de la evaluación
• Participación en clase (Talleres 1 – 5)
o La asistencia y participación en todas las clases es obligatoria y tendrá
una puntuación de diez (10) puntos por cada taller. Además, por cada día
se sumará la puntuación correspondiente a los siguientes criterios:
� Demostrar dominio de los temas discutidos en clase.
� Cumplir con las tareas asignadas en la clase.
� Participar y cumplir con trabajo colaborativo.
� Demostrar destrezas de comunicación verbal adecuadas.
� Puntualidad en la entrega de los trabajos.
o Es requisito asistir a todos los talleres para aprobar el curso. Las
ausencias afectarán su nota final (3 puntos por asistencia y 7 puntos por
participación en cada taller).
• Ensayo Narrativo (Taller 1)
o Los estudiantes redactarán un ensayo narrativo sobre las historias
individuales o familiares relacionadas al pluralismo cultural.
o Se seguirán las reglas del estilo APA (5ta edición).
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
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o El ensayo de entregará en el Taller Dos.
o Esta asignación se evaluará usando el Anejo C .
• Portafolio (Talleres 3 y 5 – Evaluaciones parcial y final)
o Todas las asignaciones escritas, juntas con la selección del trabajo hecho
durante el curso, deberán ser colocadas en un portafolio y seguir
estrictamente las especificaciones de su elaboración ubicadas en los
Anejos Ds .
o El portafolio se presentará dos veces durante este curso: La primera
evaluación (Taller 3) y la evaluación final (Taller 5).
o El portafolio se evaluará utilizando el Anejo D8 .
• Mesa Redonda (Talleres 2 y 3)
o Cada panel traerá a la discusión contenido relevante al tema asignado o
escogido y utilizará todos los recursos que le ayuden a su presentación
del tema a discutir (por ejemplo: ayudas visuales, libros, afiches, etc.)
o Cada panel podrá usar sus notas o leer pasajes cortos de lo que dicen los
investigadores sobre su tema asignado.
o Esta actividad se evaluará utilizando el Anejo E .
• Ensayo expositivo (Talleres 2 y 3).
o Los estudiantes redactarán dos ensayos expositivos sobre cada uno de
los siguientes temas:
� El Nativismo Americano (Taller 2). En español.
� ¿Cómo las variables sociocultural y políticas afectan el aprendizaje?
(Taller 3). En inglés.
o Se seguirán las reglas del estilo APA (5ta. Edición).
o El ensayo se entregará en los Talleres Tres y Cuatro.
o Esta asignación se evaluará utilizando el Anejo F .
• Presentación oral (Talleres 4 y 5)
o Las presentaciones requeridas se realizarán de forma oral por grupos.
o Las presentaciones orales se realizarán en los Talleres Cuatro y Cinco.
en el idioma que corresponde a cada taller.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
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o Se requiere la participación activa de todos y cada uno de los integrantes
del grupo tanto en la preparación como en la exposición de la
presentación oral.
o Se recomienda el uso de la tecnología (diapositivas, visuales, entre otros).
Cada grupo tendrán 10 minutos para hacer su presentación oral. La
presentación oral debe realizarse de forma interesante y que impacte al
resto de la clase (Anejo G ).
o Además, el mismo día en que se realice la presentación, es decir en los
Talleres Cuatro y Cinco, cada grupo le corresponde evaluar a cada
estudiante que tenga una participación activa en cada presentación. Esta
evaluación se entregará al facilitador el mismo día, véase Anejo H para el
documento.
• Ensayo de posición (Talleres 3 – 5)
o Este ensayo manifestará la posición político-educativa de su autor sobre
un dilema multicultural real y contemporáneo.
o El autor sustentará su posición con citas de trabajos de investigaciones
relevantes y actuales.
o Se seguirán las reglas del estilo APA (5ta. Edición).
o El ensayo se entregará en el Taller Cinco.
o Esta asignación se evaluará utilizando el Anejo I .
Descripción de las normas del curso
1. Este curso sigue el programa “Discipline-Based Dual-Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado
para promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.
Esto significa que cada taller deberá ser conducido enteramente en el
lenguaje especificado. Los lenguajes serán alternados en cada taller para
asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el módulo debe especificar que se utilizarán ambos
idiomas en el quinto taller, dividiendo el tiempo y las actividades
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
8
equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en
hacer una pregunta en el idioma especificado, bien puede escoger el idioma
de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá
contestar la misma en el idioma designado para ese taller. Esto deberá ser
una excepción a las reglas pues es importante que los estudiantes utilicen el
idioma designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en inglés o todo en español según
aplique.
2. El curso es conducido en formato acelerado, eso requiere que los
estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada
taller requiere un promedio de diez (10) horas de preparación y en ocasiones
requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente
al taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá
el trabajo perdido, de ser necesario. El facilitador decidirá uno de los
siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo
adicional en adición al trabajo a ser repuesto. Toda tarea a ser completada
antes del taller deberá ser entregada en la fecha asignada. El facilitador
ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en
la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a
dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales
es extremadamente importante pues no se pueden reponer. Si el estudiante
provee una excusa válida y verificable, el facilitador determinará una
actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
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incluir el mismo contenido y componentes del lenguaje como la presentación
oral o actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea
plagiado, copiado o presente trazos de otro será calificado con cero (vea la
política de honestidad académica).
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos
y entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber
una necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en
el salón de clases.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de
búsqueda y sitios Web que podrá utilizar para la bú squeda de la
información deseada. Entre ellas están:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
10
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o
añadir algunas de ser necesario.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
11
Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de
que, reflexionando a través de nuestras experiencias, podemos construir nuestro
propio conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos
mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender,
por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales
para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque
es el mantener una conexión entre los hechos y fomentar un nuevo
entendimiento en los estudiantes. También, intentamos adaptar nuestras
estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a
los mismos a analizar, interpretar y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje
debe comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje
se enfoca en los conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los
estudiantes utilizan para percibir el mundo y las presunciones que ellos
hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio
significado, no sólo memorizar las contestaciones “correctas” y repetir el
significado de otra persona. Como la educación es intrínsicamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer
del avalúo parte esencial de dicho proceso, asegurando que el mismo
provea a los estudiantes con la información sobre la calidad de su
aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
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6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar
las múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el
estudiante.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
13
STUDY GUIDE
Course Title: Sociopolitical and Historical Perspectives in Bilingual
Education
Code: EDBE 506
Time Length: 5 weeks
Prerequisite:
Description:
This course, Sociopolitical and Historical Perspectives in Bilingual Education,
presents theoretical constructs of bilingual schooling in the U.S. and other
multilingual societies from historical, theoretical and sociocultural perspectives. It
emphasizes issues in bilingual education related to the sociocultural and legal
aspects of language policy and bilingual education in the U.S. The historical
trajectory of language policy and bilingual education in the U.S. is discussed in
reference to Native American languages and early European settlers’ language
schooling practices. The focus shifts to 20th and 21st century bilingual education
and immigration policies that have influenced both the advocacy for and
opposition to bilingual education as well as the movement to make English the
official language in the U.S.
General Objectives
At the end of the course, students will:
1. Examine the nature of pluralism and inter-group relationships in society from
different theoretical and ideological perspectives.
2. Examine and identify basic causes and dynamics of racism, sexism, and
other forms of discrimination and inter-group conflict.
3. Study the historical and contemporary experiences and a perspective of
numerous cultural groups and re-examine history, culture and institutions.
4. Analyze the influences on learning of such sociocultural and sociopolitical
variables as race, ethnicity, gender, and social class background, among
others; and to gain an understanding of how structures, policies, and
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
14
practices of schools tend to perpetuate discriminatory inequities by their
effects on students and educators.
5. Develop philosophical and pedagogical rationale for multicultural education.
6. Explore various conceptual frameworks for curricular and instructional
approaches to multicultural education; to review the major critiques of
multiculturalism and their impact on multicultural education; and to examine
the role of multicultural education in school reform and social change.
Textbooks
Nieto, S., & Bode, P (2008). Affirming diversity: The sociopolitical context of
multicultural education. (5th ed.). Boston, MA: Allyn & Bacon.
Gollnick, D., & Chinn, P. (2009). Multicultural education in a pluralistic society.
(8th ed.). Boston, MA: Allyn & Bacon.
Crawford, J. (1999). Bilingual education: History, politics, theory, and practice.
(4th ed.). Los Angeles, CA: Bilingual Educational Services.
Supplementary Resources
Yell, Mi. & Drasgow, E. (2009). What every teacher should know about No Child
Left Behind: A guide for professionals. (2nd ed.). USA: Merrill.
National Council of Teachers of English. (2000). Language ideologies: Critical
perspectives on the official English movement. Volume I: Education and
the social implications of official language.
Lessow-Hurley, J. (2009). The foundations of dual language instruction. (5th ed.).
Boston, MA: Allyn & Bacon.
Brisk, M. (2006). Bilingual education: From compensatory to quality schooling
(2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Ballantine, J. & Hammack, F. (2009). The sociology of education: A systematic
analysis. (6th ed.). Boston, MA: Prentice Hall.
Baker, C. (2006). Foundations of bilingual education and bilingualism. (4th ed.).
NY: Multilingual Matters Ltd.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
15
Evaluation: Score %
• Attendance and participation 50 pts. 20
• Three essays: 1 narrative, 2 expository essays 30 pts. 12
• Round table: 2 participations 40 pts. 16
• Oral presentation: 2 participations 40 pts. 16
o Individual performance 10 pts.
o Group collaboration 10 pts.
• Portfolio 50 pts. 20
• Position paper 40 pts. 16
TOTAL 250 pts. 100
Evaluation Curve
A = 100 – 90% B = 89 – 79% C = 78 – 68%
D = 67 – 57% F = 56%. or below
Evaluation Description
• Attendance and participation in class (Workshops 1 – 5)
o Attendance and participation in every workshop is mandatory. The student
will receive 10 points per workshop. The following criteria will also be
evaluated:
� Mastery of the material discussed in class.
� Completion of work assigned in class.
� Collaboration with their peers on assigned group work.
� Demonstration of proper verbal communication skills.
� Turn in work strictly on time.
o Attendance is required to pass the course. Absences will affect your final
grade as follows: 3 points for your attendance and 7 points for your
participation in class.
• Narrative Essay (Workshop 1)
o Students will write a narrative essay about individual or family histories
related to cultural pluralism.
o The essay should follow APA style (5th edition).
o The essay should be submitted in Workshop Two.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
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o This assignment will be evaluated using Appendix C .
• Portfolio (Workshops 3 and 5: Partial and Final Eva luations)
o All self assessment and reflection written assignments, together with the
selection of work done during the course, will be assembled in a portfolio
strictly following the guidelines of portfolio elaboration in Appendices Ds .
o The portfolio is should be submitted twice during this course: First partial
evaluation (Workshop 3), and final evaluation (Workshop 5).
o The portfolio will be evaluated using Appendix D8 .
• Round table (Workshops 2 and 3)
o Every panel of experts will bring into discussion the content relevant to the
assigned or selected topic, and use all the resources that help the
presentation of the topic to be discussed (e.g. visual aids, books, posters,
etc.)
o Every panel of experts can use notes or read short excerpts of what
researchers say about their assigned topics.
o This activity will be evaluated using Appendix E .
• Expository essay (Workshops 2 and 3)
o Students will write two expository essays about the following topics:
� The American Nativism (Workshop 2). In Spanish.
� How sociocultural and sociopolitical variables affect learning
o The essay should strictly follow the APA style (Workshop 3). In English.
o The essay will be submitted in workshops 3 and 4.
o This assignment will be evaluated using Appendix F .
• Oral presentation (Workshops 4 and 5)
o The presentations required in this course will be oral and in groups.
o These presentations will take place in Workshops Four and Five, and in
the language corresponding to these workshops.
o Active participation of each group member in preparing and delivering the
presentation is mandatory.
o Use of technology is highly recommended (PowerPoint, visual aids,
among others). Each group will have 10 minutes to deliver the oral
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
17
presentation. The oral presentation should be thought-provoking,
interesting, and meaningful to all members of the class (Appendix G ).
o In addition, on the same day of presentations, each group will evaluate
their group members who demonstrate active participation in the
presentation. This evaluation will be turned in to the facilitator on the same
day (please see Appendix H for the document).
• Position paper (Workshop 5)
o This essay will manifest the political educational position of its author
about a real and modern multicultural dilemma.
o The author will support his/her position citing relevant and updated
research.
o This paper should strictly follow APA style (5th edition).
o This assignment will be evaluated using Appendix I .
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-
Based Dual-Language Immersion Model® designed to promote each
student’s development as a Dual Language Professional. Workshops will be
facilitated in English and Spanish, strictly using the 50/50 model. This means
that each workshop will be conducted entirely in the language specified. The
language used in the workshops will alternate to insure that 50% of the
course will be conducted in English and 50% in Spanish. To maintain this
balance, the course module may specify that both languages will be used
during the fifth workshop, dividing that workshop’s time and activities between
the two languages. If students have difficulty with asking a question in the
target language in which the activity is being conducted, students may choose
to use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. The 50/50 model does not apply to language courses where the
delivery of instruction must be conducted in the language taught (Spanish or
English only).
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
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2. The course is conducted in an accelerated format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require
more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up
the missing work, if applicable. The facilitator will decide on the following:
allow the student to make up the work, or allow the student to make up the
work and assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in
on the assigned date. The facilitator may decide to adjust the grade given for
late assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can
be made up. If the student provides a valid and verifiable excuse, the
facilitator may determine a substitute evaluation activity if he/she understands
that an equivalent activity is possible. This activity must include the same
content and language components as the oral presentation or special activity
that was missed.
6. In cooperative activities the group will be assessed for their final work.
However, each member will have to collaborate to assure the success of the
group and the assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should
not be plagiarized. That is, the student must be the author of all work
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
19
submitted. All quoted or paraphrased material must be properly cited, with
credit given to its author or publisher. It should be noted that plagiarized
writings are easily detectable and students should not risk losing credit for
material that is clearly not their own (see Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing an
email address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to
have one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not
allowed to the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the
module, do not stop your investigation. There are many search engines
and other links you can use to search for informati on. These are some
examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
20
The facilitator may make changes or add additional web resources if
deemed necessary.
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism.
Constructivism is a philosophy of learning founded on the premise that, by
reflecting on our experiences, we construct our own understanding of the world in
which we live.
Each of us generates our own “rules” and “mental models,” which we use to
make sense of our experiences. Learning, therefore, is simply the process of
adjusting our mental models to accommodate new experiences. As teachers,
our focus is on making connections between facts and fostering new
understanding in students. We will also attempt to tailor our teaching strategies
to student responses and encourage students to analyze, interpret and predict
information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the
issues around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses
on primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students
use to perceive the world and the assumptions they make to support those
models.
4. The purpose of learning is for an individual to construct his or her own
meaning, not just memorize the “right” answers and regurgitate someone
else’s meaning. Since education is inherently interdisciplinary, the only
valuable way to measure learning is to make the assessment part of the
learning process, ensuring it provides students with information on the quality
of their learning.
5. Evaluation should serve as a self-analysis tool.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
21
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
22
Workshop One
Specific Content Objectives:
At the end of Workshop One, students will be able to:
1. Define and analyze the following terms:
a. Additive bilingualism
b. Bilingualism
c. Education
d. Culture
e. Cultural pluralism
f. Ideology
g. Inequity
h. Multicultural education
i. Policy
j. Subtractive bilingualism
2. Analyze personal and family histories related to cultural pluralism.
3. Compare and contrast alternative theories to cultural pluralism.
4. Describe the structural and psychological dimensions of racism and
discrimination.
Language Objectives:
At the end of Workshop One, students will:
1. Summarize main ideas using correct grammar and spelling in English after
reading a selection.
2. Use the reading process effectively.
3. Use cooperative learning strategies to analyze and discuss a topic.
Electronic Links (URLs):
APA style
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.psychwww.com/resource/apacrib.htm
Glossary
http://www.soci.canterbury.ac.nz/resources/glossary/index.shtml
http://www.crossroad.to/glossary/education.html
http://www.ucc.org/sacred-conversation/multiracialmulticultural.html
http://crede.berkeley.edu/tools/glossary.html
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/
2d/f2/b1.pdf
http://www.mabemi.org/glossary.html
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
23
Cultural Pluralism
http://science.jrank.org/pages/10750/Pluralism-Cultural-Pluralism.html
Histories
http://www.powerofculture.nl/uk/archive/commentary/parekh.html
http://www.natefacs.org/JFCSE/v22no1/v22no1Adams.pdf
http://www.ethnopolitics.org/ethnopolitics/archive/volume_II/issue_1/helly.pdf
http://www.ncela.gwu.edu/pubs/nabe/brj/v20/20_2_schechter.pdf
http://www.info.sophia.ac.jp/amecana/Journal/18-4.htm
Alternative theories
http://www.iemed.org/mhicongress/dialegs/tots/papers/das.pdf
http://www.wwcd.org/cd2.html
http://sociology.ucsc.edu/whorulesamerica/theory/alternative_theories.html
Racism and Discrimination
http://www.adl.org/hate-patrol/racism.asp
http://www.apa.org/pi/oema/racism/contents.html
http://academic.udayton.edu/race/
http://www.colorado.edu/conflict/peace/problem/prejdisc.htm
http://www.eeoc.gov/types/index.html
Assignments before Workshop One:
1. Search the following concepts on the Internet or dictionaries and create a
glossary using index cards (see Appendix A for more details):
a. Additive bilingualism
b. Bilingualism
c. Education
d. Culture
e. Cultural pluralism
f. Discrimination
g. Ideology
h. Inequity
i. Multicultural education
j. Policy
k. Racism
l. Subtractive bilingualism
2. Students will select one topic from the URL category “Histories,” search the
selected topic using the recommended websites as well as textbooks or other
resources, and be prepared for discussion in class.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
24
3. Students will make a concept map with the analyzed information obtained at
reading about their selected topic.
4. Students will search alternative theories of cultural pluralism using the
recommended websites as well as textbooks or other resources, and
compare and contrast two alternative theories using a Venn diagram.
5. Students will bring magazines, pictures, safe scissors, glue, markers, and
other resources to make a collage.
6. Students will read the information from the URL category “Racism and
Discrimination,” and reflect on these issues. Be prepared for discussion in
class.
Activities :
1. The facilitator and the students will introduce themselves by engaging in an
icebreaking activity suggested by the facilitator.
2. The facilitator will introduce him/herself, course, module, and students.
3. Students will provide their personal contact information to their facilitator.
4. Students will elect their student representative.
5. Students will participate in a term glossary game. Students will make two
lines face to face in the middle of the classroom. The facilitator will choose the
line that will begin the game, “What does ‘culture’ mean?” The other line can
answer using one of the members or as a group; however, glossary words will
not be used while answering a question. The facilitator will record the points
obtained by each line. The line that gets the higher number of points will be
the winner.
6. Using the strategy Phillips 66 –Discussion 66- (Appendix B ), students will
talk about cultural pluralism and the existence of a scheme to encourage
assimilation or separatism.
7. Students will share their ideas discussed within their groups with the entire
class
8. The facilitator will provide a PowerPoint presentation about the historical
evolution of bilingual education and cultural pluralism in the USA.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
25
9. Class will make four teams. Each team will work on a short presentation
about a selected personal or familiar history related to cultural pluralism using
their concept maps constructed at home. Class discussion.
10. Students will write a narrative essay that tells about a selected personal or
familiar history of their own related to cultural pluralism (Appendix C ). This
essay will be submitted in Workshop Two.
11. Using a PowerPoint presentation, the facilitator will outline alternative theories
to cultural pluralism.
12. In their teams and using their completed Venn diagrams, each group will
compare and contrast two alternative theories to cultural pluralism. Class
discussion.
13. In their teams, students will share their experiences of discrimination or
racism with the class (if any), and how these two phenomena affect
individuals. Discussion.
14. Using the materials brought to this workshop, every team will make a collage
representing their understanding of cultural pluralism. Then, teams will set up
an exhibit of their collages and explain their meaning to the rest of the class.
15. Students will begin working on their portfolios (Appendices Ds), including
notes of their thoughts and their self reflection on one of the most relevant
entries or activities completed in this workshop.
16. The facilitator will explain assignments corresponding to Workshop Two.
Assessment:
1. Students will complete their self reflection sheet (Appendix D3 ).
2. Students will hand in their narrative essays at the beginning of Workshop Two
(Appendix C ).
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
26
Taller Dos
Objetivos Específicos de Contenido
Al final del Taller Dos, los estudiantes:
1. Definirán y analizarán los siguientes términos:
a. Conducta
b. Cultura dominante
c. Grupos étnicos
d. Diversidad
e. Migración
f. Minorías
g. Nativismo
h. Valores
i. Xenofobia
2. Describirán los orígenes y las causas del movimiento migratorio a los
Estados Unidos.
3. Identificarán las formas adecuadas para nombrar a los miembros de
diferentes grupos étnicos.
4. Evaluarán el antiguo y el nuevo nativismo.
Objetivos de Lenguaje
Al final del Taller Dos, los estudiantes:
1. Utilizarán el proceso de lectura efectivamente.
2. Escribirán una auto reflexión sobre el contenido y el proceso de una actividad
o asignación completada en este taller, utilizando gramática, vocabulario y
estilo adecuados.
3. Utilizarán estrategias efectivas para llevar a cabo discusiones formales e
informales incluyendo actividades de reflexión y análisis, respetando los
diversos puntos de vista de otros.
Enlaces Electrónicos
El estilo APA
http://www.uninorte.edu.co/observatorio/documentos/Apa_Edicion5.pdf
http://alejandria.ccm.itesm.mx/biblioteca/digital/apa/APAelectronicas.html
Glosario
http://ilasnet.org/AntroCultUrbana/Vocabulario/
http://www.mallorcaweb.net/arc98/Educacion/conceptos.html
http://pdf.rincondelvago.com/glosario-de-sociologia.html
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
27
http://www.monografias.com/trabajos11/glosar/glosar.shtml
http://www.ugr.es/~pwlac/G22_10Ramon_Novo_L.html
Movimiento migratorio
http://www.un.org/esa/population/meetings/IttMigLAC/P12_Chacon.pdf
http://www.unrisd.org/80256B3C005BCCF9/(httpAuxPages)/1D5D45464898A80
9C1256E28002E081C/$file/25s.pdf
http://www.hiru.com/es/geografia/geografia_01400.html
http://sauce.pntic.mec.es/jotero/Emigra1/intro.htm
http://www.cyta.com.ar/ta0206/v2n6a1/v2n6a1.htm
http://www.rieoei.org/deloslectores/1112Gonzalez.pdf
Cultura dominante
http://www.pangea.org/jei/edu/f/t-cult-pop-edu-tex.htm#_Toc50900324
Grupos étnicos
http://www.paho.org/spanish/HIA1998/EstadosUnidos.pdf
http://catarina.udlap.mx/u_dl_a/tales/documentos/lri/montero_o_le/capitulo0.pdf
http://veneno.com/2002/v-64/dos-64.html
http://socialismandliberation.org/mag/index_sp.php?aid=427
http://www.iadb.org/exr/cultural/catalogues/orleans/ethnicity_immi_sp.html
http://www.lanacion.cl/prontus_noticias_v2/site/artic/20080823/pags/2008082320
0536.html
http://bibliotecadigital.conevyt.org.mx/servicios/hemeroteca/reencuentro/no32/do
s/multi.html
Asignaciones antes del Taller Dos
1. Los estudiantes investigarán las definiciones de los siguientes términos
(Anejo A ):
a. Conducta
b. Cultura dominante
c. Grupos étnicos
d. Diversidad
e. Migración
f. Minorías
g. Nativismo
h. Valores
i. Xenofobia
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
28
2. Los estudiantes prepararán un mapa geográfico en el cual indicarán las
principales corrientes migratorias a los Estados Unidos.
3. Usando los libros de texto, las direcciones electrónicas y otros recursos
instruccionales de su preferencia, los estudiantes investigarán sobre los
orígenes y causas del movimiento migratorio a los Estados Unidos y
elaborarán un organizador gráfico que resuma los puntos más importantes de
su investigación.
4. Los estudiantes investigarán sobre los diversos grupos étnicos que conviven
en los Estados Unidos y prepararán fichas respondiendo lo siguiente:
a. ¿Cuál es el lenguaje “correcto” o “apropiado” a usarse para las
personas de diferentes grupos étnicos?
b. ¿Cómo se toman estas decisiones sobre el lenguaje “correcto”?
c. ¿Cómo les gusta ser llamados a los diferentes grupos étnicos (i e.,
Americanos Nativos o Indios, Afroamericanos o Negros, Latinos o
Hispanos, etc.?
d. ¿Cuáles son las implicaciones de utilizar diferentes términos?
e. ¿Qué términos son particularmente ofensivos? ¿Por qué?
f. ¿Cómo se puede utilizar esta información en el salón de clase?
Prepárese para una discusión formal de estos asuntos.
Actividades
1. El facilitador realizará un breve repaso de los temas cubiertos en el taller
anterior.
2. Los estudiantes y el facilitador participarán en un juego con las tarjetas que
contienen la terminología del glosario de este taller. Los estudiantes formarán
dos filas paralelas frente a frente. El facilitador colocará las tarjetas sobre una
silla entre las dos filas. Se sorteará qué fila empezará a preguntar. Una vez
seleccionada la fila, el primer estudiante de ésta comenzará a preguntar.
Tomará una tarjeta al azar y preguntará, “¿Qué significa ‘cultura dominante’?”
(por ejemplo). Al responder, puede hacerlo un miembro o el grupo completo
sin usar sus tarjetas del glosario mientras lo hace. La fila que reúna la mayor
cantidad de respuestas correctas obtendrá un premio.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
29
3. Utilizando una presentación de diapositivas (PowerPoint), el facilitador
presentará un esquema o mapa conceptual con los orígenes y las causas del
movimiento migratorio a los Estados Unidos.
4. Usando los mapas que elaboraron en sus hogares, las notas de sus
investigaciones sobre el movimiento migratorio y formando equipos de cuatro
integrantes, los estudiantes escogerán un movimiento migratorio específico y
discutirán los orígenes, causas, formas y consecuencias de tal movimiento
hacia los Estados Unidos.
5. Una vez terminada la discusión grupal y habiendo resumido la información en
un organizador gráfico o tarjetas, cada grupo se convertirá en un panel de
expertos del movimiento migratorio escogido y discutirán sus ideas utilizando
la técnica de la mesa redonda. El facilitador será el moderador y el resto de
estudiantes será la audiencia quienes podrán formular preguntas y aún
desafiar lo discutido por el panel de expertos después que el panel haya
terminado la discusión. El moderador aclarará las dudas surgidas en la
discusión (Anejo E ).
6. El facilitador presentará los grupos étnicos mayoritarios que conviven en los
Estados Unidos utilizando una presentación de diapositivas (PowerPoint).
7. La clase formará cuatro equipos utilizando técnicas de agrupación flexible.
Cada equipo representará a un determinado grupo étnico asignado por el
facilitador. Usando las fichas que prepararon en sus hogares sobre sus
investigaciones de los diversos grupos étnicos, los estudiantes analizarán su
información sobre la etnia que representan y llegarán a un consenso para
presentar el resultado de sus investigaciones a la clase. Discusión.
8. El facilitador presentará el concepto de Nativismo Americano (una forma
extrema de xenofobia) y cómo ésta afecta a la diversidad cultural. Debate.
9. Los estudiantes redactarán un ensayo expositivo sobre el Nativismo
Americano. Esta asignación se entregará al inicio del Taller Tres. (Anejo F ).
10. El facilitador presentará un breve corte propagandístico elaborado por
Amnistía Internacional desde la siguiente conexión electrónica:
http://www.youtube.com/watch?v=acDRdt7wtaE relacionado a la
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
30
discriminación racial. A pesar que este corte propagandístico se encuentra en
otro idioma que no es el español ni el inglés, los estudiantes deberán analizar
la escena, la reacción de los dos individuos que protagonizan este video y
comentar sobre el odio que aún existe entre los diversos grupos étnicos y
buscar estrategias para contrarrestar el mismo.
11. Los estudiantes continuarán trabajando en sus portafolios siguiendo las
indicaciones dadas en este módulo (Anejos Ds ). El portafolio será entregado
al facilitador al final del taller tres para su primera evaluación parcial y
retroalimentación correspondiente.
Avalúo:
1. Los grupos presentarán su ensayo expositivo al inicio del Taller Tres. Esta
asignación se redactará en español y seguirá el estilo APA (Anejo F ).
2. Participación de los estudiantes en la mesa redonda sobre los orígenes,
causas, formas y consecuencias de tal movimiento migratorio hacia los
Estados Unidos (Anejo E ).
3. Los estudiantes completarán la hoja de auto reflexión (Anejo D3 ).
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
31
Workshop Three
Specific Content Objectives
At the end of Workshop Three, students will:
1. Define and analyze the following terms:
Classism
Ethnicity
Gender
Heterosexism
Racism
Sexism
Social class
2. Identify function and structure of schools, school policies and practices.
3. Analyze the influence on learning of such sociocultural and sociopolitical
variables as race, ethnicity, gender, and social class background, among
others.
Language Objectives
At the end of Workshop Three, students will:
1. Use the reading process effectively.
2. Write an expository essay using appropriate vocabulary, grammar, and style
after analyzing and interpreting data.
3. Use cooperative learning strategies to analyze and discuss a topic.
Electronic Links (URLs)
APA style
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.psychwww.com/resource/apacrib.htm
Glossary
http://www.soci.canterbury.ac.nz/resources/glossary/index.shtml
http://www.crossroad.to/glossary/education.html
http://www.ucc.org/sacred-conversation/multiracialmulticultural.html
http://crede.berkeley.edu/tools/glossary.html
Multicultural school policies and practices
http://www.edchange.org/multicultural/papers/buildingblocks.html
http://www.intime.uni.edu/multiculture/school/benchmarks.htm
http://www.bridges4kids.org/articles/12-02/EdLeadership1-03.html n
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
32
http://www-rcf.usc.edu/~cmmr/Policy.html
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/
14/d1/be.pdf
http://www.newfoundations.com/Clabaugh/CuttingEdge/HowMulticultural.1.html
http://www.newhorizons.org/strategies/multicultural/hanley.htm
Sociocultural and sociopolitical variables
http://www.apa.org/pi/multiculturalguidelines/definitions.html
http://www.ttrb.ac.uk/attachments/18fb5447-4169-4249-889a-4f0a59f54344.doc
http://public.clunet.edu/~mklassen/GITEFinal.pdf
http://cpfoa-
stage.musk.usm.maine.edu/resources/levelthree.aspx?sectionGUID=4ce7fb18-
3f50-4108-844b-1a1dbec45470
http://www.edchange.org/multicultural/papers/literature2.html
http://www.mestizos.net/article51.html
Assignments before Workshop Three
1. Search the following concepts on the Internet or dictionaries and create a
glossary using index cards (see Appendix A for more details):
Classism
Ethnicity
Gender
Heterosexism
Homosexualism
Racism
Sexism
Social class
2. Groups should be prepared for the round-table discussion on multicultural
school policies and practices (Appendix E ).
3. Using a PowerPoint presentation, the facilitator will explain the implications of
the social change in the educational process, highlighting the social,
economic and political aspects.
4. At home students will watch the following video spots:
http://www.youtube.com/watch?v=zs_WKJtILo8 (History of Racism)
http://www.youtube.com/watch?v=PSwbjh4RNag&feature=related (Racist US
University Students on Latino Students)
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
33
http://www.youtube.com/watch?v=TfQRVeOlrUM&feature=related (Sexism in
the Classroom)
http://www.youtube.com/watch?v=7x_BV2yUr-M (Homophobia). Then
students will complete the following log:
Issue Brief description
Cause Consequence Action (s) to be taken
1.
2.
3.
Activities
1. The facilitator and students will briefly review the topics and concepts studied
in the previous workshop.
2. Students will participate in a term glossary game. Students will make two
lines face to face in the middle of the classroom. The facilitator will choose the
line that will begin the game, “What does ‘ethnicity’ mean?” The other line can
answer using one of the members or as a group; however, glossary words will
not be used while answering a question. The facilitator will record the points
obtained by each line. The line that gets the higher number of points will be
the winner.
3. In groups of four and using notes of their reading, students will analyze the
role of schools in promoting a multicultural education, and identify different
multicultural school policies and practices. Groups can summarize their
information using index cards, graphic organizers, semantic maps, etc.
4. Using their notes on graphic organizers or index cards, each group will
become a panel of experts on different multicultural school policies and
practices, using the round table discussion strategy (Appendix E ). The
facilitator will become the moderator and the other students will be the
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
34
audience who can ask questions and even defy the ideas of the panel at the
end of the discussion. The moderator can clarify doubts.
5. The class will make two opposite groups: one will advocate for implementing
fair multicultural policies and practices in schools; the other will attack
multiculturalism in schools. Each group will present evidence to support their
position under discussion. Be creative and respectful while debating this
controversial educational issue. Finally, the facilitator will clarify doubts if any.
6. Using a PowerPoint presentation, the facilitator will introduce and explain the
major sociocultural and sociopolitical variables that affect learning in schools.
7. Using flexible grouping techniques, the facilitator will re-group the class to
debate the content of the video spot logs. Each group will make a short oral
presentation of their findings and proposals about racism, sexism, and
homophobia.
8. Students will write an expository essay on how sociocultural and sociopolitical
variables affect learning. This assignment will be handed in at the beginning
of Workshop Four (Appendix F ).
9. Using a PowerPoint presentation, the facilitator will explain purpose, format,
and content of a position paper about a controversial issue in multicultural
education. Then, the facilitator will provide students with a list of topics to
begin writing their position papers. Students will send their position paper
outlines by e-mail to the facilitator for feedback before Workshop Four.
10. Class will arrange four teams to read and analyze a chapter of the book
“Pedagogy of the Oppressed” in Workshop Four.
11. Students will continue working on their portfolios and insert all the documents
written and/or completed so far, following the guidelines of portfolio
elaboration (Appendices Ds ).
12. The facilitator will discuss the assignments for the next workshop.
Assessment
1. Students will submit an expository essay on the topic assigned to their groups
and discussed in the round table this week. This assignment should be
written in English and follow APA style (Appendix F ).
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
35
2. Students will complete the self reflection sheet (Appendix D3 ) and insert it in
their portfolio.
3. The facilitator will electronically send the Progression Follow Up Template
(Appendix D5 ) with his/her feedback and improvement recommendations
during the week before Workshop Four.
4. Students will electronically response to the Progression Follow Up Template
before Workshop Four.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
36
Taller Cuatro
Objetivos de Contenido
Al final del Taller Cuatro, los estudiantes:
1. Definirán y analizarán los siguientes términos:
Cultura de poder
Currículo
Educación culturalmente
relevante
Estudiantes cultural y
lingüísticamente diversos
Logro académico
Pedagogía
2. Identificarán la composición y características de la población de estudiantes
cultural y lingüísticamente diversos en los Estados Unidos de América.
3. Evaluarán el currículo escolar del estado de la Florida utilizando el enfoque
de educación culturalmente relevante.
4. Propondrán un currículo escolar para el estado de la Florida que responda a
las necesidades de los estudiantes cultural y lingüísticamente diversos.
Objetivos de Lenguaje
Al final del Taller Cuatro, los estudiantes:
1. Utilizarán el proceso de lectura efectivamente.
2. Escribirán un ensayo expositivo usando gramática, vocabulario y estilo
adecuados después de analizar e interpretar la información.
3. Desarrollarán ideas para solucionar problemas de una manera efectiva.
Enlaces Electrónicos
El estilo APA
http://www.uninorte.edu.co/observatorio/documentos/Apa_Edicion5.pdf
http://alejandria.ccm.itesm.mx/biblioteca/digital/apa/APAelectronicas.html
Glossary
http://ilasnet.org/AntroCultUrbana/Vocabulario/
http://www.mallorcaweb.net/arc98/Educacion/conceptos.html
http://pdf.rincondelvago.com/glosario-de-sociologia.html
http://www.monografias.com/trabajos11/glosar/glosar.shtml
http://www.ugr.es/~pwlac/G22_10Ramon_Novo_L.html
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
37
Características de la diversidad
http://www.rinace.net/arts/vol6num3/art1_htm.htm
http://www.nuso.org/upload/articulos/3312_1.pdf
El Multiculturalismo y los estudiantes cultural y lingüísticamente diversos
http://www.ncela.gwu.edu/pubs/pigs/pig16.htm
El multiculturalismo en el currículo
http://www.ericdigests.org/1992-5/perspective.htm
http://www.niu.edu/mct/about/index.shtml
http://www.eslteachersboard.com/cgi-bin/articles/index.pl?noframes;read=1621
http://www.robinsoncurriculum.com/view/rc/s31p1000.htm
http://www.edchange.org/multicultural/curriculum/characteristics.html
http://www.epcc.edu/Portals/126/curriculum/pdf/1A.pdf
http://www.muskegon-isd.k12.mi.us/services/for-
community/multicultural/curriculum/
http://www.txstate.edu/edphd/PDF/multicultural.pdf
http://www.rethinkingschools.org/archive/15_01/Himu151.shtml
http://culturismnews.blogspot.com/2008/01/perils-of-multiculturalism-in-
schools.html
http://www.ericdigests.org/2001-4/gifted.html
http://www.rethinkingschools.org/archive/16_03/Mult163.shtml
El Currículo Multicultural en el Estado de la Florida
http://www.palmbeach.k12.fl.us/Multicultural/MulticulturalNew/MultiCurric.htm
http://www.broward.k12.fl.us/esol/Eng/Multicultural/SupportServices.htm
http://www.fldoe.org/aala/pdf/tot2.pdf
https://www.ocps.net/cs/multilingual/Pages/default.aspx
http://www.scps.k12.fl.us/esol/_doc/Procedural%20Handbook.pdf
http://bilingual.dadeschools.net/
Asignaciones antes del Taller Cuatro
1. Los estudiantes responderán electrónicamente a los comentarios hechos por
el facilitador sobre la calidad de sus portafolios antes del Taller Cuatro
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
38
utilizando la Tabla de Progreso enviada electrónicamente por el facilitador del
curso.
2. Los estudiantes investigarán las definiciones de los siguientes términos:
Cultura de poder
Currículo
Educación culturalmente
relevante
Estudiantes cultural y
lingüísticamente diversos
Logro académico
Pedagogía
3. Los estudiantes leerán por lo menos tres direcciones electrónicas
recomendadas en cada subcategoría y tomarán notas de las ideas centrales
de cada tema a discutirse en este taller.
4. En grupos de cuatro integrantes, los estudiantes discutirán las
características principales del currículo escolar ofrecido en el estado de la
Florida y brindarán recomendaciones de cómo integrar el multiculturalismo en
el currículo. Los estudiantes utilizarán la siguiente tabla para registrar su
análisis y elaborarán una presentación en PowerPoint para informar sus
hallazgos y recomendaciones.
Hallazgo Recomendación Implementación Alcance
1.
2.
3.
4.
Actividades
1. El facilitador realizará una actividad para repasar el material del taller
anterior.
2. El facilitador devolverá los portafolios a los estudiantes adjuntando la Tabla
de Progreso con sus comentarios y con la respuesta de los estudiantes.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
39
3. El facilitador aclarará cualquier pregunta sobre cómo mejorar la calidad de
los portafolios.
4. El facilitador brindará recomendaciones de cómo mejorar la calidad del
bosquejo del ensayo de posición que los estudiantes entregarán en el Taller
Cinco.
5. Usando una presentación de diapositivas (PowerPoint), el facilitador
explicará el concepto de “Cultura de Poder” y presentará las siguientes
aseveraciones para su discusión y análisis correspondiente con los
estudiantes:
a. Una interpretación radical de la historia educativa de los Estados
Unidos de América sugiere que las escuelas públicas – las cuales son
universales, obligatorias y gratuitas – fueron establecidas por la clase
dominante fundamentalmente para pacificar a los ingobernables y
rebeldes niños de la clase trabajadora.
b. Las escuelas públicas ejecutan esta función de pacificación a través
de un proceso de socialización en la cual los niños se transforman en
obedientes, puntuales, dóciles y respetuosos de la autoridad.
c. Las escuelas públicas preparan a los niños para sus futuros roles
como obreros disciplinados y eficientes.
d. Las escuelas públicas han contribuido enormemente a perpetuar la
estructura jerárquica y de desigualdad de la sociedad americana.
6. La clase formará cuatro grupos para el análisis de la aseveración asignada
por el facilitador. Los grupos deberán llegar a un consenso para luego
presentar el resultado de su análisis al resto de la clase. El facilitador
intervendrá para profundizar las ideas o perspectivas del análisis si fuera
necesario.
7. El facilitador presentará las características de la composición de la
diversidad cultural existente en los Estados Unidos de América.
8. Basados en la información leída en casa, los estudiantes discutirán y
analizarán los diversos programas de educación bilingüe ofrecidos a los
estudiantes cultural y lingüísticamente diversos en este país. Discusión.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
40
9. Usando una presentación de diapositivas, el facilitador presentará la
definición de “currículo” y explicará el concepto de multiculturalismo y sus
implicaciones en el currículo de las escuelas públicas.
10. Haciendo uso de los medios audiovisuales y tecnológicos, los grupos
informarán a la clase el resultado de su análisis y sus recomendaciones
sobre cómo integrar el multiculturalismo en el currículo de las escuelas
públicas del estado de la Florida (Anejos G y H ). El facilitador intervendrá
para profundizar el análisis y aclarar dudas si fuera necesario.
11. Los estudiantes continuarán trabajando en sus portafolios incluyendo la hoja
de autorreflexión (Anejos Ds ) y las notas de sus reflexiones sobre las
discusiones o actividades implementadas en este taller.
Avalúo
1. Los estudiantes completarán la hoja de autorreflexión sobre una o algunas de
las actividades más relevantes de este taller (Anejo D3 ).
2. Los estudiantes enviarán electrónicamente los borradores de sus ensayos de
posición al facilitador para retroalimentación.
3. Los estudiantes elaborarán una presentación oral sobre cómo integrar el
multiculturalismo en el currículo escolar (Anejos G y H ).
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
41
Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Content Objectives
At the end of Workshop Five, students will:
1. Define a conceptual framework for multicultural education.
2. Describe dilemmas and controversies of multicultural education.
3. Analyze how multicultural education and structural reform can lead to social
change.
Specific Language Objectives
At the end of Workshop Five, students will:
1. Develop ideas to solve problems in an effective way.
2. Use cooperative learning strategies to analyze and discuss a topic in English
or Spanish.
3. Write a position paper about a dilemma or controversy of multicultural
education (e g., high-stakes testing: dumbing down of the school curriculum),
using appropriate vocabulary, grammar, and style.
Electronic Links (URLs):
APA style
http://www.monografias.com/trabajos7/bafux/bafux.shtml
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.psychwww.com/resource/apacrib.htm
Multiculturalism
http://www.amnestyusa.org/run-your-
group/multiculturalism/page.do?id=1101342&n1=4&n2=63&n3=131
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
42
http://books.google.com/books?id=7PhRagnCkF0C&pg=PA178&lpg=PA178&dq
=multiculturalism+in+the+USA&source=web&ots=9NNfxZe2vk&sig=QfBwBJql0F
6f4H87JmdbDwJDgA8&hl=en&sa=X&oi=book_result&resnum=8&ct=result
Framework of multiculturalism
http://www.edchange.org/multicultural/papers/edchange_history.html
http://www.edu.gov.mb.ca/k12/docs/policy/multic/index.html
http://www.nationalforum.com/Electronic%20Journal%20Volumes/Ameny-
Dixon,%20Gloria%20M.%20Why%20Multicultural%20Education%20is%20More
%20Important%20in%20Higher%20Education%20Now%20than%20Ever.pdf
http://www.coe.fau.edu/conferences/papers/guo.doc
Education Policy
http://www.aera.net/uploadedFiles/Journals_and_Publications/Journals/Educatio
nal_Researcher/3209/3209_Fuller.pdf
http://wvconnections.k12.wv.us/documents/MULTICULTURALEDUCATIONMOD
ULE081003.ppt
http://www.eastern.edu/publications/emme/2003fall/lund.html
Multicultural dilemmas
http://www.cal.org/resources/Digest/crawford01.html
http://brj.asu.edu/archives/1v21/articles/Issue1Crawford.html
http://www.humnet.ucla.edu/humnet/linguistics/people/grads/macswan/fillmor1.ht
m
http://www.humnet.ucla.edu/humnet/linguistics/people/grads/macswan/glenn.htm
http://www.ncte.org/library/files/Store/Books/Sample/26677chap03.pdf
http://www.coactivity.vgtu.lt/upload/filosof_zurn/b_nikiforova_filosofija_nr_1_t15.p
df
http://www.hermetic.com/bey/pw-multicul.html
http://www.blackwellpublishing.com/newkeywords/PDFs%20Sample%20Entries
%20-%20New%20Keywords/Multiculturalism.pdf
http://samvak.tripod.com/civilwar.html
http://www.usatoday.com/educate/college/business/casestudies/20020627-
diversity.pdf
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
43
http://www.usatoday.com/educate/college/firstyear/casestudies/20031030-
affirmative_action.pdf
La Pedagogía del Oprimido: Paulo Freire
http://www.servicioskoinonia.org/biblioteca/general/FreirePedagogiadelOprimido.
Multiculturalism in schools/social change
http://www.edchange.org/multicultural/papers/caleb/multicultural.html
http://www.ndsu.nodak.edu/rsse/html/multicul.html
http://www.edchange.org/multicultural/initial.html
http://www.newhorizons.org/strategies/multicultural/joshee.htm
http://www.eastern.edu/publications/emme/2005fall/caruso.html
Social justice and multiculturalism
http://www.phaenex.uwindsor.ca/ojs/leddy/index.php/SSJ/article/viewFile/185/18
0
Other multicultural issues in education
http://www.multiculturaljournal.com/issues/
Assignments before Workshop Five
1. Students will explore at least three URLs of each category, take notes, and
prepare a graphic organizer or concept map that summarizes the information.
Be prepared for discussion in class (Spanish and English).
2. Students will choose two of the dilemmas posted in the URL category
“Multicultural Dilemmas,” prepare visual aids (e.g. posters, graphic
organizers, data charts, etc.), prepare a proposal to solve their chosen
dilemmas and announce their proposals in the midst of a hot political
campaign between Democrats and Republicans. (Spanish & English)
3. Class will make four groups to read a chapter of “The Pedagogy of the
Oppressed” by Paulo Freire, take notes, make a PowerPoint presentation
with the major ideas of their corresponding chapter, and prepare for
discussion in class (Spanish).
4. Students will hand in their position papers to the facilitator in this workshop
(Appendix I ). (English).
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
44
5. Students will complete their portfolios for final evaluation.
Activities
1. Using a PowerPoint presentation, the facilitator and students will review the
concept of “Multiculturalism” and introduce some major points of its
conceptual framework (English).
2. Using their notes taken at home and in groups of four, students will discuss
and analyze the conceptual framework of multiculturalism. Then, groups will
make a short presentation of their analysis (English).
3. The facilitator will present an outline of the major multicultural dilemmas in the
USA and have students regroup based on their preference of two dilemmas
(English).
4. Groups will discuss and analyze their two selected multicultural dilemmas and
prepare a concept map to present their analysis to the class (English).
5. Groups will make their oral presentation of the selected chapter of “The
Pedagogy of the Oppressed” by Paulo Freire (Appendices G and H ). Class
discussion. (Spanish).
6. The facilitator will introduce the concept of “Critical Pedagogy,” and share the
following statements with students for further discussion and analysis:
a. Critical Pedagogy fosters social change in schools.
b. Critical Pedagogy should be strongly related and integrated with
multicultural education.
Class discussion. (Spanish).
7. Students will be called on to hand in their position papers. Every student will
briefly share the content of their paper with the class, and present research-
based evidence of such position (English).
8. In groups of four, students will choose one article from the URL category
Other Multicultural Issues in Education for discussion, analysis, and
presentation to the class (English).
9. In groups of four, students will prepare an overall closing activity of the
course. Students may act out a news program, perform a song or a role play,
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
45
recite a poem, or prepare a commercial or advertisement that wraps up the
content of the course. (English & Spanish).
10. Students will complete and submit their portfolios strictly following the
guidelines to prepare the portfolio posted (Appendices Ds ).
Assessment:
1. Students will complete their self reflection sheet on one or some of the most
relevant entries of this final workshop (Appendix D3 ) (Spanish).
2. Students will complete their overall portfolio self assessment (Appendix D4 )
(English).
3. Students will make an oral presentation of a chapter of The Pedagogy of the
Oppressed by Paulo Freire (Appendices G and H ). (Spanish).
4. Students will complete their position paper (Appendix I ).
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
46
Anejos/Appendices
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
47
Anejo A/Appendix A
Guía para elaborar el glosario
Antes del inicio de cada taller, los estudiantes deben conocer alguna
terminología básica. Para ello, los estudiantes deben:
1. Buscar estas palabras en las direcciones electrónicas citadas o en el
diccionario.
2. Escribirlas en tarjetas.
3. Las dimensiones requeridas de las tarjetas son 8 ½ x 5.
4. El estudiante deberá traer el glosario a cada taller para usarlo en
actividades específicas.
Glossary Guide Before each workshop, students should know some basic terms. Students
should:
1. Look up these words in the cited websites or in the dictionary.
2. Write these words on index cards.
3. The required size of the cards is 8 ½ x 5.
4. The student should bring the glossary to each workshop to be used in
specific activities.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
48
Anejo B/Appendix B
Phillips 6-6
Esta técnica, conocida también como Discusión 6-6, fue creada por J.
Donald Phillips. Los estudiantes se dividen en grupos de seis para discutir el
tema o problema por un término de seis minutos con el propósito de llegar a una
conclusión en ese tiempo determinado.
Esta técnica provee la oportunidad para que los estudiantes se envuelvan
en una comunicación efectiva, ayudándolos a llegar a un consenso en relación al
tema en discusión.
Procedimiento:
• El procedimiento se debe explicar con claridad.
• Se explicará el modo de agruparse.
• Se presentarán las preguntas a discutirse durante la actividad.
• Los estudiantes tendrán solamente seis minutos para discutir las
preguntas en los respectivos equipos.
• Los estudiantes tendrán seis minutos para presentar sus conclusiones
al resto de la clase.
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
49
Anejo C/Appendix C
Narrative Essay Rubric
Student’s name: ___________________________________________________
Course: __________________________ Date: ________________________
Criteria Value Points Student Score
Content
Well developed introduction engages the reader and creates interest. Contains detailed background information.
1 point
Thesis clearly states a significant and compelling position.
1 point
Well developed main points directly related to the thesis. Supporting examples are concrete and detailed.
1 point
The narrative is developed with a consistent and effective point-of-view, showing the story in detail.
Logical progression of ideas with a clear structure that enhances the thesis. Transitions are mature and graceful
1 point
Establish a writer’s relationship with the subject, providing a clear perspective on the presented subject matter and engaging the audience attention.
1 point
Demonstrate a comprehensive grasp of significant ideas to reach a higher level of understanding in an organizational manner.
1 point
Language
Demonstrates a command of 1 point
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
50
standard English (vocabulary, syntax and flow of ideas) Uses grammar and style appropriately and correctly.
1 point
Uses spelling, punctuation, capitalization, and APA format correctly throughout the document (cover page, essay body, and list of references).
1 point
Total Points ____________________ 10 points ( 70% content and 30% language)
____________________ Total score:
Nombre del estudiante: ______________________________
Firma del facilitador: _______________________________
Note: The score obtained by the student should be recorded as follows: • Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
51
Anejo D/Appendix D
Guidelines to prepare the portfolio
1. Determination of sources of content
The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show
progress
e. Written pieces that illustrate critical thinking about readings: response
or reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflective diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
2. Organization of documentation
Documentation will be organized by workshop, and by type of assignment
within workshops. Workshops will be separated from one another using
construction paper or paper of different colors, with tabs indicating the
workshop number.
3. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-
portfolio).
• The Portfolio Informational Sheet will be placed in the transparent front
pocket of the binder for identification purposes (Appendix D1 ).
• The cover page will follow exactly APA guidelines applied to a cover
page of research papers submitted at Metro Orlando Campus. This
cover page will be placed at the beginning of the portfolio.
• A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
52
include a brief description, date produced, date submitted, and date
evaluated (Appendix D2 ).
• Introduction and conclusion of the income and outcome of the portfolio.
• Documentation and self reflection sheet (Appendix D3 ) required in
each workshop.
• Overall portfolio self assessment (Appendix D4 ).
• The progression follow-up template will be added to the portfolio
(Appendix D5 ).
• A list of references and appendices of all assignments included will be
added to the end of the portfolio.
• Letter of Use and Return or Use and Discard of Portfolio (Appendices
D6, & D7)
• The entire portfolio will follow APA style: Courier or Times New Roman
font, size 12, double space, and 1-inch margins. See a “Publication
Manual of the APA, Fifth Edition.
4. Portfolio evaluation (Appendix D8 ).
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
53
Anejo D1/Appendix D1: PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:
� Universidad del Este
� Universidad Metropolitana
� Universidad del Turabo
Check one:
� Undergraduate � Graduate
Concentration
Student’s Name
Facilitator’s Name
Portfolio rated as
Reason of this rate
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
54
Anejo D2/Appendix D2: Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
55
Anejo D3/Appendix D3: Self Reflection
Directions: Please complete the following blanks:
This entry is an example of my strengths:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
This entry is an example of an area I really need to improve:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
This entry is an example of an area I have improved:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I think this exercise has been very helpful for my learning because:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
56
Auto Reflexión
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Este ingreso es un ejemplo de un área que he mejorado:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
57
Anejo D4/Appendix D4: Overall Portfolio Self-Assess ment
Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual
information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write
creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _______________________________________________________ _______________________________________________________ _____ 2. _______________________________________________________ _______________________________________________________ _____ 3. _______________________________________________________ _______________________________________________________ _____ 4. _______________________________________________________ _______________________________________________________ _____ 5. _______________________________________________________ _______________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: ________________________________________________________________ Strategies:
1. _________________________________________________________________ 2. _________________________________________________________________
EDBE 506 Sociopolitical and Historical Perspectives in Bilingual Education
Prep. 2008 Fidel R. Távara, M.Ed.
58
Anejo D5/Appendix D5: Progression Follow-Up Templat e Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
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Anejo D6/Appendix D6: Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo D7/Appendix D7: Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo D8/Appendix D8: Overall Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do
ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and
portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to
quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are entries relevant to the content of
the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and
abilities?
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� Growth/Development: Do samples provide thorough understanding of growth and
development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and group work? Does the student
provide clear understanding of collaboration, and use collaboration to support his/her learning?
� Reflection and Personal growth: Do items show exceptional understanding of how to be a
reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of ethical behavior and
professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a
potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
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Anejo E/Appendix E
Round Table Rubric
Student name/Group: _______________________________________________
Course: __________________________ Date: ________________________
Criteria Value Points Student Score
Content
Participants offer an in-depth and solid analysis of the discussed content and the dialogue flows smoothly during the discussion.
2 points
Participants –through their comments– show deep knowledge of the discussed topic and a high level of understanding of questions asked by the audience.
2 points
Participants are appropriately prepared for discussion – with notes taken from their reading and passages or textbooks properly highlighted about the topic in discussion.
2 points
Participants, through their comments, show that they are paying close attention to what other participants say about the topic.
2 points
Participants provide explanations and follow up to enrich discussion.
2 points
Participants’ observations are usually related to ideas or arguments presented in this discussion.
2 points
Participants show a professional attitude and posture during the discussion.
2 points
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Language
Participants show good use of the standard English language (vocabulary, syntax and flow of ideas).
2 points
Participants use appropriate intonation in making remarks and good projection of the voice toward the audience.
2 points
Given a controversial topic during discussion, participants show a persuasive argument to support their points of view about it.
2 points
Total 20 points ( 70% content y 30% language)
Total Score:
Student name: ______________________________ Facilitator’s signature: _________________________
Note: The score obtained by the student should be recorded as follows:
• Excellent: 2.00 points • Good: 2.50 points • Fair: 1.00 point • Needs improvement: 0.50 point
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Matriz de Valoración de la Mesa Redonda
Nombre/Grupo ________________________________________________
Curso: ______________________ Fecha: ________________________
Criterios Valor Puntaje del
Estudiante
Contenido
El participante ofrece una análisis suficientemente sólido, y sin dudar avanza en la conversación.
2 puntos
El participante, a través de sus comentarios, demuestra un conocimiento profundo del tema y un alto entendimiento de las preguntas elaboradas por la audiencia.
2 puntos
El participante ha venido preparado para la discusión – con notas y pasajes o textos marcados o anotados.
2 puntos
El participante, a través de sus comentarios, demuestra que esta escuchando activamente a los otros participantes.
2 puntos
El participante ofrece explicaciones aclaratorias y/o seguimiento que extiende la conversación.
2 puntos
Las observaciones del participante frecuentemente se refieren a ideas o argumentos expuestos en la discusión.
2 puntos
El participante demuestra una actitud y postura profesional durante la conversación.
2 puntos
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Lenguaje
Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).
2 puntos
Usa la gramática de una manera adecuada y correcta.
2 puntos
Ante una idea controversial, presenta un argumento persuasivo para defender su punto de vista personal.
2 puntos
Total 20 puntos ( 70% contenido y 30% lenguaje)
Puntaje Total:
Nombre del estudiante: ______________________________ Firma del facilitador: _________________________
Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
• Excelente: 2.00 puntos • Bueno: 5.00 puntos • Regular: 1.00 punto • Necesita mejorar: 0.50 punto
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Anejo F/Appendix F
Expository Paper Rubric
Student’s name: ___________________________________________________
Course: __________________________ Date: ________________________
Criteria Value Points Student Score
Content
Thesis is clear & well stated.
1 point
Accurately explains and develops thesis and its implications based on research studies that support the author’s ideas about the topic, providing exact data and precise examples.
1 point
Major or relevant details are exposed in essay.
1 point
Sentences are cohesive and ideas flow as the essay is read.
1 point
Draw conclusions based on research-based facts only.
1 point
Establish a writer’s relationship with the subject, providing a clear perspective on the presented subject matter and engaging the audience attention.
1 point
Demonstrate a comprehensive grasp of significant ideas to reach a higher level of understanding in an organizational manner.
1 point
Language
Demonstrates a command of standard
1 point
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English (vocabulary, syntax and flow of ideas) Uses grammar and style appropriately and correctly.
1 point
Uses spelling, punctuation, capitalization, and APA format correctly throughout the document (cover page, essay body, and list of references).
1 point
Total Points ____________________ 10 points ( 70% content and 30% language)
____________________ Total score:
Nombre del estudiante: ______________________________
Firma del facilitador: _______________________________
Note: The score obtained by the student should be recorded as follows: • Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
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Matriz de Valoración para el Ensayo Expositivo
Nombre del estudiante: _____________________________________________
Curso: __________________________ Fecha: ________________________
Criterios Valor Puntaje del
Estudiante Contenido
La tesis es clara y bien establecida.
1 point
Explica y desarrolla la tesis y sus implicaciones de manera exacta, basado en los estudios científicos que apoyan las ideas sobre el tema, brindando información exacta y ejemplos precisos.
1 point
Se exponen los detalles centrales o de mayor relevancia en el ensayo.
1 point
Las oraciones son coherentes y las ideas fluyen durante la lectura del ensayo.
1 point
Elabora conclusiones basadas en la evidencia científica y objetiva.
1 point
Establece una relación del autor con el tema, brindando una perspectiva clara del tema presentado y atrayendo la atención del lector.
1 point
Demuestra un entendimiento total de las ideas más importantes hasta alcanzar un nivel superior de comprensión de una manera organizada.
1 point
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Lenguaje
Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).
1 point
Usa la gramática de una manera adecuada y correcta.
1 point
Usa la puntuación, la ortografía y el formato APA correctamente.
2 poin1
Total 10 puntos ( 70% contenido y 30% lenguaje)
Puntaje total:
El nombre del estudiante: ______________________________ Firma del facilitador: _________________________
Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto
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Anejo G/Appendix G
Oral Presentation Rubric
Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Criteria Value Points Student S core
Presentation
The student/group holds attention
of entire audience with the use of
direct eye contact, seldom looking
at notes.
1 point
Movements seem fluid and help
the audience visualize
1 point
The student/group displays
relaxed, self-confident nature
about self, with no mistakes.
1 point
The student/group uses a clear
voice with a good projection and
intonation.
1 point
The student/group demonstrates
full knowledge by answer all
questions with explanations and
elaborations.
1 point
The student/group presents
information in logical, interesting
sequence which audience can
follow
1 point
The student/group uses
technology properly during the
presentation.
1 point
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Language
The student/group demonstrates
a command of standard English
(vocabulary, syntax and flow of
ideas)
1 point
The student/group uses grammar
correctly.
1 point
The student/group uses correct
pronunciation of the language.
1 point
Total Points _______________ 10 points ( 70% content and 30% language)
_______________ Total score
Student’s name: _________________________________ Facilitator’s Signature: _________________________________ Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
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Matriz de Valoración de la Presentación Oral
Nombre/Grupo ________________________________________________
Curso: ______________________ Fecha: ________________________
Tema: ______________________ Tiempo: ________________________
Criterios Valor Puntaje del Estudiante
Presentación
El estudiante/grupo mantiene la atención de toda la audiencia utilizando el contacto visual directo, y mirando las notas raramente.
1 punto
Los movimientos son adecuados y ayudan a la audiencia a visualizar el contenido de la presentación.
1 punto
El estudiante/grupo demuestra estar relajado y tranquilo, sin hacer errores.
1 punto
El estudiante/grupo utiliza una voz clara con Buena proyección y entonación.
1 punto
El estudiante/grupo demuestra un conocimiento completo al responder todas las preguntas con explicaciones y elaboraciones.
1 punto
El estudiante/grupo presenta la información en una secuencia lógica e interesante la cual la audiencia puede seguir sin problema.
1 punto
El estudiante/grupo utiliza la tecnología adecuadamente durante la presentación.
1 punto
Lenguaje
El estudiante/grupo demuestra habilidad en el manejo del idioma inglés estándar (vocabulario, sintaxis y flujo de ideas).
1 punto
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El estudiante/grupo usa la gramática de una manera adecuada y correcta.
1 punto
El estudiante/grupo usa una pronunciación correcta durante la presentación.
1 punto
Total 10 puntos ( 70% contenido y 30% lenguaje)
Puntaje Total:
Student’s name: _________________________________ Facilitator’s Signature: _________________________________
Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto
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Anejo H/Appendix H
Oral Presentation Rubric – Group Collaboration
Student Name: ____________________________________________________
Course: _______________________ Group: ____________________________
Facilitator: __________________________________ Date: ________________
0 = Did not comply 1 = Deficient 2 = Average 3 = Good
4 = Excellent N/A = Not applicable
Criteria 0 1 2 3 4 N/A
Attended all group activities and meetings
Contributed to planning and execution of all
meetings
Demonstrated cooperation toward the group
Made frequent contribution to group discussion
Participated actively in group meetings and
activities
Demonstrated adequate preparation prior to the
group meetings, activities and discussions
Demonstrated interest and openness to points
and arguments from peer students
Demonstrated leadership at group activities
Completed assigned tasks
Contributed significantly to the work presented
by the group
Comments:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Matriz de Valoración de la Presentación Oral – Cola boración Grupal
Nombre del estudiante: _____________________________________________
Curso: ________________________ Grupo: ____________________________
Facilitador: ________________________________ Fecha: ________________
0 = No cumplió 1 = Deficiente 2 = Regular 3 = Bueno
4 = Excelente N/A = No Aplica
Criterios 0 1 2 3 4 N/A
Asistió a las reuniones o actividades del grupo
Colaboró en la planificación y celebración de las
reuniones o actividades de grupo
Demostró disposición para cooperar con el grupo
Contribuyó frecuentemente a las discusiones del
grupo
Participó activamente en las reuniones y
actividades
Vino preparado a las reuniones, actividades y
discusiones del grupo
Demostró atención y apertura a los puntos y
argumentos de sus compañeros
Demostró liderazgo en las actividades del grupo
Completó las tareas asignadas
Contribuyó significativamente al trabajo que
presentó el grupo
Comentarios:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Anejo I/Appendix I
Position Paper Rubric
Student’s Name: _________________________________________________
Course: _________________________ Date: ________________________
Criteria Value Points Student Score
Content
Takes a strong well-defined position about a
selected multicultural dilemma by presenting
both sides of such dilemma.
4 points
Uses at least four appropriate reasons with at
least three details for each reason that firmly
support the author’s position.
4 points
Demonstrates logical, subtle sequencing of
ideas through well-developed paragraphs;
transitions are used to enhance organization.
4 points
Demonstrates thorough understanding of data
(information); shows advanced degree of
comparison, contrast, and evaluation.
4 points
Uses appropriate information from all subject
areas to support position; uses additional
resources to develop position; uses a range of
primary and secondary sources (six or more).
4 points
Reveals mature and insightful understanding
of the position and a solid appreciation of
points of view.
4 points
Draw firm conclusions based on research-
based facts only.
4 points
Language
Demonstrates a command of standard 4 points
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English (vocabulary, syntax and flow of ideas)
Uses grammar appropriately and correctly. 4 points
Uses spelling, punctuation, capitalization, and
APA format correctly throughout the
document (cover page, essay body, and list of
references).
4 points
Total Points
______________
40 pts ( 70%
content and 30%
language)
______________
Total score:
Note: The score obtained by the student should be recorded as follows:
• Excellent: 4.00 points • Good : 3.00 points • Fair : 2.00 points • Needs improvement:: 1.00 point