EDUC 298: Language, Culture, Immigration & Music in Bali
COURSE GOALS
The goals of this course are aligned with five guiding principles of the Gettysburg Education Program and 22 PA Code, Chapter 49 (PDE Competencies regarding accommodations and adaptations for English Language Learners). Goals for this class are explored through empirical and theoretical studies from different disciplinary approaches that address the issue of immigrant students’ social, cultural, and psychological adaptation process within educational and arts-based contexts. The readings are chosen from recent academic journals in the fields of sociology, psychology, anthropology, and ethnomusicology. The course will also introduce theories on language acquisition from the field of linguistics and music education. Teaching methodologies, education program models, and educational policies related to immigrant students from the field of education will be introduced to the students. Students will interpret immigrants’ experience represented in narrative forms (e.g. personal stories in documentary films and autobiography) by using conventional theories of assimilation developed in the field of sociology, psychology, and anthropology. Students will consider their own experiences abroad and compare their own narratives as they engage in the process of being a second language learner in Bali. Students will observe and interact with Balinese teachers and students in order to develop an understanding about the social cultural context of home, school, and community. Students will flip roles as they teach English to Balinese students and reflect upon and assess their own and their students’ linguistic and academic needs. Based on the observation and assessment, students will identify linguistic, academic, or interpersonal goals that they will teach a series of lessons to achieve those goals. Students, at the end of the semester will evaluate the effectiveness of their lessons.
Students are expected to achieve the following goals:
Goal 1: Experience becoming a second language and second music learner. Students will engage in learning an unfamiliar music taught in an unfamiliar language in an unfamiliar cultural context. Students will observe and interact with Balinese youth and teachers to develop an understanding about the social cultural context of home, school, and community. Students will reflect and assess their own and others’ linguistic and academic needs (Principal 1, 4, & 5; PDE I A 1,2, & 3).
Goal 2: Critically examine major theories related to immigrant assimilation, language (structures, functions, and systems), and language acquisition (including the difference between academic language and social language) (Principle 1; PDE I A 1,2, & 3)
Goal 3: Understand how communication styles, learning styles, and educational background, socio-cultural political and legal contexts of second language learners and culturally and linguistically diverse students (CLD) affect their learning. (Principle 1 & Principle 5; PDE I B1, 2, 3, & 4, PDE II C 1).
Goal 4: Demonstrate knowledge of instructional plans and assessment utilizing theories of language acquisition and research-based pedagogical techniques and methods. Students will examine PA ELPS, WIDA MPI (model performance indicators), dual language instruction, language experience approach, ethnography, new literacies, photo voice, and critical literacy. Students will use photo voice and ethnography to share the stories and experiences of youth in Bali. (Principle 5; PDE II A 1, 2, &3. PDE II B 1).
FIVE GUIDING PRINCIPLES OF THE GETTYSBURG COLLEGE EDUCATION DEPARTMENT
Principle One: Foundational Knowledge
The beginning teacher should have extensive, flexible knowledge of the social, cultural, historical, philosophical, and psychological foundations of secondary education in the United States.
Principle Two: Pedagogical Content Knowledge
Beginning teachers should have extensive, flexible knowledge of the subject(s) they teach, and of how to relate that knowledge to students in powerful ways that promote active student engagement with, and reflection on, questions of enduring importance in human
relationships.
Principle Three: Knowledge of Assessment
The beginning teacher should have a well-developed philosophy of assessment and the ability to engage in assessment practice that is fair-minded, comprehensive, analytic, and authentic.
Principle Four: Professional Knowledge
Beginning teachers should understand and demonstrate fidelity to accepted codes of professional practice, and they should demonstrate a firm commitment to their own professional development by engaging in reflective practice and by fostering relationships with colleagues, parents, and others to support student learning and well being.
Principle Five: Knowledge of Adaptations and Accommodations
Beginning teachers should have knowledge of how to address the needs of all learners, including English language learners and other diverse learners placed in inclusive settings, and they should actively work to integrate all students, regardless of their perceived
abilities, into the teaching and learning process.
CONNECTION TO THE GETTYSBURG COLLEGE CURRICULUM
In addition to the Pennsylvania Department of Education standards, the course is aligned with the major goals of Gettysburg College Curriculum: multiple inquiries, integrative thinking, effective communication, and informed citizenship. Students will read various texts on immigrant assimilation, language, literacy practices, and assimilation, using multiple theories from multiple disciplines (multiple inquiries). In reading those texts, students are also encouraged to analyze them with critical eyes and open minds so that they will understand assumptions and beliefs about language, culture, and immigrants underlying in those texts and actively consider integrating new ideas communicated through the texts into their own framework (integrative thinking). The students will also develop and teach lessons to migrant students in the community. This activity will require students to understand the expectations of the Pennsylvania State Department of education and the needs of immigrant students and integrate those two in developing and conveying the lessons to the migrant students (effective communication). Based on their experience of working with immigrant students, the students in EDUC 298 will be able to rethink what language, culture, and immigration mean and articulate the re-conceptualized notion of them clearly (effective communication). Finally, the students will: 1) reflect on their experiences as second language learners in Bali, 2) examine the influence of globalization both on immigrant students and other members of schools and communities, and 3) imagine the models of education and role of teachers, in order to embrace and nurture citizens in our society and abroad (Informed citizenship).
The goals of this course are aligned with five guiding principles of the Gettysburg Education Program and 22 PA Code, Chapter 49 (PDE Competencies regarding accommodations and adaptations for English Language Learners). Goals for this class are explored through empirical and theoretical studies from different disciplinary approaches that address the issue of immigrant students’ social, cultural, and psychological adaptation process within educational and arts-based contexts. The readings are chosen from recent academic journals in the fields of sociology, psychology, anthropology, and ethnomusicology. The course will also introduce theories on language acquisition from the field of linguistics and music education. Teaching methodologies, education program models, and educational policies related to immigrant students from the field of education will be introduced to the students. Students will interpret immigrants’ experience represented in narrative forms (e.g. personal stories in documentary films and autobiography) by using conventional theories of assimilation developed in the field of sociology, psychology, and anthropology. Students will consider their own experiences abroad and compare their own narratives as they engage in the process of being a second language learner in Bali. Students will observe and interact with Balinese teachers and students in order to develop an understanding about the social cultural context of home, school, and community. Students will flip roles as they teach English to Balinese students and reflect upon and assess their own and their students’ linguistic and academic needs. Based on the observation and assessment, students will identify linguistic, academic, or interpersonal goals that they will teach a series of lessons to achieve those goals. Students, at the end of the semester will evaluate the effectiveness of their lessons.
Students are expected to achieve the following goals:
Goal 1: Experience becoming a second language and second music learner. Students will engage in learning an unfamiliar music taught in an unfamiliar language in an unfamiliar cultural context. Students will observe and interact with Balinese youth and teachers to develop an understanding about the social cultural context of home, school, and community. Students will reflect and assess their own and others’ linguistic and academic needs (Principal 1, 4, & 5; PDE I A 1,2, & 3).
- What are your needs as a second-language learner?
- What linguistic, musical, and cultural resources were made available?
- What are the types of resources and tools you drew upon to succeed in this cultural setting?
- What biases and misunderstandings emerged during your experience in Bali?
- How will you use this knowledge to create accommodations for your future students?
Goal 2: Critically examine major theories related to immigrant assimilation, language (structures, functions, and systems), and language acquisition (including the difference between academic language and social language) (Principle 1; PDE I A 1,2, & 3)
- What assumptions about culture, language, and identity are underlying in assimilation theories?
- How do those assumptions manifest in educational programs for immigrant students?
- How do theories of language acquisition and language manifest in various teaching approaches used for the instruction of ELL (English Language Learning) students?
- How do those approaches and strategies assist ELL students acquire English language proficiency?
Goal 3: Understand how communication styles, learning styles, and educational background, socio-cultural political and legal contexts of second language learners and culturally and linguistically diverse students (CLD) affect their learning. (Principle 1 & Principle 5; PDE I B1, 2, 3, & 4, PDE II C 1).
- What are communication styles and learning styles unique to ELL and CLD from particular ethnic, class, and racial background?
- What role immigrants’ class, gender, sexuality race, ethnicity, nationality, and legal status influence their assimilation process?
- How have recent federal and state level policies on immigration and language changed immigrant students’ experience in U.S. schools ?
- What academic, linguistic, and social challenges immigrant students and their parents face?
- How can teachers of ELL and immigrant students work collaboratively with students’ parents’ to enhance students’ learning?
Goal 4: Demonstrate knowledge of instructional plans and assessment utilizing theories of language acquisition and research-based pedagogical techniques and methods. Students will examine PA ELPS, WIDA MPI (model performance indicators), dual language instruction, language experience approach, ethnography, new literacies, photo voice, and critical literacy. Students will use photo voice and ethnography to share the stories and experiences of youth in Bali. (Principle 5; PDE II A 1, 2, &3. PDE II B 1).
- What is the standards-based instruction model?
- What other models of language and literacy are available? What are strengths and limitations of them?
- What assumptions about second language learners and language are underlying in those models?
- How can teachers effectively utilize these models in assisting their students gain both linguistic, musical, and academic competence while drawing upon their cultural, linguistic, and musical resources?
FIVE GUIDING PRINCIPLES OF THE GETTYSBURG COLLEGE EDUCATION DEPARTMENT
Principle One: Foundational Knowledge
The beginning teacher should have extensive, flexible knowledge of the social, cultural, historical, philosophical, and psychological foundations of secondary education in the United States.
Principle Two: Pedagogical Content Knowledge
Beginning teachers should have extensive, flexible knowledge of the subject(s) they teach, and of how to relate that knowledge to students in powerful ways that promote active student engagement with, and reflection on, questions of enduring importance in human
relationships.
Principle Three: Knowledge of Assessment
The beginning teacher should have a well-developed philosophy of assessment and the ability to engage in assessment practice that is fair-minded, comprehensive, analytic, and authentic.
Principle Four: Professional Knowledge
Beginning teachers should understand and demonstrate fidelity to accepted codes of professional practice, and they should demonstrate a firm commitment to their own professional development by engaging in reflective practice and by fostering relationships with colleagues, parents, and others to support student learning and well being.
Principle Five: Knowledge of Adaptations and Accommodations
Beginning teachers should have knowledge of how to address the needs of all learners, including English language learners and other diverse learners placed in inclusive settings, and they should actively work to integrate all students, regardless of their perceived
abilities, into the teaching and learning process.
CONNECTION TO THE GETTYSBURG COLLEGE CURRICULUM
In addition to the Pennsylvania Department of Education standards, the course is aligned with the major goals of Gettysburg College Curriculum: multiple inquiries, integrative thinking, effective communication, and informed citizenship. Students will read various texts on immigrant assimilation, language, literacy practices, and assimilation, using multiple theories from multiple disciplines (multiple inquiries). In reading those texts, students are also encouraged to analyze them with critical eyes and open minds so that they will understand assumptions and beliefs about language, culture, and immigrants underlying in those texts and actively consider integrating new ideas communicated through the texts into their own framework (integrative thinking). The students will also develop and teach lessons to migrant students in the community. This activity will require students to understand the expectations of the Pennsylvania State Department of education and the needs of immigrant students and integrate those two in developing and conveying the lessons to the migrant students (effective communication). Based on their experience of working with immigrant students, the students in EDUC 298 will be able to rethink what language, culture, and immigration mean and articulate the re-conceptualized notion of them clearly (effective communication). Finally, the students will: 1) reflect on their experiences as second language learners in Bali, 2) examine the influence of globalization both on immigrant students and other members of schools and communities, and 3) imagine the models of education and role of teachers, in order to embrace and nurture citizens in our society and abroad (Informed citizenship).