ED 651 Research Bilingualism and Multilingualism

Credits: 3
Winter 2017

INSTRUCTOR
Soria E. Colomer, Ph.D
Assistant Professor College of Education
e-mail: soria.colomer@oregonstate.edu
Office Hours: By appointment

COURSE DESCRIPTION

Develops critical research skills to create new knowledge in the field of multilingualism. Examines
interdisciplinary and intersectional perspectives to consider notions of identity among multilinguals and
explore the historical trajectory of bilingualism and multilingualism research. Provides a broad
understanding of the theoretical and methodological frameworks used to study bilingualism and
multilingualism in globalized contexts.

Course Credits: This on-campus course combines approximately 90 hours of instruction, activities, and
assignments throughout the term for 3 credits.

Prerequisites: None

Class Meeting Time and Location: TBD

STUDENT LEARNING OUTCOMES (SLO)

Upon completion of this course, the student will be able to:

1. Discuss theoretical and methodological frameworks of bilingualism.
2. Deconstruct notions of multilingualism within and across languages.
3. Analyze the role of multilingualism in globalized contexts.
4. Differentiate between societal and individual multilingualism to explore identity negotiation.
5. Contrast traditional perspectives of bilingualism with flexible approaches.
6. Examine bilingualism and multilingualism within the context of her/his specific field of study..

TEXTBOOKS AND COURSE READINGS

In addition to the required texts identified below, additional resources will also be integrated into the
course content. Journal articles, supplemental readings, and multimedia elements will be posted to the
class online site. The primary textbooks for the course are:

Required Text(s):
Garcia, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. NY: Palgrave
Macmillian.
Weber, J. J. , & Horner, K. (2012). Introducing multilingualism: A social approach. NY: Routledge.
Suggested Text(s) for Jigsaw:
González, N. (2006). I am my language. AZ: University of Arizona Press.
Heath, S. B. (1983). Ways with Words: Language, life, and work in communities and classrooms. New
York and Cambridge: Cambridge University Press.
Orellana, M. F. (2009). Translating Childhoods. NJ: Rutgers University Press.
Zentella, A. C. (1997). Growing up Bilingual. NJ: Wiley.

Strongly Recommended:
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.) [2nd printing]. Washington, DC: American Psychological Association. v

COURSE OUTLINE & SCHEDULE

*A sign-up list for discussion leaders and group project reports will be made available as soon as class
enrollment is determined.
Week Topics Reading Assignments Assignments
1 Researching Wei, L. (2013). Conceptual and methodological issues Review Syllabus &
Bilingualism and in bilingualism and multilingualism research. In T. K. Course Schedule
Multilingualism Bhatia & W. C. Ritchie (Eds.). Blackwell Handbooks in
Linguistics: The Handbook of Bilingualism and Sign-up for Reading
Multilingualism (2nd Ed.). Oxford: Blackwell Extender
Publishing. [Available online via OSU library]
Select Jigsaw Book
Moyer, M. (2008). Research as practice: Linking
theory, method, and data. In L. Wei & M. Moyer
Consider Research
(Eds.). The Blackwell Guide to Research Methods in
Topic & Book for
Bilingualism and Multilingualism. Oxford: Blackwell
Culminating paper
Publishing. [Available online via OSU library]
Peruse The Blackwell Guide to Research Methods in
Bilingualism and Multilingualism. Each chapter
describes a methodology commonly used by
researchers of bi/multilingualism. Read the chapter
(in addition to the one noted above) that speaks
most to you. [Available online via OSU library]
2 Theoretical and Chapter 1: W&H: Introduction Due: Canvas Post
Methodological Due: Process Paper #1
Chapter 2: W&H: Theoretical & Methodological
Frameworks in Due: Reader Extender
Framework
Bilingualism and 1.
Multilingualism Blommaert, J., & Rampton, B. (2011). Language and 2.
Superdiversity. Diversities, 13(2), 3-21. Retrieved 3.
from www.mmg.mpg.de/diversities and
www.unesco.org/shs/diversities. **Inform the instructor
Wiley, T. G. (2014). Diversity, Super-Diversity, and if you plan to collect
Monolingual Language Ideology in the United States: data for your
Tolerance or Intolerance? Review of Research in culminating paper.
Education,38 (1), 1-32. DOI:

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 10.3102/0091732X13511047 [Available online via
OSU library]
Martínez, R. A., Hikida, M., & Durán, L. (2015).
Unpacking ideologies of linguistic purism: How dual
language teachers make sense of everyday
translanguaging. International Multilingual Research
Journal, 9(1), 26-42. [Available online via OSU
interlibrary loan]
Peruse:
http://www.cherokeephoenix.org/?sectionId=458
Themes for Reading Extenders:
 Describing and comparing linguistic repertoires
(p. 4)
 Language Purism (p. 21)
 Racism (p. 21)
3 Multilingualism Chapter 3: W&H: What is language? Due: Canvas Post
Within and
Chapter 4: W&H: Language variation and the spread
Across Due: Reader Extender
of global languages
Languages 1.
Chapter 5: W&H: Revitalization of endangered 2.
languages 3.
Roy, L. A. (2015). Borders and intersections of
possibility: Multilingual repertoires of refugee
families in the Southwest U.S. Multicultural
Perspectives, 17(2), 61-68. DOI:
10.1080/15210960.2014.984718
[Available online via OSU library]
Ek, L., Sánchez, P., & Quijada Cerecer, P. D. (2013).
Linguistic Violence, Insecurity, and Work: Language
Ideologies of Latina/o Bilingual Teacher Candidates in
Texas. International Multilingual Research Journal,
7(3), 197-219. [Available online via OSU library]
Peruse:
http://www.tolerance.org/magazine/number-18-fall-
2000/feature/everyone-has-accent
Themes for Reading Extenders:
 Classroom learning {vernacular language} (p.
36)
 Mixed languages (p.50)
 Successful language revitalization (p.63)

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4 Societal and Chapter 6: W&H: Societal Multilingualism Due: Canvas Post
Individual
Chapter 7: W&H: Language & Identities
Multilingualism Due: Process Paper #2
Chapter 8: W&H: Interplay between individual &
societal multilingualism Due: Reader Extender
Schneider, B. (2010). Multilingual cosmopolitanism 1.
and monolingual commodification: Language 2.
ideologies in transnational salsa communities. 3.
Language in Society, 39,(5), 647-668. [Available
online via OSU library] Sign-up for Project
Work Mini-Study.
Fránquiz, M. E., Salazar, M., & DeNicolo, C. P. (2011).
Challenging majoritarian tales: Portraits of bilingual
teachers deconstructing deficit views of bilingual
learners. Bilingual Research Journal: The Journal of
the National Association for Bilingual Education, 34,
279-300.
Suggested Readings:
Blommaert, J. (2015). Chronotopes, scales, and
complexity in the study of language in society. Annual
Review of Anthropology, 44(16), 105-116. DOI:
10.1146/annurev-anthro-102214-014035 [Available
online via OSU library]
Heller, M. (2010). The commodification of language.
Annual Review of Anthropology, 39,101–14. DOI:
10.1146/annurev.anthro.012809.104951 [Available
online via OSU library]
Peruse: http://mic.com/articles/95716/native-
american-rap-is-the-most-authentic-rap-we-have-
today#.xk70InZS2
http://inthesetimes.com/article/17935/frank-waln-
hip-hop-on-the-rez
http://www.npr.org/2011/10/11/141238763/supam
an-rapping-on-the-reservation
Themes for Reading Extenders:
 The effects of globalization (p. 79)
 Language and identity (p. 93)
 Language as linguistic capital or marker of
identity? (p. 102)

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5 Critical Analysis Chapter 12: W&H: Institutional discourses on Due: Project Work Mini
of Discourses in language & migration Study
Multilingualism Chapter 13: W&H: Media representations of
multilingualism No Canvas post.
Chapter 14: W&H: Linguistic landscape
Chapter 15: Conclusion [research topic ideas] Select Research Topic
Book for Week 9
PROJECT WORK OPTIONS:
 Language and testing policies (p. 163)
**If you are collecting
 Linguistic landscape (p. 163)
data for your
 The discourse of integration (p. 163)
culminating paper,
 Representations of multilingualism on provide an update in
internet (p. 177) lieu of a Project Work
 Multilingualism on public signs (p. 177) Mini Study.
 US English (p. 177)
 Linguistic landscape (p. 190)
 Transgressive semiotics (p. 191)
 The context of production (p. 191)
 The context of reception (p. 191)
 Advertising and multilingualism (p. 19)
6 Humanizing Jigsaw Leaders: Work with peers who have read the Due: Jigsaw Mini-
Multilingualism same book to briefly present the book and to link key presentation
elements of the book with course themes.
No Canvas post.
7 Multilingualism Chapter 9: W&H: Flexible vs. fixed multilingualism Due: Canvas Post
and Learning
Chapter 10: W&H: Mother tongue education or
Due: Reader Extender
literacy bridges?
1.
Chapter 11: Heritage language education 2.
Valdés, G. (2015). Latin@s and the intergenerational 3.
continuity of Spanish: The challenges of
curricularizing language. International Multilingual
Research Journal,9(4), 253-273. DOI:
10.1080/19313152.2015.1086625 [Available online
via OSU interlibrary loan]
Blackledge, A., & Creese, A. (2010). Contesting
language as heritage. In Multilingualism: A critical
perspective (pp. 164-180). London: Continuum. [Book
available via OSU interlibrary loan]
Themes for Reading Extenders:
 Flexible multilingualism (p. 119)
 Code-switching or mother-tongue education?
(p. 132)
 The contradictory role of Spanish in the U.S.
(p. 145)

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 8 Translanguaging Garcia, O., & Wei, L. (2014) Due: Canvas Post

Due: Process Paper #3

9 Research on Research Topic Book: Choose a book that aligns with Due: Canvas Post
Bilingualism and your research topic in bilingualism/multilingualism.
Multilingualism (You should choose a book by Week 5 to ensure you Due: Culminating
Across Domains have time to read it. I am happy to work with you to Paper (Draft)
find a suitable option.)
10 New Directions Critical dialogue based on student research Due: Culminating
in Bilingualism Paper
&
Multilingualism

ASSIGNMENTS

Reading Response Posts & Class Discussion

As you read, keep note of quotes that speak to you. In a separate document copy and paste the quote
with the citation and write WHY it speaks to you. What connections are you making to other readings?
To your experiences with language? To your world? Choose ONE of the many quotes you select and post
it in Canvas. Include the citation and your connection with the quote. Your posts will guide our class
discussions, thus, they should be posted by midnight two days before our class meets.

Reading Extender
You will sign-up to extend one theme for one class to broaden our understanding of the readings
(themes listed in schedule chart). Show us (through video, artifact, song, picture, etc.) how your chosen
theme spoke to you. How does it connect to your world or to the one you research? You will provide a
15-minute introduction to the discussion on your theme of choice.

Project Work Mini-Study

During Week 5, you will choose a ‘project work’ task and complete a mini-study. You will then choose at
least one article (in addition to the assigned chapter readings for the week) that supports your mini-
study. Submit a brief paper (approximately 500-750 words)describing your study, the purpose of your
study, and your findings. Be sure to include a reference page (not included in the word count).

Jigsaw Leader
You will become a member of a reading group, each of which will become fluent in a particular text
(choose one of the suggested texts, or propose a book by Week 2 for the class to consider) with the
aim of sharing small group understandings with the larger group.

Process Papers # 1, #2, #3

Write a short paper (1000-1250 words) in which you synthesize your understandings of bilingualism/
multilingualism (PP#1 based on Weeks 1-2; PP#2 based on Weeks 3-4; PP#3 based on Weeks 7-8 ).
Point out how course readings support or contradict each other and/or any outside readings. Use this
as an opportunity to reflect deeply on what you have read and its meaning to you as a researcher. You
may find it useful to draw from your posts and the notes you compiled while reading. Likewise, these
process papers will help you mull through your ideas as you prepare your culminating paper.

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Culminating Paper
Course papers (15-20 pages) may be of three general types:
1. A review of the literature on one of the themes discussed in class
2. A report on pilot project/field work carried out
3. A proposal for future research

(1) Reviews of the literature, for example, can focus on such topics as: History of traditional and critical
understandings of bilingualism, strategies for language maintenance, impacts of globalization on
language policies, commodification of language, etc. (I am glad to suggest topics and directions for
research so they complement your other work.)

(2) Reports on research projects will involve carrying out fieldwork, gathering data, and analyzing data.
They should focus on a single question identified as important in the study of the field. The principal
objective of each project is to give you experience in carrying out research on multilingual topics or
multilingual populations. (If you are interested in carrying out such a project, please talk to me by
WEEK 2, to ensure you complete your work on time.)

(3) Research proposals will require that you present a well-argued and supported proposal for carrying
out research on multilingual individuals or multilingual communities. Such proposals would contain the
following parts: (1) Key question(s) to be answered by the study. (2) Justification of the need for the
study. (3) Participants/community to be studied and location of study. (4) Reason for choice of
participants and location. (5) Research procedures (what will be done exactly and how). (6) Predicted
results. (I am glad to suggest topics and directions for research so they complement your other work.)

WRITING & STYLISTICS

All written assignments should conform to APA 6th edition style guidelines. This includes the following
formatting: double-spaced, Times New Roman 12-point font, and one-inch margins.

There is considerable importance attached to what is referred to as style in written work. Appendix A in
the APA manual offers some direction on general matters. Additional resources on composition and
style include:

Baker, S. (2005). The practical stylist: The classic guide to style. New York, NY: Pearson/Longman.
Becker, H. (2007).Writing for social scientists: How to start and finish your thesis, book, or article. (2nd
ed.). Chicago, IL: The University of Chicago Press.
Elbow, P. (1998).Writing with power: Techniques for mastering the writing process. New York, NY:
Oxford University Press.

For further help on APA style, students may consult the American Psychological Association and Purdue
OWL: APA Formatting and Style Guide

Students can get on campus help with their writing through OSU's Writing Center located at Waldo 123,
and online. For additional information, visit The Writing Center.

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 PERFORMANCE EVALUATION

Student performance will be evaluated based on the timely completion and quality of assignments and
interaction both in class and online. Late assignments will be penalized accordingly.

GRADES
Grades in this course will be determined by the following evaluation measures:

Assignment Point Value SLO

Reading Response Posts & Class Discussion 20 1
Reading Extender 5 1
Project Work Mini-Study 5 3
Jigsaw Leader 5 4
Process Paper # 1 10 2
Process Paper # 2 10 3, 4
Process Paper # 3 10 5
Culminating Paper 35 6

Grading Scale:

“+” and “-” grade designations may be used at the discretion of the instructor.
A ≈ 90-100%
1
B ≈ 80-89% An incomplete (I) grade will be given only in exceptional cases involving serious
C ≈ 70-79% personal circumstances (e.g. major illness). In the event an “I” grade is
D ≈ 60-69% requested, the student shall petition the instructor giving appropriate
F ≈ below 60% documentation. The petitioner should have discussed the matter with the
I = Incomplete1 instructor prior to the last class session and received informal approval.
Students with an “I” grade have only one quarter to complete the work.

INFORMATION ON UNIVERSITY-WIDE POLICIES AND RESOURCES

Statement Regarding Students with Disabilities

Accommodations are collaborative efforts between students, faculty, and Disability Access Services
(DAS). Students with accommodations approved through DAS are responsible for contacting the faculty
member in charge of the course prior to or during the first week of the term to discuss
accommodations. Students who believe they are eligible for accommodations but who have not yet
obtained approval through DAS should contact DAS immediately at 541-737-4098.

Expectations for Student Conduct

Student conduct is governed by the university’s policies, as explained in the Student Conduct Code.

Academic Integrity
Students are expected to comply with all regulations pertaining to academic honesty. For further
information, visit Student Conduct and Community Standards, or contact the office of Student Conduct
and Mediation at 541-737-3656.

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OAR 576-015-0020 (2) Academic or Scholarly Dishonesty:
a) Academic or Scholarly Dishonesty is defined as an act of deception in which a Student seeks to claim
credit for the work or effort of another person, or uses unauthorized materials or fabricated information
in any academic work or research, either through the Student's own efforts or the efforts of another.

b) It includes:

(i) CHEATING - use or attempted use of unauthorized materials, information or study aids, or an
act of deceit by which a Student attempts to misrepresent mastery of academic effort or
information. This includes but is not limited to unauthorized copying or collaboration on a test
or assignment, using prohibited materials and texts, any misuse of an electronic device, or using
any deceptive means to gain academic credit.

(ii) FABRICATION - falsification or invention of any information including but not limited to
falsifying research, inventing or exaggerating data, or listing incorrect or fictitious references.

(iii) ASSISTING - helping another commit an act of academic dishonesty. This includes but is not
limited to paying or bribing someone to acquire a test or assignment, changing someone's
grades or academic records, taking a test/doing an assignment for someone else by any means,
including misuse of an electronic device. It is a violation of Oregon state law to create and offer
to sell part or all of an educational assignment to another person (ORS 165.114).

(iv) TAMPERING - altering or interfering with evaluation instruments or documents.

(v) PLAGIARISM - representing the words or ideas of another person or presenting someone
else's words, ideas, artistry or data as one's own, or using one's own previously submitted work.
Plagiarism includes but is not limited to copying another person's work (including unpublished
material) without appropriate referencing, presenting someone else's opinions and theories as
one's own, or working jointly on a project and then submitting it as one's own.

c) Academic Dishonesty cases are handled initially by the academic units, following the process outlined
in the University's Academic Dishonesty Report Form, and will also be referred to SCCS for action under
these rules.

OSU Student Evaluation of Teaching

Course evaluation results are extremely important and are used to help me improve this course and the
learning experience of future students. Results from the 19 multiple choice questions are tabulated
anonymously and go directly to instructors and department heads. Student comments on the open-
ended questions are compiled and confidentially forwarded to each instructor, per OSU procedures. The
online Student Evaluation of Teaching form will be available toward the end of each term, and you will
be sent instructions via ONID by the Office of Academic Programs, Assessment, and Accreditation. You
will log in to “Student Online Services” to respond to the online questionnaire. The results on the form
are anonymous and are not tabulated until after grades are posted.