Selected Topics in Curriculum & Instruction
Language and Culture in EFL/ESL Bilingual Instruction
CUIN 6397
University of Houston
Professor: Dr. Leslie Gauna
FH 421
713 743-2635
lmgauna@[Link]
Class: Tuesdays, 9 – 12 PM
Office Hours: Tuesdays, 12 PM-1PM // Wednesdays, 11 AM – 12 PM
Required texts:
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. West Sussex, United
Kingdom: Wiley-Blackwell.
May, S. (2014). The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education. New York,
NY: Routledge.
Nieto, S. (2002). Language, Culture and Teaching: Critical Perspectives for a New Century. Mahwah, New
Jersey: Lawrence Erlbaum Associates, Publishers.
INTEGRATION OF TECHNOLOGY
The Curriculum and Instruction Department integrates the use of technology by using Blackboard Learn
as a tool for learning during and beyond the instructional hours. In addition to traditional research,
students are expected to conduct electronic explorations when constructing each assignment. Finally,
students analyze the uses of electronic and other forms of academic literature throughout the course.
COURSE DESCRIPTION AND GOALS
This course is designed to explore the complex connections between the role of student’s culture
and the teaching-learning of English in diverse multilingual-multicultural contexts. Through a
critical approach students survey foreign and second language education policies and programs
throughout the world and identify respective language ideologies behind the models. From a
critical multicultural education framework students identify instructional pedagogies that range
from deficit theories to culturally responsive and their presence in the EFL/ESL classroom. From
a critical applied linguistics perspective notions such as “mother tongue” or “native speaker” are
questioned to be replaced with a more fluid notion of flexible multilingualism as a complex
language modality in urban and migrant environments in a globalized world. Students will
critically examine their specific sociopolitical and cultural context of EFL/ESL Bilingual
teaching-learning.
COURSE REQUIREMENTS
Weekly Activities
Students will engage in a variety of activities each week in order to critically analyze current
readings in critical multicultural education that relates to the field of EFL/ESL teaching and
learning . Students will also be responsible for participating in these activities through class and
online discussion.
Readings / Weekly Assignments and In-class Participation
This course involves readings designed to provide an overview between the role of student’s
culture and the teaching-learning of English in diverse multilingual-multicultural. You should
complete the readings under a particular class date before coming to class that day. You should
read selections closely enough to participate in vigorous in-class dialogue about the selections.
Students are required to come to class with a minimum 1 paragraph synthesis / abstract
with 2 – 3 questions on the reading / weekly assignment each week as a focus for the
discussion. The synthesis / abstract should include all of the following:
– major points / issues, critique / analysis, questions, extensions, links / resources.
Class Texts Paper
Students will read and discuss the required 3 textbooks as a class. Students will complete one
synthesis paper focusing on the 3 texts (3 pages minimum).
Language and Culture Critical Education Project
Students will individually plan for a Language and Culture Critical Education Project during the
semester. Students will plan an interactive presentation / experience including readings / links for
the class prior to the presentation / experience. Students will complete a synthesis paper,
conference proposal or manuscript tied to the presentation / experience (5 pages approx.).
Doing Language and Culture Critical Awareness
The proposal is to engage in 2 doing language and culture critical awareness events during the
semester. Students will complete a review of each experience that includes a summary, critique/
analysis, application ideas, extension ideas, and links / resources (approximately 2 pages each).
ASSESSMENT
All projects must be completed to the satisfaction of the class and instructor for students to
receive an A.
Weekly Reading Reflections 200 pts
Class Texts Synthesis 200 pts
Doing Language and Culture Critical Awareness (100 pts each) 200 pts
Language and Culture Critical Education Project Presentation & Paper 200 pts
Class Participation 200 pts
1,000 pts
900 – 1,000 A
800 - 899 B
700 - 799 C
600 - 699 D
598 & under F
Attendance and Participation
Attendance and participation is absolutely vital in a class such as this. It is your professional
responsibility to participate meaningfully in the course. Your final grade will be greatly affected
by your participation and attendance.
TENTATIVE CALENDAR
January 20th Course Introduction – Background Knowledge and Expectations
January 27– Ofelia García Readings: Ch. 3
February 2nd – Ofelia García Readings: Ch. 10
February 9th – Ofelia García Readings: Ch. 11
February 16th – Readings by Stephen May: Ch 1 & 2
February 17th Doing Language and Culture Critical Awareness
February 24th – Readings by Stephen May: Ch. 3 & 4
March 3rd - Readings by Stephen May: Ch. 5 & 8
March 10th Readings by Stephen May: Critical Multicultural Education
March 17th Spring Break
March 24rd–Readings by Sonia Nieto
March 31st -Readings by Sonia Nieto
April 7th – Presentations
April 14th - Presentations
April 21st – Presentations
April 28th – Final Reflections and Celebration
Some of the readings will be posted on my reading website:
[Link]
Log in: lgauna
Password: bilingualed
