Speech and Hearing Sciences | Second Language Acq. & Biling. Children
S539 | 11069 | Raquel Anderson

Brief course outline: The purpose of this course is to introduce
students to the wonders and complexities of child bilingual/second
language acquisition (SLA) so as to prepare them to work effectively
with the increasing child second language learning population.
Because effective clinical work requires background knowledge on
bilingualism and language development, the first part of the
course will discuss research in the area of bilingual and second
language acquisition in children. It will also include a discussion
of phenomena that are particularly salient in bilingual populations
and that directly impact assessment and treatment of bilingual
children. Issues concerning the interpretation of child second
language acquisition research will also be discussed. The second part
of the course will present strategies for assessment and intervention
with bilingual children from infancy to school age. Through active
discussion of the assigned readings and the use of clinical
case studies, students will learn to apply what they have learned to
the field of communication sciences and disorders. It is important to
remind students that although the topic of assessment and
intervention will be discussed in detail during the last five weeks
of class, applications of the research to assessment and remediation
will be discussed throughout the class. Students will be expected to
demonstrate skills in applying research into practice.

Class participation. Students will be expected to come to class
prepared. By this it is meant that students should have done the
readings that were assigned for that particular class. (The assigned
readings for each class are presented in the course outline.) The
format of this class will include not only lecture. Group discussion
of the assigned readings and the clinical cases that will be
to the class and that pertain to the topic under discussion will be
incorporated into the class.

Although I am aware that students vary in terms of degree of
participation, I expect all students to demonstrate that they have
read the assigned materials and that they are applying the knowledge
gained to the case studies. Failure to evidence this will negatively
impact your class participation grade. Class attendance (i.e., coming
to class regularly, on time, and not leaving before the class
officially ends) will also be included under class participation.
Tardiness means that if you are not in class by the time I begin
lecturing, you are late. I will begin class promptly at 9:05 A.M.
Absences and tardiness will also negatively impact your final class
participation grade.

Readings: As mentioned above, I expect students to come to class
having read the assigned articles / book chapters. In order to have
students begin to apply research and theory to practice, I have
incorporated an activity where students are to indicate how the
readings can be applied to practice.

Before each class meets, students will be required to e-mail me a
brief summary of how the readings that will be discussed in class can
be applied to our clinical practice. I should receive these e-mails
8:00 A.M. of the day the class meets (i.e., Tuesday by 8:00 AM). In
this e-mail, students are to indicate the following: (1) for each
reading  how the data, theories proposed or summary of research
can be useful for our work with children who are bilingual or who are
learning a second language; (2) any questions that the student has
about the readings. Your completion of this task will be part of the
class participation grade. Through this task, you can begin to look
at the value of research from different areas for our own clinical
development. It will also aid me in addressing questions or
concerns you may have. I a sense, then, it will aid me in focusing
class activities to address your concerns.

Special project: Students have the option of doing one of the
following as a special project: (1)
research proposal, (2) analysis of a bilingual or SLA child's
abilities in a particular area (e.g.,
phonology, syntax, pragmatics), including socio-emotional and
attitudinal aspects, (3) traditional
research paper, or (4) a workshop for a particular group in the area
of child second language
acquisition. The specific instructions for each of the possible
projects will be discussed in class. An
initial reference list and proposal (what you plan to do) will be due
on October 10. (This will be part of
the final grade for the project.) The due date for this project is
November 14.

Class assignments: Weekly assignments will be given in class that
relate directly to the topics covered in class and in the readings.
These will be due on the following class period. Each assignment will
be worth 15 points (10 points for how well the issue(s) is/are
addressed, and 5 for ability to incorporate information from the
readings). The final grade for the assignments will be the
average score the student obtained on these. (Please note: These are
weekly assignments. The due dates of the projects are written in the
course outline and assignments will be given regardless if
something is due or not. Thus, you need to start working on the
projects early.)

Presentation: The last two weeks of class will consist of student
presentations. These presentations will entail presenting an
assessment or treatment protocol for a child who is either bilingual
or SLA. This will be done in pairs. Specific instructions for will be
given in class.

Observation report: Each student will conduct an observation of a
child who is SLA within a preschool context. A written report will
follow the observation. The main purpose of the observation
is for the student to evaluate the child's L2 learning and
communication strategies as he/she is immersed in an English-speaking
preschool. Observation sites within the University will be provided.

NOTE: For all projects, assignments, etc., I will hand out detailed
information regarding instructions for completing the project and how
I will grade it. I also have a web page that you can access. In it
you will find copies of the syllabus and of the instructions for the
special project, assignments, and final presentation. You can also
find links to web pages that deal with the area of bilingualism/SLA.
My web page address is http://php.indiana.edu/~raanders.

A+  97% and above
A   93-96%
A-  90-92%
B+  87-89%
B   83-86%
B-  80-82%
C+  77-79%
C   73-76%
C-  70-72%