it has 3 parts, a short powerpoint just to refer to when presenting the program. a written report, 5 pages, 1.5 spacing, will include all the details of the program and a annotated bibliography that includes 3 sources from the outside( some links for sources are included in the pdf I attached and then 3 sources from the book.
rubric_eds_125_individual_project__2_.docx
eds_125_individual_project__1___4_.docx
eds_125_individual_project__1___4_.docx
ch._6_.docx
ch.7_.docx
Unformatted Attachment Preview
Rubric EDS 125 Individual Project
Due: December
Category
Context
30-20
An introduction described clearly
the local school context
(geographical location and
demographics; language
majority/minority groups; initial
linguistic position of children;
existing educational programs)
19-10
An introduction described with
some clarity, the local school
context (geographical location
and demographics; language
majority/minority groups; initial
linguistic position of children;
existing educational programs)
Goals
A statement of the language,
literacy and cultural goals for the
new program strongly aligned
with and were appropriate for the
bilingual model (imagined or
replicated)
A statement of the language,
literacy and cultural goals for the
new program aligned somewhat
with and were appropriate for the
bilingual model (imagined or
replicated)
Successful BE
program/models
A brief review of 2 successful
bilingual program models that
were learned about through class
readings, personal research, or
through the earlier group
presentations was clearly stated.
Explained why these programs
are relevant for the local context
and goals and provided strong
evidence to support claims made
in the form of relevant theories
AND/OR research findings.
A brief review of 2 successful
bilingual program models that
were learned about through class
readings, personal research, or
through the earlier group
presentations was stated.
Explained why these programs
are relevant for the local context
and goals and provided some
evidence to support claims made
in the form of relevant theories
AND/OR research findings.
Rationale for the
prposed
program/model
A strong and clear rationale for
the proposed program model
(e.g., theoretical framework,
goals; type of bilingual
education) with sufficient details
Allocation of languages was
clearly described across the
school day and aligned well with
the goals and program model
selected
The requirements for teachers
and staff that would work for the
proposed school were clear with
specific details
Described how families would be
actively involved with specific
details as well as community
resources that would be used
A clear rationale for the proposed
program model (e.g., theoretical
framework, goals; type of
bilingual education) with some
details
Allocation of languages was
described across the school day
and aligned well with the goals
and program model selected
Policy
Annotated
Bibliography and
Format
Allocation of
Language(s)
Teachers & Staff
Families &
Communities
9-1
An introduction described the
local school context vaguely and
needed more elaboration
(geographical location and
demographics; language
majority/minority groups; initial
linguistic position of children;
existing educational programs)
A statement of the language,
literacy and cultural goals for the
new program may not have
aligned with and/or were possibly
not appropriate for the bilingual
model (imagined or replicated)
0
Many Missing parts
or no submission
Many Missing parts
or no submission
The requirements for teachers
and staff that would work for the
proposed school were clear with
some details
Described how families would be
actively involved with some
details as well as community
resources that would be used
A brief review of 2 successful
bilingual program models that
were learned about through class
readings, personal research, or
through the earlier group
presentations were not clearly
stated. Explained why these
programs are relevant for the
local context and goals and
provided some evidence to
support claims made in the form
of relevant theories AND/OR
research findings.
A rationale for the proposed
program model (e.g., theoretical
framework, goals; type of
bilingual education) needed to
have more details
Allocation of languages was
briefly described across the
school day and aligned with the
goals and program model
selected
The requirements for teachers
and staff that would work for the
proposed school needed clarity
and some specific details
Described how families would be
actively involved vaguely as well
as community resources that
would be used
Described 3 or more relevant
policies or legal
requirements/mandates with
specific details that would impact
the implementation of the model
(e.g., No Child Left Behind, Prop
227, Common Core State
Standards; see Chapter 8
Described 2 relevant policies or
legal requirements/mandates
with some details that would
impact the implementation of the
model (e.g., No Child Left Behind,
Prop 227, Common Core State
Standards; see Chapter 8
Described 1 relevant policies or
legal requirements/mandates
with minimum details that would
impact the implementation of the
model (e.g., No Child Left Behind,
Prop 227, Common Core State
Standards; see Chapter 8
Many Missing parts
or no submission
Identified at least 6 sources (3
from outside the assigned
readings and 3 from the assigned
readings) that supported the
written report. Identified the
author, title and publication
information for each source, and
described the work in a few
sentences. Format was very
consistent throughout the paper
e.g APA. MLA
Identified less than 6 sources (3
from outside the assigned
readings and 3 from the assigned
readings) that supported the
written report. Identified the
author, title and publication
information for each source, and
described the work in a few
sentences. Format was fairly
consistent throughout the paper
e.g APA. MLA
Identified some relevant sources
that may not be appropriate or
not have correct number of
inside and outside readings that
supported the written report.
Identified the author, title and
publication information for each
source, and described the work in
a few sentences for some but not
all. Format was inconsistent
throughout the paper e.g APA.
MLA
Many Missing parts
or no submission
Many Missing parts
or no submission
Many Missing parts
or no submission
Many Missing parts
or no submission
Many Missing parts
or no submission
Many Missing parts
or no submission
History, Politics and Theory of Bilingual Education
EDS 125
Bilingual Education for the 21 Century
Individual Project
st
Presentation due in class
Written report & bibliography
uploaded to turnitin.com
Imagine that you are working with a group of parents, teachers and/or community members
who seek to establish a bilingual education program in a local school. Your task is to prepare a
ten minute presentation (with 5 minutes for questions at the end) to persuade the school board
to adopt the program. Keeping in mind García’s argument that bilingual program designs reflect
the aspirations and resources of particular societies, start by considering the needs of the
imagined local community of your choice (e.g., language, literacy and cultural goals; initial
linguistic position of children – see García, p. 388-389 – Table 16.1 at the end of the last Chapter;
also Chapters 6-7).
The final project will have three parts:

A multi-media or graphic presentation that could be presented to an imagined school
board. Options include video, prezi or powerpoint, or poster. You will have ten minutes
to present this work to a small group of your peers in class on _____, followed by 5
minutes of discussion. Because the presentation will then be submitted electronically for
your final project, if you create a poster please take a digital photo. (NOTE: If you
choose to use powerpoint, please limit your presentation to 10 slides or less).
A written report (5-6 pages) that might be submitted to your imagined audience as a
follow-up to the presentation. Possible formats include a research brief or newsletter
(see templates included in Microsoft Office or other templates available online for
formatting), as well as a more traditional written report Whatever format you choose,
be sure to include evidence for your proposed design in the form of charts or other data
representations, and/or narrative evidence, such as quotes from research studies or
interviews. See example draft linked here.
https://docs.google.com/file/d/0By3AA2A1ZZRfdGdNLUttQWJtYTg/edit?usp=sharing
• Annotated Bibliography: Identify at least 6 sources (3 from outside the assigned
readings and 3 from the assigned readings) to support your written report. Identify the
author, title and publication information for each source, and describe the work in a few
sentences. The bibliography may be included as part of your written report, or it may be
submitted separately. Included as a section in draft example above.

Submit written report and annotated bibliography (combined as 1 document) to
turnitin on Triton Ed
Your presentation and written report should include the following components:
1. An introduction to the local school context (geographical location and demographics;
language majority/minority groups; initial linguistic position of children; existing educational
programs)
2. A statement of the language, literacy and cultural goals for the new program
3. A brief review of 2 successful bilingual program models that you have learned about through
class readings, your own research, or through the earlier group presentations. Explain why you
believe that these programs are relevant for the local context and goals and provide evidence to
support your claims in the form of relevant theories AND/OR research findings.
4. Describe a proposed new bilingual program model for consideration that innovates on or
replicates one of the successful models described above. Be sure to address the following:
a. The rationale for the selected program model (e.g., theoretical framework,
goals; type of bilingual education)
b. How will the languages be allocated across the school day (e.g., language
arrangement, models of billingual/biliteracy pedagogy)? Why?
What are the requirements for teachers and staff that will work at your
proposed school?
d. How will families be actively involved? What community resources might be
used?
e. Describe some relevant policies or legal requirements/mandates that may
impact the implementation of the model (e.g., No Child Left Behind, Prop 227,
Common Core State Standards; see Chapter 8
c.
Here are some resources you may find helpful in addition to the examples linked above.
Suggestions for talking to School Boards
ACLU – Parents’ Guide to School Board Advocacy in Washington
Small Schools Project – 33 Tips for Making Presentations to School Boards
Sample Research Briefs (note that some of these have much longer bibliographies than would be
expected for this project as well as more extensive research reviews, and that the bibliographies
here are not annotated)
Iowa School Boards Foundation – Family, School & Community Connections: Improving Student
Learning
VL2 – Visual Language & Visual Learning Research Brief: ASL/English Bilingual Education Models, Methods & Strategies
Education Alliance – Quality Bilingual Education: Defining Success
LiteracySquared.org – Literacy Squared®: Building Trajectories Toward Biliteracy Handout
Information on Bilingual Program Effectiveness
1. San Diego County Office of Education (2006): Successful Bilingual Programs in California: Six
Effective Programs (Includes achievement data and case studies)
Program
Languages
Type(s) of BE
Breeze Hill Elementary,
Vista USD
Spanish, English
Transitional
Cahuenga Elementary,
Los Angeles USD
Spanish, Korean,
English
Spanish/Eng:
Transitional/Developmental
Korean/Eng: Dual Language
(some students in tri-lingual
program)
Gascon Elementary,
Montebello USD
Spanish, English
Transitional
Larsen Elementary,
Hueneme ESD
Spanish, English
Transitional
Olivewood Elementary,
National SD
Spanish, English
Transitional
San Fernando
Elementary, LAUSD
Spanish, English
Transitional
2. San Diego County Office of Education: Dual Language Directory (see School Accountability
Report Cards on school websites for program effectiveness information)
3. Center of Applied Linguistics Directory of Two-Way Bilingual Immersion Programs in the
United States
4. California Schools for the Deaf and other resources
5. Heritage Language Program Directory (Center for Applied Linguistics; Contains examples of
programs in K-12, University and community-based settings)
6. Programs for Emergent Bilinguals (“Newcomers”):
Bridges and Newcomers High School (New York City) – student oral histories
Short & Boyson (2012) Helping Newcomer Students Succeed in Secondary Schools and Beyond
Center for Applied Linguistics. (Contains case studies of exemplary programs across the US)
7. Global examples by program type:
See García, Chapter 8 (US); 9 (EU); 10 & 11 (Global)
8. There are additional resources on line
History, Politics and Theory of Bilingual Education
EDS 125
Bilingual Education for the 21 Century
Individual Project
st
Presentation due in class
Written report & bibliography
uploaded to turnitin.com
Imagine that you are working with a group of parents, teachers and/or community members
who seek to establish a bilingual education program in a local school. Your task is to prepare a
ten minute presentation (with 5 minutes for questions at the end) to persuade the school board
to adopt the program. Keeping in mind García’s argument that bilingual program designs reflect
the aspirations and resources of particular societies, start by considering the needs of the
imagined local community of your choice (e.g., language, literacy and cultural goals; initial
linguistic position of children – see García, p. 388-389 – Table 16.1 at the end of the last Chapter;
also Chapters 6-7).
The final project will have three parts:

A multi-media or graphic presentation that could be presented to an imagined school
board. Options include video, prezi or powerpoint, or poster. You will have ten minutes
to present this work to a small group of your peers in class on _____, followed by 5
minutes of discussion. Because the presentation will then be submitted electronically for
your final project, if you create a poster please take a digital photo. (NOTE: If you
choose to use powerpoint, please limit your presentation to 10 slides or less).

A written report (5-6 pages) that might be submitted to your imagined audience as a
follow-up to the presentation. Possible formats include a research brief or newsletter
(see templates included in Microsoft Office or other templates available online for
formatting), as well as a more traditional written report Whatever format you choose,
be sure to include evidence for your proposed design in the form of charts or other data
representations, and/or narrative evidence, such as quotes from research studies or
interviews. See example draft linked here.
https://docs.google.com/file/d/0By3AA2A1ZZRfdGdNLUttQWJtYTg/edit?usp=sharing
• Annotated Bibliography: Identify at least 6 sources (3 from outside the assigned
readings and 3 from the assigned readings) to support your written report. Identify the
author, title and publication information for each source, and describe the work in a few
sentences. The bibliography may be included as part of your written report, or it may be
submitted separately. Included as a section in draft example above.
Submit written report and annotated bibliography (combined as 1 document) to
turnitin on Triton Ed
Your presentation and written report should include the following components:
1. An introduction to the local school context (geographical location and demographics;
language majority/minority groups; initial linguistic position of children; existing educational
programs)
2. A statement of the language, literacy and cultural goals for the new program
3. A brief review of 2 successful bilingual program models that you have learned about through
class readings, your own research, or through the earlier group presentations. Explain why you
believe that these programs are relevant for the local context and goals and provide evidence to
support your claims in the form of relevant theories AND/OR research findings.
4. Describe a proposed new bilingual program model for consideration that innovates on or
replicates one of the successful models described above. Be sure to address the following:
a. The rationale for the selected program model (e.g., theoretical framework,
goals; type of bilingual education)
b. How will the languages be allocated across the school day (e.g., language
arrangement, models of billingual/biliteracy pedagogy)? Why?
What are the requirements for teachers and staff that will work at your
proposed school?
d. How will families be actively involved? What community resources might be
used?
e. Describe some relevant policies or legal requirements/mandates that may
impact the implementation of the model (e.g., No Child Left Behind, Prop 227,
Common Core State Standards; see Chapter 8
c.
Here are some resources you may find helpful in addition to the examples linked above.
Suggestions for talking to School Boards
ACLU – Parents’ Guide to School Board Advocacy in Washington
Small Schools Project – 33 Tips for Making Presentations to School Boards
Sample Research Briefs (note that some of these have much longer bibliographies than would be
expected for this project as well as more extensive research reviews, and that the bibliographies
here are not annotated)
Iowa School Boards Foundation – Family, School & Community Connections: Improving Student
Learning
VL2 – Visual Language & Visual Learning Research Brief: ASL/English Bilingual Education Models, Methods & Strategies
Education Alliance – Quality Bilingual Education: Defining Success
LiteracySquared.org – Literacy Squared®: Building Trajectories Toward Biliteracy Handout
Information on Bilingual Program Effectiveness
1. San Diego County Office of Education (2006): Successful Bilingual Programs in California: Six
Effective Programs (Includes achievement data and case studies)
Program
Languages
Type(s) of BE
Breeze Hill Elementary,
Vista USD
Spanish, English
Transitional
Cahuenga Elementary,
Los Angeles USD
Spanish, Korean,
English
Spanish/Eng:
Transitional/Developmental
Korean/Eng: Dual Language
(some students in tri-lingual
program)
Gascon Elementary,
Montebello USD
Spanish, English
Transitional
Larsen Elementary,
Hueneme ESD
Spanish, English
Transitional
Olivewood Elementary,
National SD
Spanish, English
Transitional
San Fernando
Elementary, LAUSD
Spanish, English
Transitional
2. San Diego County Office of Education: Dual Language Directory (see School Accountability
Report Cards on school websites for program effectiveness information)
3. Center of Applied Linguistics Directory of Two-Way Bilingual Immersion Programs in the
United States
4. California Schools for the Deaf and other resources
5. Heritage Language Program Directory (Center for Applied Linguistics; Contains examples of
programs in K-12, University and community-based settings)
6. Programs for Emergent Bilinguals (“Newcomers”):
Bridges and Newcomers High School (New York City) – student oral histories
Short & Boyson (2012) Helping Newcomer Students Succeed in Secondary Schools and Beyond
Center for Applied Linguistics. (Contains case studies of exemplary programs across the US)
7. Global examples by program type:
See García, Chapter 8 (US); 9 (EU); 10 & 11 (Global)
8. There are additional resources on line

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