Welcome to SPCL 7823T, Seminar in Bilingual School Counseling!
All the readings and materials that you will need for the course are located on this website. Any text highlighted in blue is a live link.
Each session link is filled with resources, and students are encouraged to preview the class material prior to each session and then review the material after each class. The learning process is cumulative, with each session integrating the content from earlier sessions.
Class will meet on Zoom at our scheduled time, Mondays and Wednesdays, 4:30 - 8:15 p.m., June 2 to July 7.
Note that there are assigned tasks to be completed prior to our first Zoom session. Go to the SESSIONS tab to see the Task List prior to each Zoom session.
Graciela Elizalde-Utnick, Ph.D.
Office: 1107 James Hall
Office hours: By appointment
Daniela Bejarano, M.S.Ed.
Office: 1107 James Hall
Office hours: By appointment
This course explores the psycholinguistics of bilingualism, memory, and emotions and how these processes are involved in bilingual counseling. Team-based learning methodology is integrated with online, synchronous and asynchronous learning activities to help students analyze real-life case scenarios in light of the assigned readings. This course is divided five modules:
Module 1: Introduction to Bilingual Counseling
Module 2: Bilingualism and Multilingualism
Module 3: Bilingualism and Identity
Module 4: Language, Memory, and Emotions
Module 5: Counseling Bilingual Students in Schools
Due to COVID-19, instruction at CUNY transitioned to a distance learning modality for most of the courses. Using this OER website along with Blackboard, Zoom, and other online platforms, this course utilizes both synchronous and asynchronous strategies to facilitate the class sessions. The class will meet at the scheduled course time via Zoom. Assignments will be submitted electronically by posting on Blackboard.
Students are expected to participate actively in all aspects of the course, both the asynchronous and synchronous components. During the synchronous component, active participation entails working on skills important to counseling and assessment: active listening and active participation in small- and large-group discussions. To foster active engagement during the synchronous sessions, all members of the class are expected to turn on their audio and video technology.
These are former students in SPCL 7823 with Prof. Elizalde-Utnick. They are discussing and deciding on the best seating arrangement when conducting a counseling session with a parent and interpreter.
This course will be using aspects of Team-Based Learning (TBL) pedagogy (www.teambasedlearning.org) that can be incorporated into online teaching formats. TBL increases students’ understanding of course concepts by using them to solve authentic, real-world problems and help them develop their workplace learning skills.
TBL courses have a recurring pattern of instruction that is typical of many flipped classrooms. Students prepare before class and then students spend the bulk of class time solving problems together. In SPCL 7823 this term, each session has a similar rhythm, opening with the Readiness Assurance Process that prepares the students for the activities that follow, and then moving to Application Activities that explore real-life case scenarios and apply concepts described in the readings.
Phase 1 - Pre-Class Preparation: Students are assigned preparatory materials to review before start of each module. The preparatory materials can be textbook chapters, articles, videos, or PowerPoint slides. The preparatory materials should highlight foundational vocabulary and the most important concepts the student need to begin problem solving, but not everything they need to know by module end.
Phase 2 - Readiness Assurance Test (RAT): Each session will begin with a five-question, multiple-choice quiz posted on Blackboard. The quiz will begin at 4:30 pm and students have 30 minutes to complete it. The RAT holds students accountable for acquiring important foundational knowledge from the assigned readings that will prepare them to begin problem-solving during the Zoom sessions. Zoom sessions will begin right after the quizzes.
Phase 3 - In-Class Activities: Using Zoom's breakout room feature, students and their teams use the foundational knowledge, acquired in the first two phases, to make decisions that will be reported during the whole-class discussions and subject to cross-team discussion and critique. The class will use a variety of methods to have students report their team’s decision at the end of each activity. Sometimes students will write their answer on Zoom's chat, sometimes they will display their work gallery style for the other teams to comment, and other times they will complete short worksheets or surveys, which will be randomly reported to the rest of the class.
Unless otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This course website contains copyrighted materials available only for your personal, noncommercial educational and scholarly use. This site is used in accordance with the fair use provision, Section 107 of the U.S. Copyright Act where allowance is made for “fair use” for purposes such as criticism, comment, news reporting, teaching, scholarship, education and research. Every effort has been made to provide attribution of copyrighted content. If you wish to use any copyrighted material from this site for purposes of your own that go beyond ‘fair use’, you must obtain expressed permission from the copyright owner. If you are the owner of any copyrighted material that appears on this site and believe the use of any such material does not constitute "fair use", please contact Professor Graciela Elizalde-Utnick to have the content removed, if proven necessary.
This open educational resource was created as part of the CUNY and SUNY 2017-19 Open Educational Resources Initiatives. Governor Andrew Cuomo and the NY State Legislature awarded CUNY and SUNY $16 million to implement open educational resources to develop, enhance and institutionalize new and ongoing open educational resources across both universities.
Special thanks to the CUNY Office of Academic Affairs, the CUNY Office of Library Services, Brooklyn College Administration and Professor Miriam Deutch, Coordinator, Brooklyn College Open Educational Resources Initiative. Site design and formatting by Colin McDonald, OER Developer.