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 research and applied readings. Synchronous class sessions will utilize Zoom to facilitate team-based and whole-class discussions of readings and case material. Experiential exercises will be incorporated into class instruction.
This course is divided into the following 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: Bilingual Counseling in Schools
Session 1 - June 1
Please complete the following PRIOR to our 4:30 pm Zoom session on June 1:
Read the Ivers et al article (and take notes) and view the Best Practices for Video Conferencing video
2. Discussion Board
Go to Blackboard to the Discussion Board link and post to the "Please Introduce Yourself" forum.
3. Complete the Bilingualism & Emotions Questionnaire. This questionnaire is a window into some of the types of things we will explore in this course. We will discuss your responses to the questionnaire in class.
4. Prepare for Blackboard Quiz (RAT)
The 5-question multiple-choice quiz will be on the Ivers et al reading. This RAT will be made available to you after we start our Zoom session.
1. Think before you post
2. Post messages that are relevant, scholarly, and civil, and not just, "I agree"
4. Do not dominate any discussion.
5. Keep an “open-mind” and be willing to express even your minority opinion.
6. Don’t double-post – edit your post rather than adding another post by yourself
7. Use correct spelling, grammar, and plain English
8. Use italics to emphasize important points; don’t use all caps
9. Don’t use texting abbreviations
10. Do not plagiarize
BROOKLYN COLLEGE NETIQUETTE GUIDE
I am committed to creating learning experiences that are universal and inclusive in design because we all learn differently. Please let me know if this isn't the case for you, and we can figure out how to modify the design or if an accommodation is needed. I am always happy to consider creative solutions as long as they do not compromise the intent of the learning activity or assessment. In order to receive disability-related academic accommodations you need to register with the Center for Student Disability Services. You are welcome to set up an appointment with the Director of the Center for Student Disability Services, Ms. Valerie Stewart-Lovell at 718-951-5538.
I welcome feedback that will assist me in improving the usability and experience of this course site for all students.
Due to COVID-19, instruction at CUNY has transitioned to a distance learning modality. Using this OER website along with Blackboard, Zoom, and other online platforms, Prof. Elizalde-Utnick will use both synchronous and asynchronous strategies to facilitate the class sessions. Cohn and Seltzer (2020) describe these two strategies as follows:
Synchronous: instructors and students gather at the same time and interact in “real time” with a very short or “near-real time” exchange between instructors and students.
Asynchronous: instructors prepare course materials for students in advance of students’ access. Students may access the course materials at a time of their choosing and will interact with each other over a longer period of time.
Source: Cohn, J., & Seltzer, B. (2020). Teaching Effectively During Times of Disruption, for SIS and PWR. Retrieved from: https://docs.google.com/document/d/1ccsudB2vwZ_GJYoKIFzGbtnmftGcXwClwxzf-jkkoCU/mobilebasic#h.j4oki12ombqz
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 - 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.
We are all learning to navigate this new learning environment, and we are supporting each other during this very difficult, disruptive, scary, and anxiety-provoking time.
These are SPCL students in a TBL course 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-multiple-choice question 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.
Phase 3 - In-Class Activities: Students and their teams use the foundational knowledge, acquired in the first two phases, to make decisions that will be reported publically 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 hold up cards indicating a specific choice, sometimes they will write their answer on Zoom 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. Students will have the opportunity to work in teams using Zoom’s breakout rooms.
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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.