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SLHS 600 Bilingual Language Acquisition and Evaluation

Processes in Speech-Language Pathology


SLHS 409 | Tuesday & Thursday 2:00-3:15

Description of Course
Overview of differences between bilingual language development and monolingual development
will be discussed as it relates to evaluation. Evaluation principles following evidence-basedpractice will be discussed for considerations of assessment, interpretation, and implementation of
treatment.

Course Prerequisites or Co-requisites


A normal language science or language development course is a prerequisite for this course.

Instructor and Contact Information


Genesis Arizmendi, SLHS 309, genesis@email.arizona.edu, (520) 460-8399
Open Door Policy for office hours; easiest to email for a convenient time
Course information: d2l.arizona.edu

Course Format and Teaching Methods


There will be a combination of lecture and classroom activities (eg. small-group activities or
group projects, in-class discussion).

Course Objectives and Expected Learning Outcomes

Identify and describe the differences between monolingual language development and
bilingual language development

Explain specific linguistic processes and variations inherent to bilingual language acquisition

Design and defend evaluation and treatment approaches using evidence-based practice for
bilingual populations

Compare the nature of the differences between monolingual and bilingual language
development, and demonstrate the ability to justify clinical decisions

Absence and Class Participation Policy


The UAs policy concerning Class Attendance, Participation, and Administrative Drops is available
at http://catalog.arizona.edu/2015-16/policies/classatten.htm
The UA policy regarding absences for any sincerely held religious belief, observance or practice
will be accommodated where reasonable: http://policy.arizona.edu/human-resources/religiousaccommodation-policy.
Absences preapproved by the UA Dean of Students (or deans designee) will be honored. See
http://uhap.web.arizona.edu/policy/appointed-personnel/7.04.02
Participating in the course and attending lectures and other course events are vital to the
learning process. As such, attendance is required at all lectures and discussion section meetings.
Students who miss class due to illness or emergency are required to bring documentation from
their health-care provider or other relevant, professional third parties. Failure to submit third-

party documentation will result in unexcused absences.

Course Communications
Means by which online communication will be conducted (e.g., official UA e-mail address, D2L)

Required Texts or Readings


Bilingual Language Development, Goldstein (2011)
Peer-reviewed journals posted on D2L

Assignments and Examinations: Schedule/Due Dates


Examinations (40 points): There will be two examinations worth 20 points each.
Examinations will consist of short answer/essay format and will require integration of
materials presented throughout the semester. Examinations may cover information presented
in readings, lectures, and in-class discussions that came from learning activities.
Term Paper OR 15 minute presentation (15 points): Select one of the linguistic
processes that have been covered in lecture or in our group discussion classroom scenarios.
Describe the nature of this process, what populations are affected, and the impact on
evaluation and treatment. You may select whether you prefer to do the term paper or a 15
minute in-class presentation. Term papers are expected to be at least 5 pages in length,
double-spaced covering all points listed above. Presentations will need to be 15 minutes and
must cover all listed points above. You have until March 1 to decide which option you prefer,
and may indicate via the D2L survey. If you select the option to present, you may decide
which date you will present from a list.
Case Reflections (20 points): Over the course of the semester, you will be assigned 4 case
studies (5 points each). This is a group project. You will vote on D2L (anonymously) after
each case study to determine if youd like to keep the same group or switch. If the majority
of the class prefers to remain in their group, we will do so. If there are concerns or issues
with your group, you may email or discuss with me privately and we can arrange something
that works for you. The purpose of these case studies is for you to describe your original
thoughts, considerations for assessment, and develop therapy goals based on what was
provided to you. Each goal must have a rationale and examples of activities you would use to
target the proposed goals. You will have time to work on these as a group in class.
Position Defense (20 points): You will be select the context of your defense (e.g. early
intervention, school aged, adult, geriatric). Based on your selection, you will be assigned with
another student who also selected the proposed topic. We will practice role-playing scenarios
as a whole in class to prepare for the defense. On the date of your defense, your partner and
I will meet before class to discuss the scenario that we will play out. You must be able to
communicate with each of us in a professional manner, using appropriate language for the
target audience (e.g. educators vs. parents), and must articulate your position or
recommendations using evidence-based practice and sensitivity toward the population. For
example, your partner and I may play the role of two parents who are concerned about
language development in their young bilingual and would like to only focus on English. We
may ask questions or make comments that you, as the professional, must be able to address
or clarify.
Position Defense Reflective Essay (5 points): The purpose of this essay is for you to
reflect on your defense. What was challenging or easy? How would or could you approach it
differently? What would you keep in mind for next time? This essay should be no more than 2
pages, double-spaced. Alternatively, you may submit a video reflection on VoiceThread of at
least 5 minutes.

Total Points = 100


A

90-100
2

B
C
E

80-89
70-79
<70

Final Examination or Project


The date and time of the final exam or project, along with links to the Final Exam Regulations,
http://www.registrar.arizona.edu/schedule101/exams/examrules.htm, and Final Exam Schedule,
http://www.registrar.arizona.edu/schedules/finals.htm

Grading Scale and Policies


Specify the grade distribution for the course. University policy regarding grades and grading
systems is available at http://catalog.arizona.edu/2015-16/policies/grade.htm
Provide a detailed explanation of the methods of evaluation and how the final grade will be
calculated, including components/assignments, weightings, evaluation criteria, explanation of
how late work will be graded, and description of extra-credit opportunities.
If the course is a 400/500: Include a grading scale (as per above) that is specific to graduate
students. Also include a description of how the experiences of undergraduate and graduate
students will be differentiated in addition to information on how this requirement/experience
figures in the grading scheme.
Requests for incomplete (I) or withdrawal (W) must be made in accordance with University
policies, which are available at http://catalog.arizona.edu/2015-16/policies/grade.htm#I and
http://catalog.arizona.edu/2015-16/policies/grade.htm#W, respectively.

Honors Credit
Students wishing to contract this course for Honors Credit should e-mail me to set up an
appointment to discuss the terms of the contact and to sign the Honors Course Contract Request
Form. The form is available at
http://www.honors.arizona.edu/documents/students/ContractRequestFrom.pdf

Classroom Behavior Policy


To foster a positive learning environment, students and instructors have a shared responsibility.
We want a safe, welcoming, and inclusive environment where all of us feel comfortable with each
other and where we can challenge ourselves to succeed. To that end, our focus is on the tasks at
hand and not on extraneous activities (e.g., texting, chatting, reading a newspaper, making
phone calls, web surfing, etc.).
Students are asked to refrain from disruptive conversations with people sitting around them
during lecture. Students observed engaging in disruptive activity will be asked to cease this
behavior. Those who continue to disrupt the class will be asked to leave lecture or discussion and
may be reported to the Dean of Students.
Some learning styles are best served by using personal electronics, such as laptops and iPads.
These devices can be distracting to other learners. Therefore, students who prefer to use
electronic devices for note-taking during lecture should use one side of the classroom.

Threatening Behavior Policy


The UA Threatening Behavior by Students Policy prohibits threats of physical harm to any
member of the University community, including to oneself. See
http://policy.arizona.edu/education-and-student-affairs/threatening-behavior-students.

Accessibility and Accommodations


3

Our goal in this classroom is that learning experiences be as accessible as possible. If you
anticipate or experience physical or academic barriers based on disability, please let me know
immediately so that we can discuss options. You are also welcome to contact the Disability
Resource Center (520-621-3268) to establish reasonable accommodations. For additional
information on the Disability Resource Center and reasonable accommodations, please visit
http://drc.arizona.edu.
If you have reasonable accommodations, please plan to meet with me by appointment or during
office hours to discuss accommodations and how my course requirements and activities may
impact your ability to fully participate.
Please be aware that the accessible table and chairs in this room should remain available for
students who find that standard classroom seating is not usable.

Code of Academic Integrity


Students are encouraged to share intellectual views and discuss freely the principles and
applications of course materials. However, graded work/exercises must be the product of
independent effort unless otherwise instructed. Students are expected to adhere to the UA Code
of Academic Integrity as described in the UA General Catalog. See
http://deanofstudents.arizona.edu/academic-integrity/students/academic-integrity.
The University Libraries have some excellent tips for avoiding plagiarism, available at
http://www.library.arizona.edu/help/tutorials/plagiarism/index.html.
Selling class notes and/or other course materials to other students or to a third party for resale
is not permitted without the instructors express written consent. Violations to this and other
course rules are subject to the Code of Academic Integrity and may result in course sanctions.
Additionally, students who use D2L or UA e-mail to sell or buy these copyrighted materials are
subject to Code of Conduct Violations for misuse of student e-mail addresses. This conduct may
also constitute copyright infringement.

UA Nondiscrimination and Anti-harassment Policy


The University is committed to creating and maintaining an environment free of discrimination;
see http://policy.arizona.edu/human-resources/nondiscrimination-and-anti-harassment-policy
Our classroom is a place where everyone is encouraged to express well-formed opinions and
their reasons for those opinions. We also want to create a tolerant and open environment where
such opinions can be expressed without resorting to bullying or discrimination of others.

Additional Resources for Students


UA Academic policies and procedures are available at http://catalog.arizona.edu/201516/policies/aaindex.html
Student Assistance and Advocacy information is available at
http://deanofstudents.arizona.edu/student-assistance/students/student-assistance

Subject to Change Statement


Information contained in the course syllabus, other than the grade and absence policy, may be
subject to change with advance notice, as deemed appropriate by the instructor.

Scheduled Topics/Activities:
Date
Week 1
Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week
Week
Week
Week

12
13
14
15

Topic
Introductions,
Syllabus Review
Cultural differences
in parenting and
communication
styles
Language and
Communication
Development Birth
through 5
Language and
Communication
Development Birth
through 5
Language and
Communication
Development School
Age (Kinder to 5th)
Language and
Communication
Development School
Age (Kinder to 5th)
EXAM 1
Language and
Communication
Development School
Age (6th to 12th)
Language and
Communication
Development School
Age (6th to 12th)
TERMS PAPERS /
PRESENTATIONS
Language and
Communication
Development Adult
and Geriatric
Language and
Communication
Development Adult
and Geriatric
DEFENSE
DEFENSE
Wrapping up
FINAL EXAM

Activities Planned

Group discussions

In-class discussions, Lecture

In-class discussions, Lecture


Group case discussion
In-class discussions, Lecture

In-class discussions, Lecture


Group case discussion

In-class discussions, Lecture

In-class discussions, Lecture


Group case discussion
*Students who opt to do a presentation will present
this week.
* Students to opt to do the term paper will be given
until Week 10 to turn in the document.
In-class discussions, Lecture

In-class discussions, Lecture


Group case discussion

In-class discussions, final questions

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