ࡱ> dgabc] }bjbj۷۷ 0&\&\*G0  8|HlcX 6'"X'X'X'3(P)'*TnVpVpVpVpVpVpV$Z5]V{*3(3({*{*VX'X'X...{*X'X'nV.{*nV..nVLNOX'gPB+^M ZV3X0cX~M]{,]@NONOl]O{*{*.{*{*{*{*{*VV.{*{*{*cX{*{*{*{*]{*{*{*{*{*{*{*{*{* > F: 91Ƶ Course Modification Proposal Courses must be submitted by October 15, 2014, and finalized by the end of the fall semester to make the next catalog (2015-16) production Date (Change date each time revised): November 4, 2014, REV 1/21/15, REV 2/6/15 Program Area(s): CHS Course no: 364 FORMTEXT       Directions: All sections of this form must be completed. Use YELLOWED areas to enter data. All documents are stand-alone sources of course information. 1. Indicate Changes and Justification for Each. [Mark an X by all change areas that apply. X Course title Chicana/o English X Course Content  FORMTEXT     Prefix/suffix CHS X Course Learning Outcomes  FORMTEXT     Course number 364 X References  FORMTEXT     Units 3 X GE  FORMTEXT     Staffing formula and enrollment limits  FORMTEXT     Other  FORMTEXT        FORMTEXT     Prerequisites/Corequisites  FORMTEXT     Reactivate Course X Catalog description  FORMTEXT     Mode of Instruction Justification: (Please provide justification(s) for each marked item above). This course is modified to incorporate GE Language, Category C-3a and multicultural Category C-3b. The focus of the course is on the US Spanish speaking (or background) and English speaking US population, including the Black American English speaker and speakers of other varieties of English. The addition of the GE Categories C-3a and 3-3b will hopefully increase the appeal of the course to students. 2. Course Information. [Follow accepted catalog format. Add additional prefixes if cross-listed.] OLDNEWPrefix CHS 364 Units (3) Title Chicano EnglishPrefix CHS 364 Course# Title Chicana/o English  FORMTEXT       Units (3)3 hours  FORMDROPDOWN  per weekX hours 3 per weekX hours 3 per week FORMTEXT     Prerequisites:  FORMTEXT       FORMTEXT     Prerequisites:  FORMTEXT       FORMTEXT     Consent of Instructor Required for Enrollment FORMTEXT     Corequisites:  FORMTEXT       FORMTEXT     Corequisites:  FORMTEXT      Catalog Description (Do not use any symbols): Examination of the social, cultural and linguistic factors that influence the development of Chicano English. Investigates the language use of Chicano s and the sociolinguistic and sociocultural ways of speaking and communicating. Issues of language variety, influence of Spanish, social history and use and function in the Chicano community. Implications for K-12 schooling are addressed.Catalog Description (Do not use any symbols): Examination of socio-cultural and socio-linguistic factors that influence the development of Chicana/o English in context. Investigation of Chicana/os use of English as a means of communication in everyday speech, poetry, literature, music and media. Attention to the treatment of Chicana/o English as a variety of spoken English in the larger social US context. Standard English as the language of power is investigated. Background of language issues related to bias toward non-mainstream varieties of US English including Black English and other cultural varieties. General Education Categories:  FORMTEXT      General Education Categories: C-3b FORMTEXT      Grading Scheme (Select one below):Grading Scheme (Select one below): x A  F  X A  F   FORMTEXT       Credit/No Credit  FORMTEXT       Credit/No Credit  FORMTEXT       Optional (Student s Choice)  FORMTEXT       Optional (Student s Choice)Repeatable for up to  FORMTEXT       unitsRepeatable for up to  FORMTEXT       units Total Completions  FORMTEXT       Total Completions  FORMTEXT       Multiple Enrollment in Same Semester Y/N  FORMTEXT       Multiple Enrollment in Same Semester Y/N  FORMTEXT      Course Level: Course Level:  x Undergraduate X Undergraduate  FORMTEXT       Post-Baccalaureate  FORMTEXT       Post-Baccalaureate  FORMTEXT       Graduate  FORMTEXT       Graduate3. Mode of Instruction (Hours per Unit are determined by CSU Policy) Hegis Code(s)__________________________________ (Provided by the Provost Office) Existing Proposed  Units Hours Per Unit Default Section Size Graded  Units Hours Per Unit Default Section Size Graded CS No. (filled out by Provost Office)Lecture3 FORMTEXT 125xLecture3 FORMTEXT 125X FORMTEXT      Seminar FORMTEXT       FORMTEXT       FORMTEXT    Seminar FORMTEXT       FORMTEXT 1 FORMTEXT       FORMTEXT     FORMTEXT      Lab FORMTEXT       FORMTEXT       FORMTEXT    Lab FORMTEXT       FORMTEXT 3 FORMTEXT       FORMTEXT     FORMTEXT      Activity FORMTEXT       FORMTEXT       FORMTEXT    Activity FORMTEXT       FORMTEXT 2 FORMTEXT       FORMTEXT     FORMTEXT      Field Studies FORMTEXT       FORMTEXT       FORMTEXT    Field Studies FORMTEXT       FORMTEXT       FORMTEXT     FORMTEXT      Indep Study FORMTEXT       FORMTEXT       FORMTEXT    Indep Study FORMTEXT       FORMTEXT       FORMTEXT     FORMTEXT      Other  FORMDROPDOWN  FORMTEXT       FORMTEXT       FORMTEXT    Other  FORMDROPDOWN  FORMTEXT       FORMTEXT       FORMTEXT     FORMTEXT      Online____ FORMTEXT    Online____ FORMTEXT    ____ 4. Course Attributes:  FORMTEXT     General Education Categories: All courses with GE category notations or changes (including deletions) must be submitted to the GE website:  HYPERLINK "http://summit.csuci.edu/geapproval" \o "http://summit.csuci.edu/geapproval" http://summit.csuci.edu/geapproval. Upon completion, the GE Committee will forward your documents to the Curriculum Committee. A (English Language, Communication, Critical Thinking)  FORMTEXT     A-1 Oral Communication  FORMTEXT     A-2 English Writing  FORMTEXT     A-3 Critical Thinking B (Mathematics, Sciences & Technology)  FORMTEXT     B-1 Physical Sciences  FORMTEXT     B-2 Life Sciences  Biology  FORMTEXT     B-3 Mathematics  Mathematics and Applications  FORMTEXT     B-4 Computers and Information Technology C (Fine Arts, Literature, Languages & Cultures)  FORMTEXT     C-1 Art  FORMTEXT     C-2 Literature Courses C-3a Language  X C-3b Multicultural  FORMTEXT     D (Social Perspectives)  FORMTEXT     E (Human Psychological and Physiological Perspectives)  FORMTEXT     UDIGE/INTD Interdisciplinary  FORMTEXT     Meets University Writing Requirement (Graduation Writing Assessment Requirement)  FORMTEXT     Meets University Language Requirement FORMTEXT     American Institutions, Title V Section 40404:  FORMTEXT     Government  FORMTEXT     US Constitution  FORMTEXT     US History Regarding Exec Order 405, for more information:  HYPERLINK "http://senate.csuci.edu/comm/curriculum/resources.htm" http://senate.csuci.edu/comm/curriculum/resources.htm  FORMTEXT     Service Learning Course (Approval from the Center for Community Engagement must be received before you can request this course attribute).  FORMTEXT     Online Course (Answer YES if the course is ALWAYS delivered online).   5. Justification and Requirements for the Course. [Make a brief statement to justify the need for the course] OLDNEWThis course will be an upper division course offered as one of the core requirements for Chicano Studies major and for non-Chicano Studies majors.This course will be an upper division course offered as one of the core requirements for Chicano Studies major and for non-Chicano Studies majors.X Requirement for the Major/Minor FORMTEXT     Requirement for the Major/Minor FORMTEXT     Elective for the Major/MinorX Elective for the Major/Minor FORMTEXT     Free Elective  FORMTEXT     Free Elective Submit Program Modification if this course changes your program. 6. Student Learning Outcomes. (List in numerical order. Please refer to the Curriculum Committees Learning Outcomes guideline for measurable outcomes that reflect elements of Blooms Taxonomy:  HYPERLINK "http://senate.csuci.edu/comm/curriculum/resources.htm" http://senate.csuci.edu/comm/curriculum/resources.htm. The committee recommends 4 to 8 student learning outcomes, unless governed by an external agency (e.g., Nursing). Upon completion of the course, the student will be able to: Upon completion of the course, the student will be able to: OLD describe the nature of language use in a sociocultural context detail the nature of language use and function by Chicano speakers of English Explain the features of and analyze Chicano English use and the use of Spanish Investigate the social context of the Chicano community and language use Analyze the phonology of Chicano English Collect and analyze Chicano English language sample Compare and contrast examples of Chicano English with Standard English Investigate the function and use of chicano English and degree of acculturation and assimilation Critically examine the relationship between Chicano English and academic success for K-12 students.NEW Investigate the origins of Chicana/o English (CE) among Mexicans, Mexican-Americans across generations, Central Americans, and others, and its relationship to indigenous languages, Spanish and English. Explain social contexts of the Chicano community language use (e.g., CE and Standard English), and compare and contrast these with other English-speaking communities (e.g., Black English). (GE 1.1 a) Compare CE and other non-mainstream English varieties Examine the degree of acculturation and assimilation of the CE speaker through sociolinguistic, Chicana/o and Educational perspectives. Clearly and logically write and present ideas about CE (e.g., code-switching and language loss and other varieties). (GE 4.1, GE 4.2) Collect and analyze language samples for sociolinguistic analysis as it applies to Chicana/o Studies and education theory and practice.  FORMTEXT       FORMTEXT       7. Course Content in Outline Form. (Be as brief as possible, but use as much space as necessary) OLD Language in context, use and function Sociocultural implications for language use Language use in the Chicano community Key concepts of Chicano Spanish and Chicano English Language use in mainstream and non-mainstream contexts Discourse analysis in the Chicano community Role of Social History Process of language change and shift Chicano bilingualism Chicano monolingualism Role of culture and community Language, education and powerNEW Origins of Chicana/o English (Mexicans, Mexican Americans, Central Americans and others) across generations Relationship to indigenous languages English (standard) as the language of power Language use in the Chicano community and the role of social history (e.g., Chicana/o movement) Language use in mainstream and non-mainstream contexts, i.e., Black English (Ebonics), English varieties in the US (across geographic areas) CE and other varieties as rule-governed discourse and communication 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hT5CJhW(5CJ\ hW(]aJ*j *hohBU]aJmHnHu%jvw *hohW(U]aJ *hohW(]aJj *hohW(U]aJ*j *hohBCJU]mHnHu%jw *hohW(CJU] *hohW(CJ]j *hohW(CJU] hW(CJ]JJKKK%LKLLLLLM3MJMhMMMMNGNN4O~O & F $Ifgd,50 $$Ifa$gd & F $Ifgda $Ifgd $h^h`a$$a$KKMMMMMMMMNFNGNlNNN3O4O}O~OOOOOLrLLLLLLLL0MlM̸sfdU *hph,50CJ\] *h,50h CJ\] *h CJ\] *h,50h,50CJ\] *h,50hpCJ\] *hpCJ\] *h,50CJ\] *hLOECJ\] *hCJ\] *hCJ\] *h,50h/]hahaCJ\]haCJ\]h/5CJ\]"~OOJLLLnMpMMM  !$Ifgd $IfgdGkd;x$$Ifl0*64 lah & F $Ifgd,50Process of language change and shift Chicano bilingualism and culture Chicano mono-lingualism and culture Sociocultural, educational and sociolinguistic implications for language use FORMTEXT       FORMTEXT       Does this course content overlap with a course offered in your academic program? Yes  FORMTEXT     X No  FORMTEXT     If YES, what course(s) and provide a justification of the overlap.  FORMTEXT       Does this course content overlap a course offered in another academic area? Yes  FORMTEXT     X No  FORMTEXT     If YES, what course(s) and provide a justification of the overlap.  FORMTEXT       Overlapping courses require Chairs signatures. 8. Cross-listed Courses (Please note each prefix in item No. 1) Beyond three disciplines consult with the Curriculum Committee. List cross-listed courses (Signature of Academic Chair(s) of the other academic area(s) is required). List each cross-listed prefix for the course:  FORMTEXT       Program responsible for staffing: Chicana/o Studies 9. References. [Provide 3-5 references. For references more than 10 years old, provide a one-sentence explanation of relevance.] OLD Cazden, Courtney. (2008). Classroom discourse: The language of teaching and learning Fought, Carmen. (2002). Chicano English in Context. MacGregor-Mendoza, P. (2000). Aqui no se habla Espanol: Stories of linguistic repression ion southwest school. Bilingual Research Journal. Vol. 4, no.3, pp. 275-288. Perry, Theresa and Lisa Delpit. (1998). The real Ebonics debate: Power, language and the education of African American children. Santa, Ana, Otto. (1992). Chicano English Evidence for the Exponential Hypothesis: A Variable Rule Pervades Lexical Phonology. Language Variation and Change, Vol. 4, no. 3, pp. 275-288. Santa Ana, Otto. (2003). Chicano English and the Nature of the Chicano Language Setting. Hispanic Journal of Behavioral Sciences, Vol. 25, no. 1, pp. 3-35. NEW Baron, Dennis. Hooked on Ebonics. Baugh, John. (2000). Beyond Ebonics: Linguistic pride and racial prejudice. Oxford University Press. Berumen, Frank Javier Garcia. (1995). The Chicano/Hispanic Image in American Film. New York: Vantage Press. Fought, Carmen. (2002). Chicano English in Context. Gee, James Paul. (2014). An introduction to discourse analysis: Theory and method. MacGregor-Mendoza, P. (2000). Aqui no se habla Espanol: Stories of linguistic repression ion southwest school. Bilingual Research Journal. Vol. 4, no.3, pp. 275-288. Finegan, Edward. What is correct language? Perry, Theresa and Lisa Delpit. (1998). The real Ebonics debate: Power, language and the education of African American children. Santa Ana, Otto. (2003). Chicano English and the Nature of the Chicano Language Setting. Hispanic Journal of Behavioral Sciences, Vol. 25, no. 1, pp. 3-35. Sanchez, Erika L. (2013). From gangs to literature, a Chicano poets frank look at machismo. Wolfram, Walt, and Natalie Schilling-Estes. American English: Dialects and Variation. Malden, Mass .: Blackwell Publishers, Latest Edition.2010 10. Tenure Track Faculty qualified to teach this course. Lillian Vega Castaneda, Professor, Language, Culture and Literacy 11. Requested Effective Date or First Semester to be offered: Fall 2015 12. New Resource Requested: Yes  FORMTEXT     No X If YES, list the resources needed. A. Computer Needs (data processing, audio visual, broadcasting, other equipment, etc.)  FORMTEXT       B. Library Needs (streaming media, video hosting, databases, exhibit space, etc.) Streaming media and all other BB/CI Learn apps. I teach using BB, including streaming media, discussion boards, readings, weekly posts, announcements, blogs, etc.  FORMTEXT       C. Facility/Space/Transportation Needs:  FORMTEXT       D. Lab Fee Requested: Yes  FORMTEXT     No X (Lab fee requests should be directed to the Student Fee Committee) E. Other.  FORMTEXT       13. Will this course modification alter any degree, credential, certificate, or minor in your program? Yes  FORMTEXT     No X If, YES attach a program update or program modification form for all programs affected. Deadline for New Minors and Programs: October 1, 2014. Deadline for Course Proposals and Modifications, and for Program Modifications: October 15, 2014. Last day to submit forms to be considered during the current academic year: April 1, 2015. Lillian Vega Castaneda October15, 2014Proposer(s) of Course Modification Date Type in name(s). Signatures will be collected after Curriculum approval. GE Committee response to your request have CHS364: Chicano English added to C3b: Multicultural Approved on 11/24/2014 for C3b by 2014-2015 GE Committee. Forwarded to CC committee for review. ------------------------------------- Request Submitted ------------------------------------- Course: CHS364 Chicano English Area: C3b Multicultural Date Submitted: 10/26/2014 3:44:28 PM Date Approved: 11/24/2014 8:59:43 PM Approval Sheet Course Prefix and number:  FORMTEXT       If your course has a General Education Component or involves Center affiliation, the Center will also sign off during the approval process. Multiple Chair fields are available for cross-listed courses. The CI program review process includes a report from the respective department/program on its progress toward accessibility requirement compliance. By signing below, I acknowledge the importance of incorporating accessibility in course design. 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