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Official Course
Description: MCCCD Approval: 03/28/06 |
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EDU202 20066-99999 |
LEC |
3 Credit(s) |
3 Period(s) |
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Bilingual Storytelling |
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Introduction to bilingual storytelling as a genre. Research, develop, and craft bilingual stories. Find appropriate contexts and venues for telling. Assist in the integration and application of bilingual storytelling to the learning environment in the classroom. Prerequisites: None. |
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Cross-References: STO202 |
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Go to Competencies Go to Outline
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MCCCD Official Course Competencies: |
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EDU202 20066-99999 |
Bilingual Storytelling |
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1. |
Demonstrate an understanding of the ways in which bilingualism is incorporated into storytelling. (I) |
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2. |
Demonstrate the ability to integrate bilingual elements into a primarily monolingual story. (II) |
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Research, craft, and tell a folktale bilingually. (III) |
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Research, craft, and tell a myth or legend bilingually. (IV) |
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Research, craft, and tell a biographical story bilingually. (V) |
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Research, craft, and tell a personal story bilingually. (VI) |
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Demonstrate knowledge of the contexts in which bilingual storytelling can be effective. (VII) |
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8. |
Explain how to research stories that could be used bilingually in the classroom. (VIII) |
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Define four ways bilingual stories can be used to impart a lesson, a value, and/or knowledge. (IX) |
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10. |
Define lesson objectives for a teaching unit and identify two bilingual stories to meet those objectives. (IX) |
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11. |
Create a classroom lesson or activity and show where a bilingual story can be told to achieve desired teaching/learning objectives. (IX) |
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Go to Description Go to top of Competencies
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MCCCD Official Course Outline: |
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EDU202 20066-99999 |
Bilingual Storytelling |
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I. Defining Bilingual Storytelling A. One Teller Two Languages B. Two Tellers' Two Languages C. Sign Language Telling and Interpreting D. Optimal Length in One Language before Switching II. Integrating Bilingualism A. Cultural Contexts B. Pronunciation Protocol for Monolingual Speakers C. Bilingual Refrains D. Bilingual Participation E. Bilingual Vocabulary, Idioms, and Colloquialisms III. Telling a Folktale Bilingually A. Find B. Craft C. Tell IV. Telling A Myth Or Legend Bilingually A. Find B. Craft C. Tell V. Telling A Biographical Story Bilingually A. Find B. Craft C. Tell VI. Telling A Personal Story Bilingually A. Find B. Craft C. Tell VII. Assessing Bilingual Audiences A. Home and Family B. Schools, Museums, and Libraries C. Festivals and Concerts D. Business and Community VIII. Research Stories That Can Be Told Bilingually In the Classroom A. Local libraries B. Local Storytelling Associations C. National Storytelling Network D. Internet IX. Using Bilingual Stories in the Classroom A. Expanding Cultural Awareness B. Recognition of Self and Acceptance of Others C. Building Community D. Sharing Universal Wisdom and Unspoken Truth E. Improve Speaking Skills 1. More Vivid Spoken Imagery 2. Develop Confidence in Public Speaking F. Enhance Listening Skills G. Application of Use of Imagination H. Enhance Language Skills 1. Building and Augmenting Vocabulary 2. Sequencing Skills 3. More Vivid Written Imagery 4. Greater Exposure to Many Literary Forms I. Increase Interest in Reading and Developing Reading Skills |