This is the prompt of the assignment… i do NOT Want the presentation.. just the 3-4 pages synthesis paper.. personal communication (things that you make up) can be used as a source but need to be cited in the work cited page as (personal communication)

Make sure you include ideology (monoglossic, diglossic, or heteroglossic)

Thank you very much.

i need the paper ASAP as it is due tonight at midnight

Unit 2: Examining and Developing Bilingual Programs

Part 1: Global Perspectives Project

This group project will give you the opportunity to explore how different states or groups have planned for the education of their children in ways that incorporate bilingual education programs. The task for each group is to create the equivalent of an 8-10-minute presentation (using Google slides or a video) that brings a selected program to life for your peers within an assigned specific type of bilingual education. Refer to García Ch. 10-11 for potential resources for each type. Each group member will: 1) participate in preparation of the presentation, 2) write an individual synthesis paper after viewing presentations created by four other groups, and 3) complete a brief survey about the group process. In-class time will be provided to complete the group presentation (#1 in the list).

The final project grade will thus include both group and individual factors:

1. Group presentation, uploaded to TritonEd by 11:59pm on Friday, May 18 (10 points)
2. Individual synthesis paper and feedback forms for four presentations, uploaded to TritonEd by 11:59pm on Friday, May 25 (20 points)
3. Survey, due by 11:59pm on Friday, May 25 (4 points)

The group presentation should include the following components:

1. An overview of SITUATIONAL factors (see Garcia Ch. 7):
   1. Geographical location and demographics
   2. Language majority/minority groups
   3. Initial linguistic position of children
   4. Policy issues
2. An overview of OPERATIONAL factors (see Garcia Ch. 7):
   1. Program type(s) used
   2. Brief overview of instructional practices
   3. Requirements for teachers
3. An overview of OUTCOME factors (see Garcia Ch. 7):
   1. Statement of the language, literacy, and cultural goals for the program
   2. Your group’s consensus regarding the advantages and disadvantages of the program, and the most interesting aspect(s) of the program
4. A reference list of at least 6 sources consulted, including but not limited to course readings
5. Visual aids (e.g., maps, charts, video, photographs)

The individual synthesis paper is a 3-4-page summary statement (12-point font, 1” margins, double-spaced) of your own learning that addresses what you have learned about the following. You may also refer to the template on TritonEd in the Assignment Descriptions section.

1. Relationships between majority and minoritized language groups in bilingual education policy and program planning (please refer to at least 2 other presentations in addition to your group’s presentation);
2. Advantages and disadvantages of specific bilingual program models (please refer to at least 2 other presentations in addition to your group’s presentation, as well as course content);
3. What you found most interesting or important about the program(s) you explored or learned about in the presentations, how you might apply what you learned to your own bilingual program, and why.

The survey is a Google form addressing the following questions:

1. Who was responsible for the various parts of the investigation? (In other words, how did you divide up the labor?)
2. How well did this work? Why?
3. What suggestions do you have for this project in the future?