PRLS 2005, Fall 2022

The Puerto Rican, Latin@, and
Caribbean Child in New York City
PRLS 2005-TR2 Code- 6256
Tuesdays and Thursdays 2:15 p.m. – 3:30 p.m.
Course Location: James 5403
Course Format: In-person class 

Prof. Carla España (she/her)
Office: 1204B Boylan Hall
Office hours: Tues/Thurs 1-2 pm
and by appointment

Announcement Posts:

Official Course Bulletin Description:

Puerto Rican, Latin@, and Caribbean children in New York City. Historical examination of bilingual policies and programming. Development of identity; knowledge and appreciation of heritage. Culturally relevant pedagogy. Multicultural education. Examination and evaluation of instructional materials and school policies. Prerequisite: English 1010 or permission of the chairperson.

Student Learning Outcomes

  • Learning Objective #1: Students will understand the history of bilingual education in New York City.
  • Learning Objective #2: Students will demonstrate knowledge of identity development, culturally sustaining pedagogy, and translanguaging. 
  • Learning Objective #3: Students will demonstrate knowledge of family and community partnerships in the lives of Latinx children in New York City. 
  • Learning Objective #4: Students will understand key strategies in curriculum development that validate the experiences and language practices of Latine children in New York City, including the use of Latinx children’s literature. 

Required Readings:

All required readings are available via our CUNY Academic Commons WordPress Site and do not need to be purchased. They are also linked on this syllabus to our BC Library site (direct citation to the text with link of online reading). Books that include book chapters that we will read in class (with digital access) are also placed on course reserve for student reference and research purposes.

A Brief Note on Language:

Across the course readings you will find different terms used to describe a group of people with roots in Latin America: “Hispanic,” “Latino,” “Latinx,” or “Latine.” Some authors have a note on language at the beginning of their work, others assume familiarity with the term as it was of popular use during the time the text was written. In the last few years, “Latinx” and “Latine” have been used more, presenting a more inclusive way, challenging the gender binary in Spanish and cutting off the connection to Spain (rejecting the term Hispanic). During our class discussions, we will use the specific community designation for respective groups (Mexican Americans, Puerto Ricans) and inclusive language (Latine/Latinx) when talking about a mixed group of people. The course will also spend time listening to the voices of the Black LGBTQ+ community with roots in Latin America, and interpretations of the term Latinidad and Afro-Latino/a/x/e.