ESED
5233(G): Applied Linguistics: ESOL
5:00
pm – 9:30pm (note change
from WINGS), College of Education Classroom Building Room # 3151
Instructor: Scott A. Beck, Ph.D.
Office: Room
#4113,
Contact: (912) 681-0354, sab44@cornell.edu
Course Catalog Description:
An
in-depth study of the major theories of first and additional language
acquisition / development / learning and their implications for instruction.
Course
Objectives:
The students will:
1. define language, standard language, and culture.
[K12
ESOL Standards G3S1; PSC Standards I, VII;
TESOL
Domains 1, 2; NBPTS ENL Standard: II, III]
2. demonstrate understanding of English syntax, morphology, and phonology.
[K12
ESOL Standards G1S1, G1S2, G2S1, G2S2, G3S1; PSC Standard I;
TESOL
Domain 1; NBPTS ENL Standard: II]
3. demonstrate how language varies and the implications for teaching ESOL.
[K12
ESOL Standards G1S1, G1S2, G1S3, G2S2, G3S1; PSC Standard I, III, IV, VI, VII,
VIII; TESOL Domains 1-3, 5; NBPTS ENL Standards: I, II, VI]
4. demonstrate competence in using standard English in listening, speaking, reading and writing, and modeling these skills for their students.
[K12
ESOL Standards G1S1, G1S2, G1S3, G2S1, G2S2, G2S3, G3S1, G3S2, G3S3;
PSC
Standard I, II; TESOL Domain 1; NBPTS ENL Standards: II, IV]
5. summarize and explain the predominant theories of second language acquisition
[PSC
Standard III, IV; TESOL Domains 1, 2, 5; NBPTS ENL Standard: II]
6. utilize and design instruments designed to measure language proficiency.
[PSC
Standard V, VI, VIII, IX; ISTE NETS IV; TESOL Domain 4; NBPTS ENL Standard: IX]
Texts:
Freeman, D.
& Freeman, Y. (2004). Essential
linguistics: What you need to know to teach.
Lightbown, P.
& Spada, N. (2006). How languages are learned. (3rd
Edition)
Graduate
Students:
Power, B.M.
& Hubbard, R.S. (2002). Language development:
A reader for teachers.
Course Requirements:
Note: This course
is a taught as a combined graduate (G) / undergraduate section. The primary distinction between the two levels
of the course is a research paper required for graduate students.
[NOTE: There are 2 PSC/NCATE Key
Assessments in this course:
- Reflective Essay & Presentation re: Personal Attitudes &
Professional Dispositions
- Comprehensive Final Exam]
(Undergraduate: 25% of total grade;
Graduate: 20%)
MISSING ONE CLASS SESSION IN THIS COURSE IS EQUIVALENT TO ALMOST TWO WEEKS OF CLASSES IN A REGULAR COURSE! You should attend class and arrive on time, bring assigned readings to class, complete all assignments on time, and display an understanding of the material read through class discussions. Your participation is not only welcome; it is absolutely necessary if this course is to be successful. Most classes will begin with a quick quiz based upon the assigned readings for that day. These quizzes will be a second chance for you to demonstrate that you have completed the assigned readings.
Personal
Commentaries / Responses re:
(Undergraduate: 15% of total grade;
Graduate: 10%)
Another means by which you will demonstrate that you have considered the readings will be through the writing of five (approximately one per week) personal commentaries on or responses to the readings. As you are reading, take care to note when a particular fact, quote, or example strikes you as interesting, surprising, or challenging. After you finish reading, choose one section that piqued your interest or emotions and think about how it might connect to your personal experiences with language, education, and/or language learning. If you think you have something to write about, develop an approximately 400 word commentary / response that clearly:
Ø Briefly summarizes the author’s fact, quote, or example that caught your attention (use a formal APA citation, please).
Ø States your response to this fact, quote, or example, i.e.: do you agree or disagree with the idea from the reading?
Ø Explains how you have responded by describing relevant personal experiences and evidence (anecdotal or research-based) that either affirms, relates to, or casts doubt upon the reading.
These commentaries / responses should be carefully drafted, edited, and proofread. You will post these commentaries on WebCT for all members of the class to see in the appropriate location.
Your classmates will be encouraged to read your commentaries and responses and they will have the opportunity to add their own comments (like a blog).
Reflective
Essay & Presentation re: Beliefs & Dispositions
(Undergraduate: 25% of total grade;
Graduate: 20%)
[ESOL Endorsement PSC/NCATE Key Assessment]
During our first class meeting each of you will complete a survey of your personal beliefs regarding language acquisition and teaching. Subsequently, you are likely to find many of your beliefs and dispositions challenged and shifting due to the various readings, discussions, videos, activities, and presentations in this course. Thus, at the end of this course, you will write a personally reflective summative essay that discusses a few of the ways in which your beliefs and dispositions about language acquisition / development / learning have been challenged and/or changed during this course. As explanations for your reflections, specific course readings, discussions, videos, activities, and presentations must be cited in your essay. (Note that your five Personal Commentaries / Responses may help you develop this essay and presentation) Your essay should be approximately 1500 words in length. Your essay should be carefully drafted, rewritten, edited, and proofread and presented using APA style citations and bibliography. It must be posted to WebCT. You will briefly discuss your essay during an informal presentation during our last class meeting.
Comprehensive
Final Exam
(Undergraduate: 35% of total grade;
Graduate: 30%)
[ESOL Endorsement PSC/NCATE Key Assessment]
The exam will cover material presented in readings, discussions,
videos, activities and presentations. It
will serve to highlight some of the most important points of the course. You may be provided an opportunity to help
write questions for the exam. NO MAKEUP
EXAMS will be given without advance notice and an official written explanation
from a medical or legal professional.
Daily Graduate Presentations based upon Power
& Hubbard
(Graduate only: 20% of total grade)
In addition to the readings assigned to all
the students in the class, the graduate students in this course will be
expected to read from the Power & Hubbard text for each class. They will then present a short (10-15 minute)
and interesting synopsis of the reading to the rest of the class. They will be expected to connect the reading
to other content from the course and explain the significance of the reading
for ESOL teachers. Visuals, handouts,
skits, demonstrations, or any other imaginative methods of presenting the
material are strongly encouraged. Please
make sure to clearly note the sources of information for your presentations, as
your classmates may want to refer to them in their reflective essays
Grade Chart:
|
Assessment |
Your
Grade |
x
% of Total Grade |
=
Subtotal |
|
|
Undergrad |
Grad |
|||
|
Daily Attendance, Participation & Quizzes |
|
25% |
20% |
|
|
Personal
Commentaries & Responses re: |
|
15% |
10% |
|
|
Reflective Essay & Presentation |
|
25% |
20% |
|
|
Final Exam |
|
35% |
30% |
|
|
Daily Graduate Presentations |
|
|
20% |
|
|
Total
Grade: |
|
|||
Tentative Course Schedule:
|
Date |
Readings
& Assignments |
Class Topics & Assessments |
Graduate Student Presentations
from P&Hubbard
|
Tuesday
May 15
|
ERIC “What Is Linguistics?” Jigsaw (in class) |
INTRODUCTION Attitude
& Disposition Assessment Writing |
|
|
Monday May 21 |
F&Freeman Chapter 1 L&Spada Chapter 1 Post
Comment/Response? |
ACQUISITION OF 1st LANGUAGES Daily Quiz on |
Rice pp. 19-27 G&Hirsch-Pasek pp. 220-224 |
Tuesday
May 22 |
F&Freeman Chapter 2 L&Spada Chapters 2 & 6 Post Comment/Response? |
ACQUISITION OF ADDITIONAL LANGUAGES Daily Quiz
on |
S&McKeon pp.62-68 Stiel pp.185-188 Valdés pp. 193-194 |
|
Monday May 28 |
NO CLASS MEMORIAL DAY |
|
|
|
Tuesday May 29 |
F&Freeman Chapter 3, pp. 83-96 & Chapter 5 Post Comment/Response? |
PHONOLOGY &
ORTHOGRAPHY
Daily Quiz on
|
S&Scollon pp.189-192 Tannen pp. 206-208 |
|
Monday June 4 |
F&Freeman Chapter 7, pp. 204-214 & Chapter 9 Post
Comment/Response? |
MORPHOLOGY & SYNTAX Daily Quiz on |
Wolfram pp.225-230 R&Rickford pp 69-73 |
|
Tuesday June 5 |
WebCT – Harklau “Good to Worst” L&Spada Chapter 3 Post
Comment/Response? |
SEMANTICS & PRAGMATICS Daily Quiz on |
Heath pp.74-80 Pinnell pp. 110-118 |
|
Monday June 11 |
L&Spada Chapters 4&5 Post
Comment/Response? |
ESOL TEACHERS & ELL STUDENTS Daily Quiz on |
Fine pp.195-205 Madden pp. 91-94 |
|
Tuesday June 12 |
L&Spada Chapter 7 WebCT – Piper “11 Principles” Reflective
Essay |
Reflective
Essay Presentations Comprehensive Final Exam |
Delpit pp. 124-128 Christensen pp. 173-177 |
BEGINNING OF GENERAL SYLLABUS MATERIAL
Assessment:
Attendance:
Punctual attendance is mandatory. Your success in this course is dependent upon
your presence. Failure to attend all
classes and scheduled field-based responsibilities will have a severe impact on
your final course grade. Any missed
quizzes, in-class reflective writings, idea lists for team discussions, or
homework, etc. – whether due to absence, illness, tardiness, or early departure
will be recorded as zeros and cannot be made up. Any missed time during a field practicum must
be made up as soon as possible. You are
responsible for any notes, materials, or assignments missed during your
absence.
participation in WebCT
and Other Electronic instruction:
Nearly all my courses have an on-line element. You will be expected to participate in the on-line aspects of this course as specified in this syllabus, as required for specific assignments, and as explained in class or on-line. Your participation in the on-line aspects of this course will impact your grade. For example, WebCT provides me with a wide array of statistical tools for precisely tracking and measuring your participation in the course: the number of postings you make to bulletin boards and chats, the number of postings you read, the amount of time you spend reading postings, etc. Your on-line participation is not only welcome; it is absolutely necessary if this course is to be successful.
Guidelines for Preparing Assignments:
·
Assignments and
projects used to fulfill the requirements of this course are not to have been
used for the fulfillment of requirements for other courses, except as
explicitly described in the syllabus or assignments.
·
All assignments
are due on time as indicated in the course calendar.
·
Late
papers/assignments will be accepted for up to 1 week with a…
… 10 point
(1 letter grade) reduction in grade when less than 24 hours late.
… 20 point
(2 letter grades) reduction in grade when less than 1 week late.
Unless the
necessity to teach or use the assignment within a short period of time
prohibits the consideration of late work.
·
All assignments
are to be typed and stapled or bound together or submitted electronically as
specified by the instructor.
·
Each assignment
must have your name, course section and the date clearly indicated
·
Demonstrate
thoughtful reading, research, analysis and presentation in your work.
·
Your work must be
yours – write in first person when appropriate.
Share your thoughts; don’t just copy the ideas of others.
·
Avoid strings of
quotes or paraphrased material with little of substance linking and explaining
these materials. Instead, explain why
you think certain quotes are significant and/or related to each other.
·
Avoid use of the
‘generic he.’
·
Your grade will
suffer if errors (grammar, spelling, punctuation) and poor composition and
style make an assignment difficult to read.
·
Write, then edit,
re-write, then proofread, re-write again, and ask friends to edit and
proofread, and re-write yet again.
·
Make use of GSU’s
·
Document your
writing with bibliographies and citations using standard APA style. For
clarifications regarding APA style see: http://www2.gasou.edu/library/broch_ref/apastyle.pdf
http://webster.commnet.edu/apa/apa_index.htm
http://www.apastyle.org/elecref.html
·
Be sure to have
at least two current, electronic copies of each assignment as you work on
it. Have a backup! Computer snafus and last-minute printing
problems do not excuse late work.
Student
Conduct, Academic Honesty, Professional Standards & Program Retention:
·
All students are
expected to demonstrate professionalism and accept constructive criticism from
instructors, supervisors, and peers.
Students are expected to critically and honestly reflect upon their own
work. Students must expect and tolerate
diversity in their teaching and practicum experiences. Students must demonstrate appropriate
language and communication skills.
·
The GSU Student
Conduct Code and Regulations regarding Academic Honesty will be enforced. (See:
http://www.stp.gasou.edu/scc/index.html).
Misconduct will be reported to the Office of Judicial Affairs and can
result in severe penalties.
·
Academic honesty
is not just a nice idea, it is the rule at GSU.
Plagiarism will not be tolerated.
Plagiarism can lead to your immediate failure of this course. Plagiarism includes: using someone else’s
ideas or words without proper quotation marks and citations and/or failing to
properly cite paraphrased material.
If you think that you can plagiarize and get away with it, see: http://www.asee.org/prism/december/html/student_plagiarism_in_an_onlin.htm
·
Cheating or any
other infraction against the Student Conduct Code can lead to your immediate
failure of this course.
·
The Professional
Standards of Conduct outlined by this department will be enforced.
·
Candidates are
expected to meet all requirements for retention in their program of study and
the Teacher Education Program (TEP).
Unsuccessful progress toward meeting program objectives (including
course assessments), unsatisfactory grades/GPA, and actions found in violation
of the GSU Student Conduct Code or the Georgia PSC’s Code of Ethics can result
in non-retention in these programs.
Students with Disabilities:
If you have a
physical, psychological, and/or learning disability that might affect your
performance in this course, please contact the
Syllabus is subject to revision if necessary:
While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any provision herein without actual notice if circumstances so warrant. Every effort will be made to keep candidates advised of such changes and information about such changes will be available at all times from the instructor. It is the responsibility of each candidate to know what changes, if any, have been made to the provisions of this syllabus and to successfully complete the requirements of this course. This syllabus may be part of a larger packet of material covering important aspects of this course and/or a block of courses.