Syllabus

Course title: Applied Linguistics

Course number: TSL 3241

Course discipline: Education

Location: Kendall Campus Room 3310 (Bulding 3)

Meeting day(s): Saturday

Meeting time(s): 8:30 am - 11 am

Instructor Information

Name: DR. MARCIA E. CASSIDY

Email: mcassidy@mdc.edu 

Office location: Kendall 3207 #4

Phone:  (305) 237-2574

Biography

•        Senior Faculty (Language Training)

•        Student Mentor

•        New faculty Mentor

•        Trained CLAST Reader/Test Prep

•        CPT Tutor and Workshop Facilitator

•        Master Teacher Seminar Facilitator

•        World Traveler

•        Amateur Photographer

Textbooks

Required reading:

Principles of Language Learning and Teaching , Brown, H. Douglas (2000), NY: Pearson Education, 4th edition

Recommended reading:

Teaching and Learning through Multiple Intelligences, Campbell, Linda et. al (1999), Boston: Allyn and Bacon, 2nd edition

Course Requirements        TOP

Introduction:

Please see details for course assignments and tasks(worth 55 points) under that link on your homepage.

The remaining 45 points are divided as follows:

Midterm Exam.......15 points

Final Exam.......20 points

Active participation......10 points

To earn full points for active participation , you will need to be present for all classes, do your chapter summary at due date and be observed to contribute to group/pair work groups while in class. This presupposes time on task, asking clarifying questions, voluntarily providing helpful resources, class reporter, etc.

Please be sure to get a copy of the Students' Rights and Responsibilities Handbook to be familiar with codes of academic honesty and student ethics.

Requirements        TOP

There will be 2 major exams: Midterm and Final Exams...these will be given on-line through WebCT.

You may use all resources available to you; however, information provided through mini-lectures, class discussions and text should be adequate. Exams are individual in nature; remember you are bound by the Honor Code.

Please check the Exams link for dates for your exams. You will have to complete the exam when it is made available. No late work is accepted.

You should be compiling your own Glossary of Essential Terms. The crossword puzzle, which might vary throughout the semester, offers some guide as to what this glossary should contain. A formal glossary should be available through WebCT by the end of the semester.

Competencies (FEAPs)        TOP

This course provides students with an introduction to the analysis and classroom application of linguistic theories in the field of second language acquisition for LEP students. This course meets the guidelines of the Florida Educators Accomplished Practices (FEAPs) and addresses the Council for Exceptional Children's Content Standards for all Beginning Special Education teachers.

Competency 1:

The student will understand ESOL acquisition concerns in relation to the parameters, goals and stipulations of the META Consent Decree

Competency 2:

The student will understand, determine and use appropriate instructional methods and strategies for individual and groups, using knowledge of first and second language acquisition processes by

-  identifying the principles, characteristics and terminology of current first and second language acquisition processes

- comparing language acquisition of different age groups (elementary, secondary, adult)

- identifying principles of contrastive and error analysis and

- differentiating between principles of basic interpersonal communication (BICS) and cognitive academic language proficiency (CALP)

Competency 3:

The student will analyze learner language and determine appropriate instructional strategies using knowledge of morphology, phonology, syntax, semantics and discourse by:

- categorizing basic concepts of phonology (e.g. stress, intonation, juncture, pitch) as they apply to language development

- determining phonemic characteristics (e.g. consonants, blends, vowels, diphthongs) in a given word, phrase and sentence

- recognizing methods ofphonemic transcription (e.g. International Phonetic Alphabet (IPA), Traeger-Smith)

- determining principles of phonological interference between English and other languages

- recognizing phonographemic differences (e.g. homophones, homographs)

- identifying structural patterns in a given word (e.g roots, affixes, compound words, syllables)

- applying principles of morphology as they relate to languge acquisition

- comparing characteristics of idiomatic expressions, slang, dialects, and Standard American English (SAE)

- determining principles of morphological interference between Englisha nd other languages

- categorizing and analyzing the structures of English sentences

- recognizing methods of grammatical analysis (e.g. traditional, structural or contemporary) and

- determining the principles of syntactic interference between English and other languages.

ASSIGNMENTS & TASKS        TOP

Grammar/Phonology/Semantics Portfolio Entry 1 

Grade: -- / 2.5

Semantics, etc, Portfolio Entry # 2 

Availability: September 10, 2004 11:00am - October 2, 2004 8:30am

Grade: -- / 2.5

Portfolio Entry #3

Portfolio Entry #4

Language Acquisition Project 

Grade: -- / 25

Style, Strategies and Personality paper 

Grade: -- / 20

Feedback        TOP

Date: Wednesday, September 22, 2004 3:42pm

Thanks for taking the time last Saturday to give some kind of feedback about the

course ...here are some questions to use to organize that feedback into meaningful form

so I can respond more accurately to your needs:

1.   What important things did I learn in class today?

2.   What do I understand well enough that I can teach someone about what we learned

today?

3.   What did I contribute to today's class?

4.  What would I like to know more about today's topic?

5.   Where can I find this information?

6.  What specific activity/topic do I want Professor Cassidy to include in this course that is

not being included at this time?

7.   What strategies do I use and can I use to master the course content?

Resources (by RafMen)       TOP

The field of applied linguistics first concerned itself with second language learning, in particular errors and contrastive analysis in the 1950s and 1960s. In the 1970s, with the failure of contrastive analysis as a theory to predict errors, applied linguists began to adopt Noam Chomsky's theory of Universal Grammar to explain second language learning phenomena. In the 1990s, more and more researchers began to employ research methods from cognitive psychology.

Today, the field is a cross-disciplinary mix of departments primarily from linguistics, anthropology, psychology and education.

The American Association for Applied Linguistics formed in the 1970s when it began holding separate conferences from the Linguistic Society of America. Britain and Canada have similar associations while the Association Internationale de Linguistique Appliquée serves a more international forum.

Major journals include Studies in Second Language Acquisition, Modern Language Review, Language Learning, Applied Linguistics, AILA Journal and the TESOL Quarterly.

Paired Work (for gathering/sharing information)
Individual report

TASK:  Pre-service teachers will observe, describe and analyze the acquisition process of language 2 ESOL students
Recordings must be carefully packaged and included with paper..

PROCEDURE:

students must be of differing levels of the acquisition process

students must be observed for  hours each during the middle of the semester

spoken language of students will be recorded to produce clear, discernible samples

samples will be described and evaluated regarding grammar and phonology**

multiple examples of their use of correct/standard forms (word order, articles, etc) AND of their incorrect forms

multiple examples of use of correct AND incorrect phonological forms (voiced/voiceless, etc)

brief comparison of the grammatical and phonological systems of both learners

teaching strategies (specific activities) to address errors of students must be outlined

research supporting use of such strategies must be cited

You are looking for patterns here..so isolated errors (one, for example)are not problems to be corrected 

**recordings can be made early in the semester, but actual interpretation should be done only after class/text discussion of English syntax and phonology

·        (total of 25 points)      

Scoring Guide for Acquisition Project