ࡱ>     4bjbj npccP& ,<<<$```Pt4`^jL"& #iiiiiii$|n.qj<  j<<j&&& d<<i& i&&2[c>?!`.i.0`q#qcc&q<c+;&f+++jj%+++^j q+++++++++ : COURSE DESCRIPTION AND REQUIREMENTS ENGL 536: Principles of Linguistics TARGET-TESOL (Access Program-2014) USDE GRANT:/T365Z110023 9iý޹˾ Course Designer: ANJALI PANDEY S, 8.30-12.00 & 1.00-5.00 p.m. Room: XXXX Office: XXXX Mail Box: Department of English, Holloway Hall Phone: Office: XXXX Home: XXXX E-mail: XXXX Office Hours: By appointment. COURSE OVERVIEW This course consists of a detailed and in-depth analysis of language on a number of linguistic levels. The course is divided into two broad sections with the first half of the course being a detailed analysis of the principles of theoretical linguistics, and the second part of the course focusing on salient areas in the current field of applied linguistics. Students are first exposed to linguistic principles at the phonetic/phonological, morphological, semantic and syntactic levels, and then presented with linguistic principles as these operate in the areas of Pragmatics, Neurolinguistics, and Sociolinguistics to name a few examples. To ensure that students are exposed to the fundamentals of linguistic analysis, the data for analysis comes from a variety of languages across the world. Since this is a course whose eventual outcome is the creation of educators who are capable of applying linguistic principles to the workings of language in the real world, the main outcome of the course, particularly for students seeking ESOL certification, is ensuring that students are able to effectively apply linguistic principles in the designing of innovative language learning courses. By the end of this course, students should be able to apply the learned linguistic principles to a keener understanding of how language works, and consequently, have a keener understanding and appreciation of how key principles of language are most effectively taught. COURSE OBJECTIVES The ultimate objective of this course is to ensure that candidates utilize their newly acquired knowledge of the systematic principles of language structure at the level of phonetics, morphology, syntax, semantics, pragmatics and discourse analysis to design effective and appropriate goals, strategies and techniques to enhance their students listening, speaking, reading and writing capabilities in the realms of accuracy, fluency and appropriacy of usage in the target language being taught. The specific objectives of the course include, but are not limited to the following list. It is hoped that by the end of the course students will be able to: Apply their expertise in the sound system of language/phonetic principles to design strategies for ESOL/mainstream students to develop enhanced oral, reading and orthographic skills. Utilize their expertise and understanding of word structure/morphology to trigger the effective development of oral and literacy skills in their respective ESOL/mainstream students in the target language. Create effective language learning strategies incorporating the latest knowledge and theories in phrase and syntactic structure in order to assist ESOL/mainstream students develop their written and spoken accuracy in the language. Design effective vocabulary enhancement strategies which are grounded in key semantic principles in a bid to assist ESOL/mainstream students to both acquire and use a wide range of vocabulary in English. Enhance the social appropriacy of linguistic usage among their ESOL/mainstream learners in the target language via a strategic teaching of key pragmatic principles in both spoken and written genres, for both formal and informal contexts, and for a variety of sociolinguistic settings. Design theoretically grounded strategies of effective teaching language to ELL students based on the information provided by actual practitioners in the field. By the end of the course, students will have a greater appreciation of the complexity and systematicity of language structure at the level of sound, word, sentence and utterance and be well equipped to plan for effective language teaching. COURSE MATERIALS Required Texts: OGrady, William, John Archibald, Mark Aronoff and Janie Rees-Miller 2010. Contemporary Linguistics: An Introduction. Sixth Edition. New York: St. Martins Press. Justice, Paul W. 2004. Relevant Linguistics: An Introduction to the Structure and Use of English for Teachers. 2nd Edition Stanford: Center for the Study of Language and Information. Celce-Murcia, Marianne (ed.) 2014. Teaching English as a Second or Foreign Language. Boston: Heinle and Heinle. Attendance Policy You are responsible for coming to every class meeting barring any emergencies. There will be unannounced in-class work assignments, so always be sure to do the assigned readings. Consistent tardiness and absences from this class will negatively impact your overall grade in this course. You are required to stay for the entire institute in this course. Please keep this in mind throughout the course. Your in-class work assignments will constitute part of the grade awarded for class participation/review. If you are absent on a day of an in-class assignment, you will receive a zero for that assignment. If the reason for the absence is valid (such as sickness or any such unforeseen circumstance), make-up work may be assigned. Otherwise, missed in-class work may not be made up. You are responsible for coming to class prepared every day. If you miss a class, please contact one of your classmates or me, to find out what was covered in class and what announcements were made. CELL PHONE POLICY: In recognition of the busy lives of students of the 21st century, cell phones will be permitted in this class only on modes of operation that will not disrupt class. You will be required to turn all cell phone ringers off, once class begins. Students cannot have cell phone conversations while class is in session. This class assumes professional conduct at all times, and you may be asked to leave this class if you fail to respect the professional etiquette due your fellow peers and instructor. Laptop Uses: Use of laptops and other electronic devices assumes professional conduct at all times. This means that unless designated as part of the content of the course, please refrain from surfing the web or checking e-mail while class is in progress as this is very distracting to fellow classmates. Users of Laptops should sit at the end rows of class to minimize distraction to peers. Writing across the currIculum (wac) statement All written work in this course including but not limited to the formal assignments such as the written assignments as well as the formal field report are in support of the Universitys Writing across the Curriculum Program. ACADEMIC DISHONESTY/PLAGIARISM Policy The English Department takes plagiarism, the unacknowledged use of other peoples ideas, very seriously. As outlined in the Student Handbook under the Policy on Student Academic Integrity, plagiarism may receive such penalties as failure on a paper or failure in the course. The Departments Plagiarism Committee determines the appropriate penalty in each case, but bear in mind that the committee recognizes that plagiarism is a very serious academic offense and makes its decisions accordingly. Please familiarize yourself with the details below. Each of the following constitutes plagiarism: 1. Turning in as your own work a paper or part of a paper or a linguistic problem that anyone other than you wrote/solved. This would include but is not limited to work taken from another student (even if the colleague gave you permission), from a published author, or from an Internet contributor. 2. Turning in a paper that includes unquoted and/or undocumented passages someone else wrote. 3. Including in a paper someone elses original ideas, opinions or research results without attribution. 4. Paraphrasing without attribution. A few changes in wording do not make a passage your property. As a precaution, if you are in doubt, cite the source. Moreover, if you have gone to the trouble to investigate secondary sources, you should give yourself credit for having done so by citing those sources in your essay and by providing a list of Works Cited or Works Consulted at the conclusion of the essay. In any case, failure to provide proper attribution could result in a severe penalty and is never worth the risk. SPECIAL NEEDS: Any students with disabilities or other special needs, who need special accommodations and adjustments in this course, are invited to share these concerns or requests with the instructor as soon as possible. STRUCTURE OF THE COURSE In keeping with the goal of exposing students to theory, research and application in linguistic principles and ESOL teaching, each class meeting will focus on the three areas of: theory/research, application and praxis. As much as possible, time in each course will be divided into three sections each of which attempts as much as possible to cover all of the above areas. REQUIREMENTS OF THE COURSE 1. LINGUISTIC PROBLEMS/ASSIGNMENTS: 20% 2. IN-CLASS WORK/REVIEW ASSESSMENT: 10% 3. FIELD OBSERVATION: Tutoring ENCOUNTER 1: 15% 4. WORD ETYMOLOGY EXERCISE: 15% 5. LINGUISTIC APPLICATION: PROJECT 15% 6. Linguistics in my class: Summary Briefs: 15% FINAL PROJECT 7. WORKING ELECTRONIC PORFOLIO 5% 8. REFLECTIVE ESSAY FOR PORTFOLIO 5% ------ 100% 1. LINGUISTIC PROBLEMS/ASSIGNMENTS: Since this is a practical course on the structure of language, you are required to do all assigned homework exercises. These are due in the next class meeting from the date assigned. Please type all submitted assignments whenever possible to ensure readability. If you choose to handwrite your assignments, please turn in your assignments in legible handwriting (stapled if more than a page long). Sloppy, unprofessional work will not be graded. Additionally, late assignments will not be graded. Since most of your assignments will be out of your textbooks, please be sure to bring ALL textbooks to every class meeting. While this class encourages collaboration and working together, under no circumstances will copying of assignments be tolerated. NOTE: You are advised to work collaboratively on homework assignments only if you are having problems getting started on a specific problem. However, all assignments need to be worked on independently. If it is even suspected that members of this class merely copied answers from each other, such individuals will receive no credit for this part of the course. Please do not turn in material that was not completed by you e.g., a previous graduate completers answers. This is plagiarism and can result in failure in the course and expulsion from the program. If you did receive help from a previous cohort member, acknowledge the help in the form of a footnote. Please conduct yourselves as responsible teachers at all times. Evaluation criteria: Your assignments will be graded on: 1. Linguistic accuracy of the responses; 2. Comprehension of the linguistic phenomena in the data set assigned (phonetic, phonological, morphological, syntactic, semantic and pragmatic under consideration). 2. CLASS PARTICIPATION/REVIEW ASSESSMENT: This course is a compromise between a seminar and a typical lecture/discussion class. All students are expected to: (a) Participate in discussions as much as possible. (Since the course affords students the ability to analyze structures of English from both a theoretical and critical perspective, participation in group work is essential.) (b) Raise questions, and (c) Critically evaluate reading assignments and participate in the material review exercises. In order to prepare you for standardized professional examinations, you will be given reviews on the course content covered in previous institutes. Consequently, please review all material covered in each previous institute before coming to class for the next institute. Additionally, there will be numerous in-class projects which will often be turned in. 3. FIELD OBSERVATION: Tutoring Encounter 1: In order to afford students a range of workable options in the area of field observation, you are required to locate an ELL student or a recently exited ELL student or students in your school, and tutor the student[s] for a minimum of 3 hours at any time convenient for both you and the student[s]. Focus on any issue that the student needs help on. Try and stick to the same student[s] for the duration of the project, and break up the tutoring experience rather than try to do it all at once. It might be effective to meet on three separate occasions. Try and maintain a uniform content focus (i.e. issues to do with pronunciation, vocabulary, grammar, social uses of language (choose one specific area) as this relates to your content-area of expertise. To the extent possible, incorporate some of the principles in linguistics we are covering in this course. Your summary briefs on Linguistics in my class would be a useful place to start for ideas on how to beginwhat to focus on in the tutoring events. You could also look at your interview data of the Individual Learning Plan to decide on what to focus on. NOTE: Please give your own creative titles for the project. There is no page limit. Please get started on this project immediately. It is due on January 25 or earlier if you are done. (Institute V). Retain electronic copies of this report since you will be required to utilize this report in future classes which will require an analysis of this early field experience. DETAILS OF THE Field Observation TUToring Report: At the end of this tutoring experience, you are required to turn in a report consisting of the following FIVE PARTS: 1. An Introduction followed by a statement of your claim/argument. Your introduction could include a summary of the tutoring experience including pertinent information such as: the dates, student[s]were tutored (contact information if available), Time, Place, Grade Level, School Name, School District, as well as a short summary of the content covered over the three meetings. 2. A Detailed Explanation of the linguistic principles you were successfully able to put to work, based on what you have learned in this class so far. It is at this point in the paper, that you need to present your overall argument/thesis/claim. 3. a Detailed Evaluation of the strengths/benefits and weaknesses/pitfalls of the experience for you. Also, gauge how relevant/useful the content was for the student. Please provide supporting details for all points in the form of examples and make coherent and consistent links to your thesis/claim/argument. 4. A Reflective Synopsis in which you explain why you think the teaching (particularly concerning principles relevant to linguistics) was either effective or ineffective, and what contingency plans/additional suggestions you would have for the improvement of the tutoring encounter in the future. 5. Implicational Analysis: Finally, reflect on any implications of this experience on ESOL teaching in general, and rural ESOL teaching in particular. Does this experience make you re-think how to teach? What new perspectives have you become aware of as a consequence of this experience? Any final thoughts? NOTE: Your field observation report should take on an argumentative thrust with a clear thesis/claim at the outset. Support in the form of detailed examples, documentation/evidence should be provided for all sub-arguments/observations. You are advised not to use vague value judgments such as: the lesson was great/good/interesting, or the lesson was weak, but instead demonstrate via theories/content learned in this course how such effectiveness/ineffectiveness (which you perceived/observed) was indeed constructed. Please support all observations with convincing evidence. Please use proper documentation. You will be evaluated on your style as well as content so please spend time editing/revising your final document. ADMINISTRATIVE PROTOCOLS: To ensure exposure to school protocol, it is your responsibility to follow the necessary routes of contact, and chains of administrative command: i.e., contacting the district office in the area, contacting a principal, securing permission, following proper classroom protocol as established by the school and maintaining professional etiquette in any teachers classroom. Please check with the necessary office as to what protocol already exists so that you dont violate any rules. Remember, that you represent 9iý޹˾, so do your best to ensure that your successors have just as equal an opportunity for such an educational endeavor. Evaluation Criteria: You will be assessed using the following criteria: 1 Organizational structure/coherence; 2. Content of the report: relevant links to course content; 3. Evidence/documentation; 4. Critical insight/Argumentative potential of your overall comments/findings regarding learned principles of linguistics and how these are being addressed/not addressed in area classrooms, and 5. Pedagogical insight of your overall comments on the experience as this relates to the education of ESOL students. 4. Word Etymology Task: Where do our English words come from? You will be assigned one word throughout the course that is part of English, but which has a unique history. The following details are furnished to you to aid in planning. We will not get to these presentations until Institutes 4 and 5, but the assignment is being provided to you to ease planning. You have been assigned a word for this task. Use the word to plan for the task. YOUR TASK (15 minutes of a presentation in the allotted time slot during institutes #4 and #5). 1. A short, succinct explanation of the linguistic origin of the word/phonetic details and other morphological information. 2. Its semantic history, and other pertinent information. 3. ESOL implications for teachers who may not be aware of the diverse multilinguistic background of English--i.e., how could such a word be used in an ESOL class, or any other class for that matter? How would you use this word to teach about multilingualism? Give one specific example of an activity you would use. 4. Any other interesting facts that the class could learnadditional creative research that you have done on the word or related words that come from the language/related languages. 5. Any links to class material that you can draw or link the word to. REMINDERS: The style of presentation is all up to you--you are all creative thinkers so youll have better ideas than me. Evaluation Criteria: This task will be graded on: 1. Creativity of your activity, 2. Organization; 3.Substance/content, 4. Application to class material; 5. Additional research. Presentations beyond 15 minutes will be cut short. Consequently, utilize handouts/PowerPoint as much as possible for extra material which you will not be able to cover in this time frame. Please rehearse this to ensure that you are within the time limit. **** For all presentations in this program, you are required to turn in handouts containing a Bibliography/Reference Sheet as well as any material that will guide your audience in the comprehension of your project. Please be sure to include your name and the title of the presentation on any handouts that are distributed. Please retain copies of all materials for your files. 5. LINGUISTIC APPLICATION PROJECT: AN ANALYSIS of current research. Preparing for your first formal presentation: One of the key assignments of the course will be a critical analysis of an assigned reading. The chart assigned during the orientation lists the article you are assigned, and the dates you will be presenting the article to the class. Some of you will be presenting on the January 4, 2014, so please look at the chart and begin preparations immediately. ****All articles are from your textbook: Teaching English as a Second or Foreign Language. (The assigned reading list given during the orientation provides a detailed list of all the presentations in this area as well as the application questions for each person in the class. You will be required to find a more recent article on the topic/related topic as well (see chart for details). YOUR TASK: Oral Presentation of linguistic Application Project Your oral project in this class will be a task entailing the application of the linguistic concepts learned in this course to the designing of effective language teaching strategies. Your task will be to analyze the reading using any of the theoretical principles of linguistics covered in the readings/course. Your presentation should not just summarize the main points, but be as critical as possible. Try and have a clear argument at the outset. Since we have so much material to cover in the course your presentation is limited to a maximum of 30 minutes (25 minutes for your presentation and 5 for questions). Presentations beyond 25 minutes will be cut short so please time your presentations. To guide you in your preparation, the following criteria will be utilized in assessing your work: Evaluation Criteria: Presentation of subject matter in a succinct, clear, logical and organized fashion. Ability to synthesize the summary, and critical analysis of the article with the novel application of concepts (based on the question given for each individual reading/ and the thesis or claim generated by yousee assigned reading list). The ability to communicate your ideas in a logical and creative fashion in the four areas of: summary, analysis, application and self-evaluation. Your ability to stimulate intellectual thought via the activities you design. Please remember to have very concrete examples of activities that you propose to teach the concept. Your ability to suggest other areas of potential research/discussion. NOTE: You are required to either create handouts with key points (especially for the summary of the article) or use Power-Point/Prezi software so as to use your time wisely. If using Power Point/Prezi, please have back-up handouts (10 copies). Please get started on this as soon as you have the time. Please give unique titles to your presentations and always have your name on handouts. DETAILED INSTRUCTIONS: It is advisable to follow the timeline outlined below when planning for the various sections of your presentation. To guide you in your presentation, an application question has been designed for you regarding the article. You are encouraged to corroborate the chapter findings with research of your own. Please go by the name of the article especially if the page numbers do not correspond. In doing the application section, answer the question to the best of your ability, and provide concrete examples of the activities that you will be proposing to teach the concept. Please time your presentation before coming to class so that you are aware of how to plan for key sections of the presentation. Note: In organizing you presentation think about the following: Organization: All handouts should have to have a separate bibliographic sheet. You can decide if you want to break your presentation down into various sectionsfor example: Introduction of your claim/argument based on the question provided. Please ensure that you take an argumentative rather than informative stance from the very outset of your presentation. Summary and analysis of the chapter; Detailed literature review of relevant additional research; Proposal of your strategies with a detailed analysis/justification, Evaluation/critique of your strategies, and finally, Conclusion with implications for further research and references. Feel free to use copious examples from your own content-area to make points clear to your audience. linguistics IN MY CLASS Summary-Briefs. After each institute, you will be required to write a short summary/brief on ideas on HOW you plan on using any aspects of the theoretical content covered during each institute i.e., phonology, morphology, syntax, semantics, and finally, psycholinguistics/sociolinguistics in your specific content area. There are no page limits (1-2 pages should be sufficient). The style of organization is up to you. Be sure to indicate your content area, and grade level for each brief. You will turn in three of such briefs: You decide on which areas to focus on. You will be given five opportunities to submit. (After each institute meeting). The aim is to brainstorm on possible ways to use the material learned in your content-area or grade level--for your students (ELL and/or mainstream). You could design tasks in the form of authentic, meaningful games, etc. You could also choose to focus on technological applications of relevance to your class which incorporate principles of phonology, morphology, syntax, semantics, and psycholinguistics/sociolinguistics which are relevant to your content/grade level. You could also revisit your own prior lesson-plans to re-adapt them to incorporate any of these newly learned principles. You are not required to use research, but rather, use your own creativity to come up with ideas to teach your students. Evaluation Criteria: 1.Organization: Innovative/Creative; 2. Content: Insightfulness of the applications with clear theoretical links to class material. Final project Due in CD-disk/memory stick format on: February 1, 2014 at 8.30 a.m. 7. Working Electronic Portfolio: Your final project for this class will be the first part of your working professional portfolio covering course content and NCATE-TESOL standards found at:  HYPERLINK "http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF" http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF You will submit this electronic portfolio in the form of an electronic disk to include the following key elements: Reflective essay (see below) Four electronic artifacts chosen from this class (Your four artifacts can address any of the sub standards for Standard 1.a: Describing Language under Domain 1)see Appendix 2 for details. Any additional supplementary material i.e., photographs of your teaching, school; student work etc. Working links between your reflective essay and your four artifacts Any additional introductory material to your portfolio i.e., recently uploaded resume etc. 8. Reflective Essay for the portfolio: Criteria for the Reflective essay in the Professional Working Portfolio: 1. Introduction: Provide a short introduction to this part of your portfolio, and provide a short summary of its contents (the four artifacts you have chosen from this course). 2. Narrative: 1. Explain HOW you would integrate relevant content learned from the courses (as evidenced by your artifacts) into your present or future classroom teaching. Provide detailed examples from your content area. 2. Next, explain WHY you think the content of these artifacts is important to include in your present or future teaching. 3. Rationale: Demonstrate using examples from the artifacts contained in your portfolio HOW you have gained knowledge or understanding of course content, and the extent to which your /artifacts meet the designated standards. 4. Reflection: Refer to the NCATE-TESOL professional standard 1.a.: Describing language (see appendix 2 or listed website). 1. Provide a brief synthesis of the extent to which you feel that your four selections meet any of the relevant sub-standards under 1.a in the above cited NCATE/TESOL standards. Evaluate the extent to which they meet any of the three benchmark descriptors cited below and WHY. Provide an explanationdont just say you have met/exceeded the standardgive evidence using the descriptors provided in the standards i.e., a) Approaches the specific standard b) Meets the specific standard c) Exceeds the specific standard b. Evaluate the extent to which you feel you have as a professional met any of these sub standards under Domain 1 and explain WHY. Use examples from your four artifacts. c. Feel free to highlight areas where sub-standards could not be met and reasons why (e.g., course work still in progress; a lack of access to gifted or talented students/ special education students or any other reasons). 5. Conclusion: Conclude by examining which aspect of this working portfolio was the most rewarding for your professional career so far and WHY. Evaluation Criteria: FINAL PROJECT (Working Portfolio and Reflective Essay) 1. Organization: (of the overall portfolio/clear tabs/buttons and divisions/links; organization and coherence of the reflective essay). 2. Critical insight (as evidenced in artifacts chosen; also embedded in the Reflective Essay: see above). 3. Artifacts: selected choices, and with relevant links to the specific sub-standards in 1.a. (see, sub standards 1-10). 4. ncate-tesol standards linkages: (four artifacts to address any of the sub-standards) 5. Creativity/innovation: (of the entire portfolio/reflective essay). MSDE/NCATE Technology Requirements All students seeking TESOL certification should establish a working electronic portfolio, and include as many projects from this program in this portfolio. Since the working portfolio requires you to link representative work done in every course to TESOL/NCATE standards, you are advised to retain all copies of work done in this course, as well as work done in all subsequent courses in the program and keep updating your portfolio. You will be adding material from each course into this portfolio which will again be evaluated in your methods course so please keep updating material in this portfolio. Samples of electronic portfolios can be found at the following web-site:  HYPERLINK "http://www.salisbury.edu/ace/students%20portfolio%201.htm" http://www.salisbury.edu/ace/students%20portfolio%201.htm E Requirements: Data collection NCATE: Data Collection Statement The M.A. TESOL at 9iý޹˾ is an NCATE accredited program. In order to meet national accreditation requirements, and to collect data necessary for annual program review, selected samples from work completed in courses in the TARGET program may be copied and retained for review including videotaped teaching samples. All material thus obtained will be kept confidential and used for the purpose stated above. For further inquiries related to this matter, please contact the Chair of the English Department. FOR STUDENTS SEEKING CERTIFICATION IN ESOL/TESOL: NCATE STANDARDS 1 AND LINKAGES Please refer to Domain 1 in the standards document:  HYPERLINK "http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF" http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF Standard 1.a. Describing Language: candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading and writing for social and academic purposes. Also please refer to the Rubric for Standard 1a. under section 1.a.1-1.a.10. standards which are very relevant for this course (pp.18-23) at the following web-site: http://www.ncate.org/documents/ProgramStandards/tesol.pdf The above standards are most applicable to this specific course though other standards are consistently alluded tothe separation is quite artificial. The chart below indicates the intended NCATE outcomes of the standard and the second column indicates the variety of assessments used in this particular course to meet these standards. Scores of 90-100% assume that the candidate Exceeds Standards; scores of 80-89% assume that the candidate Meets Standards; and scores of 70-79% assume that the candidate Approaches Standards. Below is the detailed link between outcomes and assessments to gauge the outcomes in this specific course. Domain 1: LANGUAGEOutcomes Course relevant Assessments Standard 1.a.: Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading and writing for social and academic purposes. Also please refer to the Rubric for Standard 1.a. under section 1.a.1-1.a.10.Linguistics problem sets as well as practical ESOL application exercises on: Phonetics Phonology Morphology Syntax Semantics Pragmatics Evaluation of a field experience tutoring encounter which analyzes the manner in which key linguistic principles of phonetics, morphology, syntax, semantics, and pragmatics are taught to ESOL learners with reactions to demonstration projects from existing ELL practitioners. Research Project on word etymologies and implications for ESOL Teaching. Evaluation of the design of a lesson plan analyzing the manner in which key linguistic principles of phonetics, morphology, syntax, semantics, and pragmatics are taught to ESOL learners. Customized Research application project: Utilizing knowledge of phonetics, phonology, morphology, syntax, semantics and pragmatics to develop and design best practices for ESOL students in the area of listening, speaking, reading / writing, and other areas of academic expertise. Evaluation of an ethnographic field experience report analyzing the manner in which key linguistic principles of phonetics, morphology, syntax, semantics, and pragmatics are currently taught by master teachers to ESOL learners. Electronic display of artifacts and activities incorporating principles of linguistics/ESOL teaching. Please refer to the appendix of this document to look at examples. Reflective essay with a detailed self-assessment component linking course content uptake aligned with national standards. NOTE: Rubrics (based on the evaluation criteria provided for each assessment) have been designed with specific links to all relevant standards assumed of the course assignments. GRADING CRITERIA GRADUATE CREDIT: Students will be assessed on all assignments using expectations of graduate school. Assignments, presentations, the field observation, and the final project will have to include a greater range and depth of exploration; an originality of ideas, and be consistently presented in extremely professional terms (such as at National and International conferences). The following grading system will used: GRADING SCHEME 90-100%: A 85-89%: B+ 80-84%: B 75-79%: C+ 70-74%: C 65-69%: D 0-64%: F NOTE: The syllabus that follows is subject to changes. Both the pacing and the content will be dictated by your needs and intended outcomes for this class. SYLLABUS Engl. 536: Principles of Linguistics TARGET-TESOL (Access Program): USDE GRANT: T365Z110023 Course Designer: Anjali Pandey Winter 2014 Institute I: Saturday Jan 4, 2014 Required readings: Chapters 1& 2 (Chapter 3 is also useful to read) in Contemporary Linguistics and Chapters 1, 2, and 3 in Relevant Linguistics. Part 1 LANGUAGE: A THEORETICAL PREVIEW Introduction to the Course: Requirements and Overview Focus: Language Universals: Biological Specialization for Languages and Linguistic Creativity Read: Introduction in Contemporary Linguistics Focus: Grammar and Linguistic Competence Identifying Common Linguistic Myths Read: pp. 1-14 in Contemporary Linguistics Focus: What is linguistic science? (Chapter 1 in Relevant Linguistics). Part 11 UNDERSTANDING THE SOUNDS OF LANGUAGE: AN INTRODUCTION TO PHONETICS Focus: Understanding the Speech Stream, Sound Classes and Transcription Systems Read: pp. 15-40 in Contemporary Linguistics Focus: The Sounds of English: (Chapter 2 in Relevant Linguistics) Part III Focus: Teaching Phonetics 11.30-noon: Presentation 2 by Bunny Second Language Listening Comprehension: Process and Pedagogy By C.C. M. Goh pp. 72--89 Discussion/Question/Answer session (10 minutes) Lunch Part IV THE SUPRASEGMENTAL FEATURES OF ENGLISH Focus: Suprasegmental Features and Phonetic Processes Read: pp. 40-53 in Contemporary Linguistics Focus: English Phonology: An Overview (Chapter 3 in Relevant Linguistics) Language Files: Sound Systems Focus: Teaching Phonetics contd. 3.00-3.30: Presentation by Brittany: Dimensions of Academic Listening By J. Flowerdew & L. Miller pp. 90-105. Discussion/Question/Answer session (10 minutes) 3.30-4.00: Presentation by Lauren Fluency Oriented Second Language Teaching By D. Bohlke pp. 121-135 Discussion/Question/Answer session (10 minutes) ASSIGNMENTS: Due: Next institute @ 1.00p.m. Complete: linguistics IN MY CLASS Summary-Brief #1 Complete and submit on a separate sheet of paper your answers to: 1. Question #3; #7 & #15 (on pp. 55-58) in Contemporary Linguistics and 2. The analysis of Korean (E3.12) on p. 86 in Relevant Linguistics (answer all questionsyou may photocopy the page from your textbook and fill-in your answers neatly).. An alternative to this assignment may be offered in the form of a pedagogical analysis of linguistics in teaching. Please plan & complete your field observation/Tutoring experience. Institute II: Saturday, Jan. 11, 2014 Required readings: Chapter 4 in Contemporary Linguistics and Chapters 4 and 5 in Relevant Linguistics. Part 1 THE LINGUISTIC PRINCIPLES OF WORD STRUCTURE: AN INTRODUCTION TO MORPHOLOGY Focus: Word Structure: Derivational Processes Read: pp. 115-131 in Contemporary Linguistics In class work on relevant examples Part 11 WORD MANUFACTURING SYSTEMS Focus: Inflection and Other Word Formation Systems Read: pp. 131-147 in Contemporary Linguistics 11.30-noon: Presentation by Rosemarie Teaching Second/Foreign Language Literacy to School-Age Learners By Anne M. Ediger, pp. 154-169. Discussion/Question/Answer session (10 minutes) Lunch PART III ENGLISH MORPHOLOGY: STRUCTURE AND FORMATION Focus: English Morphology: An Introduction. (Chapter 4 in Relevant Linguistics). 1.00-1.30: Presentation by Devone Teaching and Learning Vocabulary for Second Language Learners By C. B. Zimmerman pp. 288-303. Discussion/Question/Answer session (10 minutes) 1.30-2.00: Presentation by Kaitlin Spoken Grammar By M. McCarthy and A. OKeeffe pp. 271- 287 Discussion/Question/Answer session (10 minutes) INTRODUCTION TO MORPHOPHONOLOGY: IMPLICATONS FOR ESOL LEARNERS Focus: Chapter 5 in Relevant Linguistics. Focus on Spellbound ASSIGNMENTS: Due: Next Institute @ 1.30 p.m. Complete: linguistics IN MY CLASS Summary-Brief #2 Complete and submit on a separate sheet of paper your answers to: 1. Questions #1; and #10 (on p. 147- 153) in Contemporary Linguistics. 2. English Morphophonolgy Problems (E5.2) on p. 145 in Relevant Linguistics (answer all questionsyou may photocopy the page from your textbook and fill-in your answers). Institute III: Saturday, Jan. 18, 2014 Required readings: Chapter 5 in Contemporary Linguistics and Chapter 6 in Relevant Linguistics. Part 1 THE PRINCIPLES OF SYNTACTIC STRUCTURE: AN INTRODUCTION TO SYNTAX Focus: Categories and Structure Read: pp. 155-172 in Contemporary Linguistics Part 11 THEORIES OF UNIVERSAL GRAMMAR AND IMPLICATIONS Focus: Transformations and Parametric Variation Read: pp. 172-193 in Contemporary Linguistics Important: **Read Appendix on How to Build Tree Structures pp. 194-198 in Contemporary Linguistics Lunch Part III ENGLISH PHRASE AND SYNTACTIC STRUCTURE Focus: Chapter 6 in Relevant Linguistics: Word Classes Syntactic Structures: Focus on Beginning Transformational Grammar Theories 2.30-3.00: Presentation by Linda Grammar in Second Language Writing By J. Frodesen pp. 238-255. Discussion/Question/Answer session (10 minutes) 3.00-3.30: Presentation by Joyce: Teaching Young Learners in English as a Second/Foreign Language Settings By J. K. Shin pp. 550-567. Discussion/Question/Answer session (10 minutes) Language Files: The Linguists Part 1 ASSIGNMENTS: Due: Institute V @ 1.00 p.m. Complete: linguistics IN MY CLASS Summary-Brief #3 1. Complete and submit on a separate sheet of paper your answers to: Questions #2 and #5 (on pp. 199-202) in Contemporary Linguistics 2. Word Class Exercise (E6.1) on p. 211 in Relevant Linguistics (answer all questionsyou may photocopy the page from your textbook and fill-in your answers). Institute IV: Sunday, january 19, 2014 Required readings: Chapter 6 in Contemporary Linguistics. Recommended reading: Chapter 8 in Contemporary Linguistics. Part 1 THE ANALYSIS OF MEANING: AN INTRODUCTION TO SEMANTICS Focus: The Nature of Meaning and Conceptual System Read: pp. 203-232 in Contemporary Linguistics Focus: Syntactic and Pragmatic Meaning Read: pp. 232-238 in Contemporary Linguistics PART 11 Where do our English Words come from? word etymology demos #1 and #2 Part 1V PRINCIPLES OF LINGUISTIC CLASSIFICATION: AN INTRODUCTION TO LANGUAGE PRESERVATION Focus: World Languages: Typological Classifications Read: pp. 297-319 in Contemporary Linguistics (Recommended reading) Focus: Genetic Classification Schemes Read: pp. 319-331 in Contemporary Linguistics Where do our English Words come from? word etymology demos #3 and #4 Language Files: The Linguists Examining issues of Linguistic Moribundity ASSIGNMENTS: Due: Institute V @ 1.00 p.m. Complete: linguistics IN MY CLASS Summary-Brief #4 Complete and submit on a separate sheet of paper your answers to: 1. Questions #3 and #18 (For number 18 identify both the implicature as well as which maxim has been violated) (pp. 240-244) in Contemporary Linguistics 2. Phrase Structure Practice (E6.8) p. 227 in Relevant Linguistics (answer all questionsyou may photocopy the page from your textbook and fill-in your answers). Institute V: saturday, Jan. 25, 2014. ****FIELD REPORT/Tutoring Experience Encounters ARE DUE at 8.30 a.m. Because of time constraints, no exceptions can be granted. Required readings: Chapter 14 in Contemporary Linguistics and Chapter 7 in Relevant Linguistics. Part 1 SOCIOLINGUISTICS: THE SOCIAL MANIFESTATIONS OF LANGUAGE Focus: Theoretical Sociolinguistics: Studying Variation Read: pp. 485-514 in Contemporary Linguistics Where do our English Words come from? word etymology demos #5 and #6 Part 11 Focus: The Sociolinguistics of Language and Society Read: pp. 514-524 in Contemporary Linguistics Part 1V LANGUAGE VARIATION IN THE UNITED STATES: A CASE STUDY Focus: English Dialects in the United States Chapter 7 in Relevant Linguistics. Where do our English Words come from? #7 AND #8 Language Files: Speaking In Tongues Part Five Final linguistics in my class Summary Brief: February 1, 2014 at 8.30 a.m. And FINAL ELECTRONIC PROJECT DUE: February 1, 2014 at 8.30 a.m.No exceptions Appendix 2: FOR THE FINAL PROJECT NCATE/TESOL STANDARD: 1.a. 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