Beruflich Dokumente
Kultur Dokumente
Course Description
In this course, candidates will gain an awareness of the structure and nature of language and the
process of linguistic analysis, considering both English and other world languages. Candidates
will also become acquainted with diverse cultural and linguistic concepts affecting pedagogical
methods and language learning in the areas of morphology, phonetics and phonology, syntax,
semantics and pragmatics.
competence.
Apply strategies for identifying and addressing English Learners' difficulties related to
syntax (e.g., locating and using texts to learn about the syntax of English and students'
home languages, applying principles of contrastive analysis, utilizing contrasting analysis
resources in California State-adopted RLA/ELD programs; using students prior
knowledge of their primary language to promote English language development).
Analyze English words, phrases, and sentences with respect to meaning (semantics).
Apply strategies for identifying and addressing difficulties English Learners have with
words, phrases and sentences with respect to semantics (e.g., words with multiple
meanings, false cognates, idioms).
Demonstrate understanding of how to apply knowledge of syntactic and semantic context
clues to help determine meaning and resolve language ambiguities.
Demonstrate the ability to evaluate ELD programs for adequate attention to the areas of
syntax and semantics.
Language
Functions
and
Variation
Demonstrate knowledge of the different social functions of language (e.g., to inform,
amuse, control, persuade).
Demonstrate knowledge of language structures appropriate to specific academic language
functions (e.g., describing, defining, explaining, comparing, contrasting, making
predictions, persuading) across the content areas.
Identify different types of variation that occur in a language (e.g., dialects, historical
variation, social versus academic language) and demonstrate knowledge of why language
variation evolves (e.g., reasons involving geographic, political, cultural, social, and
vocational issues).
Identify factors that influence a speaker's or writer's choice of language variation for a
given discourse (e.g., the context or setting of the discourse; the speaker's age, gender,
culture, level of education, social class, vocation).
Apply strategies for identifying and addressing difficulties English Learners may
encounter in comprehending regional dialects or other varieties of English.
Apply strategies for creating an instructional environment that respects English Learners'
home language and variety of English.
Demonstrate the ability to evaluate ELD programs for adequate attention to social and
academic language functions.
Pragmatics
Demonstrate understanding of the way sentences relate to one another to communicate
meaning (e.g., conversations, texts).
Analyze oral and written discourse with respect to cohesion and coherence.
Identify similarities and differences between language structures used in spoken and
in written English and apply strategies for teaching oral- and written-language structures
to English Learners.
Analyze text structures of different genres with respect to their language function
(e.g., level of difficulty, featured language structures, writing style, complexity of
syntax).
Apply strategies for promoting English Learners' communicative competence by
developing their discourse competence (i.e., ability to engage in oral and written
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discourse that is fluent, cohesive, and coherent and is responsive to the other participants
in a communicative act), including utilizing CELDT speaking and writing rubrics to
identify areas for instructional practice,
Demonstrate the ability to evaluate ELD programs for adequate attention to developing
English Learners' discourse competence appropriate to their assessed English proficiency
level.
Recognize pragmatic features of oral and written language that influence or convey
meaning (e.g., use of formal or informal registers, idiomatic expressions, gestures,
eye contact, physical proximity).
Identify key pragmatic features of various discourse settings in English (e.g., the
classroom, a social event, a store, different types of correspondence).
Identify factors that affect a speaker or writer's choice of pragmatic features (e.g., cultural
and social norms, setting, goals, purpose, participants in a discourse, audience, subject
matter).
Identify strategies for promoting English Learners' communicative competence by
developing their verbal and nonverbal sociolinguistic competence (e.g., making the
pragmatic features of the school and other settings explicit for English Learners;
promoting students' ability to engage in oral and written discourse that is appropriate for
a given context, purpose and audience).
Apply strategies for identifying and addressing difficulties English Learners have with
respect to pragmatics.
Demonstrate the ability to evaluate ELD programs for adequate attention to developing
English Learners' sociolinguistic competence.
Reading Assignments
Students will read assigned chapter from the text, Linguistics for teaching English in multilingual
classrooms and Grammar Matters: Teaching Grammar in Adult ESL Programs as indicated in
the syllabus, complete the corresponding chapter exercises and writing prompts and submit these
online. Students should submit thorough responses that demonstrate mastery of the content.
(25%)
Analysis Paper for Pragmatics Session (Due: November 19th)
Watch the Seinfeld and Friends clips. Provide an analysis of the two clips from the perspective
of pragmatics. Consider the following questions: For the Seinfeld clip, what are the
communication failures that occur? Consider the role of nonverbal behavior in
communication. For the Friends Episode, consider the following questions: How do the
characters greet each other, introduce each other, apologize, compliment each other, start and
end a conversation? How do the characters repair conversations when they dont go well?
Describe Wills body language, facial expressions, and tone of voice? How does he use these
pragmatic features to communicate? What are some other pragmatic features that he does not
demonstrate? (5%)
Blog: 4 Video Lectures (Due: Sept. 17th, Oct. 1st, Nov. 5 th and Dec 3rd )
You will view four video lectures by renowned researchers in the field of language and
linguistics.
September 17th
October 1st
November 5th
December 3rd
Steven Pinker
Judy Gilbert
Steven Thornbury
Diane Larsen-Freeman
For each of these video lectures, you will blog about the learning you derived about linguistics,
language learning, or multicultural education (1/2-1 page) and complete an ungraded selfassessment to test your own knowledge of the lectures (20%).
Grammar Lesson Group Presentation (Due: December 3rd)
To apply grammar concepts in a linguistic way, students will model an example grammar lesson
in-class. This group presentation will: 1) identify where the grammar question falls under the
linguistic pattern, 2) teach the grammar concept using an eclectic approach in listening, speaking,
reading, and writing (15%)
Case Study Paper (Due: December 10th)
As a culminating project for this course, students will conduct a case study with an English
Language Learner. This case study should include five components: 1) an introduction of their
case study student, 2) a contrastive analysis of English with their case study students native
language, 3) areas they suspect may be issues for their English learner based on their analysis of
the two languages and/or assessments that they design, 4) 6 Linguistic Action Plans and
Interventions (LAPI) addressing each area of linguistics with activities they can do with the
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student/s to address these needs, and 5) a reflection of the learning they derived from engaging in
this case study. The case study can have each component done separately or integrated (See
attached sample outline to help you organize your case study, LAPI template, and case study
grading rubric). (25%)
Grading Criteria at a Glance
Course Requirements
Presence and Engagement
Reading Assignments
Analysis Paper for Pragmatics Session
Grammar Lesson Presentation
Blogs: 4 Video Lectures
Case Study Paper
Due Date
onsite and online
each session
Oct. 29th
Dec. 3rd
9/17, 10/1, 11/5, 12/3
Dec. 10th
Percentage
10%
25%
5%
15%
20%
25%
Student Engagement:
Reflection
What went well?
What didnt go well?
Steps you will take to modify LAPI
should you continue to work on this
linguistic feature with your student.
Assessment Criteria
Introduction includes a thorough explanation
of the student's background (including age,
grade level, proficiency level, cultural and
linguistic background.
Contrastive Analysis between English and
another Language includes description and
examples of the similarities and differences in
phonetics, phonology, morphology, syntax,
semantics, and pragmatics.
Identification grounded in contrastive analysis
of possible areas that may be areas of
difficulty for English learners from that
linguistic background based on assessments
conducted with a case study student/s from
that linguistic background.
Action Plans and Interventions include
learning activities based on the linguistic
features identified through contrastive
analysis and student assessment to be possible
areas of difficulty for the English learners
from this background.
Reflection includes learning from the project
that demonstrates an understanding of student
language backgrounds and its possible transfer
into the English language; Reflection also
demonstrates an understanding of the process
of linguistic analysis and student assessment
and how this process can inform instruction to
support students linguistic needs.
Organization and Writing Style is clear with
minimal grammatical and structural errors.
Session
1
Dates
Thursday
Sept. 3rd
Sept. 10th
2
Session Topics/Readings
Introductions & Syllabus
Orientation to Canvas
Introduction to Linguistics
Assignments Due
Canvas registration
Purchase books
Reading Assignments
Sept. 17th
3
Reading Assignment
Video Lecture: Pinker & Blog
Assess Your Learning
Sept. 24th
4
Reading Assignment
Oct. 1st
5
Reading Assignment
Video Lecture: Gilbert & Blog
Assess Your Learning
Oct. 8th
Reading Assignment
Oct. 15th
Reading Assignment
Reading Assignments
Chapter 10 afterword
Parker & Riley (2005)
Oct. 29th
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10
Nov. 5th
Nov. 12th
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Reading Assignment
Video Lecture: Thornbury &
Blog
Assess Your Learning
Reading Assignment
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Dec. 3rd
Thursday
Dec. 10th
Nov. 19th
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Academic Integrity
All members of the University community share the responsibility for maintaining an
environment of academic integrity since academic dishonesty is a threat to the University. Acts
of academic dishonesty include: a) unauthorized assistance on an examination; b) falsification or
invention of data; c) unauthorized collaboration on an academic exercise; d) plagiarism; e)
misappropriation of resource materials; f) any unauthorized access of an instructors files or
computer account; or g) any other serious violation of academic integrity as established by the
instructor. An act of academic dishonesty may be either a serious violation, or if unintentional, a
non-serious violation of course rules, an infraction. If the instructor determines that an infraction
or serious violation has occurred, the instructor can impose penalties that may include: a)
reduction in grade; b) withdrawal from the course; c) requirement that all or part of the course be
retaken; and d) a requirement that additional work be undertaken in connection with the course
or exercise. Policies and procedures regarding academic integrity follow the guidelines
established in the Student Honor Code Academic
Integrity Pledge.
Statement on Plagiarism
Students are responsible for knowing what plagiarism is and avoiding it. Students who commit
plagiarism are subject to penalties that may include suspension or expulsion from the university.
Plagiarism occurs when individuals present the words and/or ideas of others as if they are their
own. To avoid plagiarism, you must give credit to your source whenever you use:
another persons idea, opinion, or theory;
any facts, statistics, graphs, drawingsany pieces of informationthat are not common
knowledge;
quotations of another persons actual spoken or written words; or
a paraphrase of another persons spoken or written words.
If you wish more information on what plagiarism is and how to avoid it please see
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml (The bulleted material above is from
this website.)
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Resources
Key journals
Applied Linguistics
www.applij.oxfordjournals.org/
www.sciencedirect.com/science/journal/08894906
esp-world.7p.com/contents.htm
www.tesol.org/s_tesol/seccss.asp?CID=208&DID=1678
Web sites
USD, Copley Library
marian.sandiego.edu/
Elsevier.com
www.elsevier.com/wps/find/S06_345.cws_home/journals_sd
www2.arts.gla.ac.uk/IPA/ipa.html
Linguists List
www.ling.ed.ac.uk/linguist/
SIL International,
Linguistic resources on the internet
www.sil.org/linguistics/topical.html
www.hti.umich.edu/m/micase/
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