ENGL 714.

50 Applied Linguistics for English for Speakers of Other Languages Educators

Pittsburg State University, Summer 2009, GH 301
Philip W. Rudd, Ph.D.

Applied Linguistics for ESOL Educators

Course Syllabus
Summer 2009
3 credit hours
Instructor:
Philip W. Rudd, Ph.D.

English Department
451 Grubbs Hall
Pittsburg State University
1701 South Broadway
Pittsburg, KS 66762

Hours:
Class: MTWRF
01:00-03:50 (08-26 June)
Office: MTWRF
10:00-11:00
MTWR
04:00-05:00
Other times by Appointment
EMAIL: prudd@pittstate.edu
TEL: 620-235-4701

Course Description and Objectives:

Applied Linguistics for English-for-Speakers-of-Other-Languages (ESOL) Educators focuses on how
knowledge of the way languages work will directly benefit the teaching of English Language Learners. The first
half of this course is theory; the second half is application. This course covers the linguistic components of
language (the theory section of the book Chapters 2-6, Pragmatics-Phonology), providing an opportunity for
educators to explore the relevance of linguistics to second/foreign language teaching and learning (the applied
section of the book, Chapters 7-12). The course provides an overview of linguistic, sociolinguistic and
psycholinguistic analyses as they pertain to the language proficiency and academic achievement of ELL
students. Topics to be addressed include phonology, morphology, syntax, pragmatics, semantics,
sociolinguistics, linguistic anthropology, language variation, first-language acquisition, second-language
acquisition, written language, language processing, nonverbal communication, and the neurology of language.

Summer Session Timetable:

This intensive, summer course runs just three weeks, from (June 08-June 26). Work received after class on the
day it is due each week will be considered late, and will result in a reduced grade. All late work will lose

10%. If you know that you wont be able to get work in on time, see me before the due date, and we
may be able to make arrangements for an extension.

Required Text:
Parker, Frank and Riley, Kathyrn. (2005). Linguistics for Non-Linguists. 4th Ed. Boston, MA: Pearson/Allyn
and Bacon.
Additional articles and websites may be recommended via email as needed, in response to your questions and
concerns as they arise.

Assignments:
1. Reading, Discussion Board Postings and Participation (30%)
Read the entire text as per the schedule below. For each chapter, please pose questions, share opinions, and
reflect on what is being discussed (participation). It is strongly recommended that you complete the in-chapter

ENGL 714.50 Applied Linguistics for English for Speakers of Other Languages Educators
Pittsburg State University, Summer 2009, GH 301
Philip W. Rudd, Ph.D.
exercises in each chapter. You may want to complete the Supplementary Exercises at the end of each chapter as
you read, as a guided reading activity.
You are required to read all postings. As we will cover thirteen chapters, you are required to make a minimum
of thirteen postings. Beyond that, quality outweighs quantity. You must write a 150-200 word commentary on
the topic and a 50 word response to two of your classmates comments. Avoid postings with one or two-word
responses to your classmates (such as, Yes, I agree), as they are time consuming for your classmates, and will
not count toward your posting requirement. All postings are due by class time following day. See the rubric
at the end of this syllabus for posting guidelines. Your thirteen chapter topics are:

Week One (June 08-12).

M (June 08): Read Chapter 1: Introduction. This chapter has no exercises but will give you an overview of
the topics, structure, and theoretical orientation of the course.
T (June 09): Read Chapter 2. Pragmatics delineates concepts of how speakers say things without really
saying them, and how context affects interpretation.
W (June 10): Read Chapter 3. Semantics introduces the concepts of sense, reference, and truth. Chapters 2
and 3 complement each other as pragmatics is concerned with context-dependent meaning, while semantics is
concerned with context-independent meaning.
R (June 11): Read Chapter 4: Syntax. . We will review our knowledge of traditional grammar terminology.
Can you identify the eight parts of speech? Can you diagram sentences? Well see.
F (June 12): Read Chapter 4: Syntax. Whereas pragmatics and semantics deal with meaning, syntax deals
with structure: that is, the items that can appear in a sentence and how they can be ordered and combined.

Week Two (June 15-19).

M (June 15): Read Chapter 5. Morphology introduces concepts related to the structure and formation of
words, including the distinctions among various types of morphemes and the processes used to create new
words. A great deal of technical terminology will be new to you.
T (June 16): Read Chapter 6. First, well discuss the International Phonetic Alphabet (IPA) and familiarize
ourselves with a phonemic alphabet, a feature system for analyzing segments, and some phonological rules from
English. Many technical terms will be new.
W (June 17): Read Chapter 6. Phonology is the study of how the sounds in a language interact. Well look at
some examples of phonological rules from English. Many technical terms will be new. Please try to do the
transcriptions so that we can discuss them in class.
R (June 18): Read Chapter 7. Language Variation introduces the concepts related to regional, social, gender,
and stylistic variation. With this chapter we shift our orientation. Whereas Chapters 2-6 each dealt with a
different branch of linguistic theory, Chapters 7-12 each apply concepts from linguistic theory to the language of
a particular population or group of speakers.
F (June 19): Read Chapter 7. Language Variation continued. Well view the American Tongues video as

it provides a good overview of language variation, especially regional variation, in the United States.
We will enjoy discussing some of the examples in the video and adding our own examples of language
variation that each of us has observed.
Week Three (June 22-26).
M (June 22): Read Chapter 8. First-Language Acquisition deals with the major concepts related to the
acquisition of phonology, morphology, syntax, and semantics, and to issues in language acquisition. We will
share many of our own personal observationsbased upon forms we have heard from our siblings, our nieces
and nephews, or our own children.
T (June 23): Read Chapter 9. Second-Language Acquisition (SLA) introduces general issues in SLA;
patterns in the acquisition of phonology, morphology, syntax, and semantics; and nonlinguistic influences on
SLA. This unit is relatively difficult because it deals with two linguistic variables: the language the speaker has
already acquired (L1) and the language the speaker is learning (L2). Nevertheless, it is probably the most

ENGL 714.50 Applied Linguistics for English for Speakers of Other Languages Educators
Pittsburg State University, Summer 2009, GH 301
Philip W. Rudd, Ph.D.
important chapter if you are taking this class because of your work with students who are English Language
Learners.
W (June 24): Read Chapter 10. Written Language introduces concepts related to writing systems, the English
spelling system, and errors in written English. Read Chapter 11. Language Processing introduces several
concepts related to the processing of spoken and written language, including concepts from psycholinguistics,
discourse analysis, and rhetoric. These two chapters are taught in conjunction for a more extended unit on
written language. The former draws more on concepts from phonology and morphology, while the latter draws
more on concepts from syntax, semantics, and pragmatics.
R (June 25): Read Chapter 12. The Neurology of Language introduces concepts related to normal and
abnormal language processing by the brain. Perhaps the most intimidating feature of this chapter is the amount
of technical terminology, so be prepared. Read Chapter 13. The concluding chapter emphasizes the two basic
contributions that linguistics can make to neighboring fields. One contribution has been emphasized throughout
the book: linguistics offers an explanation for language phenomena that practitioners in related fields encounter
every day. The other contribution is more subtle: linguistics offers a model for explanation that practitioners can
adapt to their own fields. Review for final exam.
F (June 26): The Comprehensive Final Exam represents 20% of your final grade.

2. Homework Exercises (20%)

Homework assignments will be assigned for you to complete and then submit in class. These assignments are an
important opportunity for you to practice concepts and test ideas that are covered in the textbook and our class
discussions, and they will provide skills that will be crucial for the exams.
Some homework assignments will be posted on Angel. Please note that no late homework
assignments will be accepted except in the case of serious crisis. In such cases, you must notify your instructor
before the due date. Other coursework or exams will generally not count as serious crisis. A missed homework
assignment will result in a zero. If you feel that there are extenuating circumstances regarding a particular
assignment, you may discuss the issue with your instructor.
Homework will be graded as follows:
5 points:
You followed all instructions, provided well considered answers and/or
got 90% or more of the assignment right.
4 points:
You didn't follow some instructions and/or were on the wrong track with
several of your answers/discussion points.
3 points:
You didn't follow most instructions and/or were on the wrong track in at
least a third of your work.
2 points:
You didn't follow most instructions and/or were on the wrong track in at
least half of your work.
1 point:
You did the assignment, but didnt complete it or did it all wrong.
0 points:
No assignment was turned in.
Homework Assignments (20%) are due by class time of the due date.

3. Research Project (30%)

You may select from more than one project (see hand-out) for your research-based project. However, there is
one caveat. The examination you must pass for certification in ESOL is somewhat based on contrastive analysis.
Therefore, Project #1 may better serve your educational needs. Any of the projects, however, can be invaluable
for anyone teaching English as a second other language.
Research Projects are due by midnight of (July 01) and represent 30% of your final grade.

ENGL 714.50 Applied Linguistics for English for Speakers of Other Languages Educators
Pittsburg State University, Summer 2009, GH 301
Philip W. Rudd, Ph.D.

Final Exam (20%)

A final examination of multiple choice and short answer items will be given during the final week of the course,
and will cover the material we have explored in the assigned chapters. The Final Exam is due by the end of
class on June 26 and represents 20% of your final grade.

Evaluation Criteria:
Participation
Homework Exercises
Research Project
Final Exam

30%
20%
30%
20%

Grading Scale: The number percentages will be calculated as follows for letter grades:
90-100 A

80-89 B

70-79 C

60-69 D

0-59 F

Research Project:
English 714 Applied Linguistics for ESOL
The Research Project
You may select either of the following projects for your research-based project. However, I offer this
caveat. The examination you must pass for certification in ESOL is somewhat based on contrastive
analysis. Therefore, Project #1 may better serve your educational needs. Any of the projects,
however, can be invaluable for anyone teaching English as a second other language.
Project #1 A Contrastive Analysis
Select a target language. This could be your native language if (and only if) your mother tongue is
not English. If you are a native English speaker, select as your target language one (like Spanish,
Korean, Arabic, etc.) that you believe will be most useful to your future needs.
Definition of Contrastive AnalysisContrastive analysis (CA) is an inductive investigative approach
based on the distinctive elements of a language.
While there are two kinds of contrastive analysis: intralingual and cross-linguistic, if you choose this
project you are to do a cross-linguistic analysis, that is between your target language and English (the
emphasis here is on American and not British English). This cross-linguistic analysis should focus on
at least two significant elements of the target and American English languages. I would strongly
suggest that the most useful approach would be to work with phonology and/or syntax and/or
semantics.
Background. In the heyday of foreign language teaching in the 1960s, foreign language teachers saw
contrastive analysis as a solution to language learning (L2 acquisition) difficulties of their students.
After all, they thought, a comparison between the mother tongue and the foreign language should
provide revealing information on problem areas. They were disappointed, however, as this hard
approach only partially explained the intricacies of language learning. However, recently contrastive

ENGL 714.50 Applied Linguistics for English for Speakers of Other Languages Educators
Pittsburg State University, Summer 2009, GH 301
Philip W. Rudd, Ph.D.
analysis has undergone a revival and has become an important area of research for language
description for language teaching and teaching English as a second language.
The strong version of contrastive analysis presupposes that it is possible to contrast the system of
one language (the grammar, phonology, and lexicon) with the system of the second or target
language in order to predict the difficulties which a speaker of a second language will have in learning
the first language. Wardhaugh (1974) calls this a pseudo-procedure.
The weak version of CA is defined as the linguist uses the best linguistic knowledge available . . . in
order to account for the observed difficulties in second-language learning. Weak Contrastive Analysis
makes fewer demands on contrastive theory than the strong version. The starting point for weak
contrastive analysis is provided by real evidence from the target languages phonetics, phonology,
syntax, etc.
Your Task is to select a target language and examine its phonology (sound system) and syntax
(sentence structure) and to contrast those linguistics elements within the target language with those
same elements in standard American English.
You can get a good deal of reliable information online on the Internet / World Wide Web using
information provided by major universities around the world as well as using any of the reference
books on 2-hour reserve in Axe Library (see your course syllabus for those titles). If you do a
Google.com or an Ask.com search and key in English +Chinese +phonology or English +Chinese
+syntax or English +Spanish +____ (whatever your target language is) you will find some very useful
information to use as resources. For example, if your target language is Korean, there is wonderful
information on Interlanguage Phonology of Korean Learners of English available from
http://www.odin.prohosting.com/hkkim/cgi-bin/kaeps/it_phon.htm
This is a scholarly site published by Dr. Hyouk-Keun Kim.
Project #2Language and Culture -- Alternate Research Project
It is often suggested, and evidence seems to support the notion, that language is an extension of
culture. In other words, ones own mother tongue, as well as ones own thought process, is influenced
by the broader culture. The question becomes

Is ones language an extension of the culture in which that language is natively spoken?

Is ones culture an extension of the language of that culture?

Does ones native language influence the speakers perception of things?

Or
Or

Project #3Cultural Traditions

Often teachers and native English-speaking students and others in the community misjudge or fail to
understand someone from another culture and vice-versa because customs and traditions differ
widely among peoples and nations. Body language is but one example. In some cultures it is
considered perfectly normal for two men to walk down the street holding hands or to kiss each other
(usually on the cheek). In some cases, American teachers, to show approval or encouragement, will
touch a student on the head, perhaps tousle the hair and say good job! However, in some cultures,

ENGL 714.50 Applied Linguistics for English for Speakers of Other Languages Educators
Pittsburg State University, Summer 2009, GH 301
Philip W. Rudd, Ph.D.
touching someone on the head is a grave insult. The ubiquitous American symbol for OK means
something entirely different in other cultures. In this project, select a target culture and compare and
contrast common gestures, body language, and similar issues that might affect effective
communication between Americans and those in your target culture.
Requirements for the Paper

5-6 pages minimum (not including the bibliography)

Documented sources (quotations, paraphrases, statistical data, illustrations (graphs, charts,
tables, web shots, etc.)
Recommended minimum number of sources actually used 3
Internal documentation (MLA or APA) parenthetical method
List of Works Cited (MLA style), References (APA style) (bibliography)
Standard, non-fancy font (Times New Roman, Arial, Courier, Bookman)
Pages numbered (beginning on page 2) at the top right margin

Papers will be evaluated on the quality of the writing, the quality of the research, and the appeal of its
presentation. Quality research means that the writer has done more than the minimum. The writer has
cited more than the minimum number of sources, relied primarily on professional sources (may also
use textbooks, reliable and authoritative web sites), and relies on current research.

Attendance: Each of the units we study in this class will build on the previous ones. As a result, if you miss
class, you may have some difficulty following the new discussion. If you must miss class, get notes from a
classmate. If you do not understand a concept you missed, make arrangements to see me during my office hours
so that we can go over the material. It is your responsibility to make up any work that you miss.
Flagrant Non-Attendance: Everyone has two (2) pre-excused absences for those difficult times in life that
interfere with class attendance. Use those absences wisely for a student who misses more than 2 classes may be
dropped from the roster.
Late Work: I will accept work no more than one week late. All late work will lose 10%. If you know that you
wont be able to get work in on time, see me before the due date, and we may be able to make arrangements for
an extension.
Plagiarism: Academic honesty is expected of all students. If you are unclear about the universitys policy on
plagiarism and academic honesty, view the Code of Student Rights and Responsibilities located on the PSU
homepage. Article 30 specifically discusses academic misconduct, including plagiarism.
Cell Phones, Pagers, and Portable Music Players: These devices must be turned off for the duration of the
class period. If your phone rings in class, you will be asked to leave. If you believe you should be excluded from
the cell phone restriction, see me individually.