EDUC 521-01 Linguistics & Culture Fall 2015 Fall 2015 Tuesday 5-7:30pm South 237 Instructor: Dr. Mary Caitlin Wight Office Phone: 245-5468 Office: Office Hours: Tuesdays 4:00pm-5:00pm E-Mail: & by appointment COURSE DESCRIPTION This course presents conceptual foundations and general principles of linguistics relevant to the teaching of English to speakers of other languages with an emphasis on culture and its interrelationship with language acquisition, production, and comprehension. The relationship among linguistics, language, and culture will be explored with a focus on how perception and conceptualization influences language, and how this influence is manifested by different cultures and societies. Candidates are provided a psycholinguistic and sociolinguistic overview of normal speech and language development with particular emphasis on speech perception, the cognitive and social prerequisites to the acquisition of language, and the development of the form (syntax, morphology, phonology and phonetics), content (semantics), and use (pragmatics) of language. Major language acquisition theories are studied, and programs and techniques designed to facilitate acquisition of language skills are introduced. The relationship of language development to cognitive and social-emotional growth is explored as well as the nature and role of culture and cultural groups in constructing supportive learning environments for English Language Learners. 3(3-0). COURSE PREREQUISITES Undergraduates must hold senior status. Graduates: no prerequisites COURSE TOPICS: 1. Culture 2. Communication 3. Language Structures- Linguistic Analysis 4. Important Concepts & Theories in Language Acquisition 5. Application of Linguistic knowledge COURSE RATIONALE This course infuses the constructivist approach to teaching and learning in which teacher candidates use their prior knowledge and social contexts to interact and develop relevant knowledge, skills and dispositions to become teachers committed to improve the lives of students through education. This course is consistent with the following Geneseo core values: 1. Geneseo mission to develop socially responsible citizens with skills and values important to the pursuit of an enriched life and success in the world; and
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EDUC 521-01
Linguistics & Culture
Fall 2015 Fall 2015
Tuesday 5-7:30pm
South 237
Instructor: Dr. Mary Caitlin Wight Office Phone: 245-5468
Office: Office Hours: Tuesdays 4:00pm-5:00pm
E-Mail: & by appointment
COURSE DESCRIPTION
This course presents conceptual foundations and general principles of linguistics relevant to the teaching of
English to speakers of other languages with an emphasis on culture and its interrelationship with language
acquisition, production, and comprehension. The relationship among linguistics, language, and culture will be
explored with a focus on how perception and conceptualization influences language, and how this influence is
manifested by different cultures and societies. Candidates are provided a psycholinguistic and sociolinguistic
overview of normal speech and language development with particular emphasis on speech perception, the
cognitive and social prerequisites to the acquisition of language, and the development of the form (syntax,
morphology, phonology and phonetics), content (semantics), and use (pragmatics) of language. Major
language acquisition theories are studied, and programs and techniques designed to facilitate acquisition of
language skills are introduced. The relationship of language development to cognitive and social-emotional
growth is explored as well as the nature and role of culture and cultural groups in constructing supportive
learning environments for English Language Learners. 3(3-0).
COURSE PREREQUISITES
Undergraduates must hold senior status.
Graduates: no prerequisites
COURSE TOPICS:
1. Culture
2. Communication
3. Language Structures- Linguistic Analysis
4. Important Concepts & Theories in Language Acquisition
5. Application of Linguistic knowledge
COURSE RATIONALE
This course infuses the constructivist approach to teaching and learning in which teacher candidates use their
prior knowledge and social contexts to interact and develop relevant knowledge, skills and dispositions to
become teachers committed to improve the lives of students through education. This course is consistent with
the following Geneseo core values:
1. Geneseo mission to develop socially responsible citizens with skills and values important to the pursuit
of an enriched life and success in the world; and
2. The School of Education mission to prepare future teachers to be reflective, critical thinkers, adept at
problem solving, and committed to the development of communities of inquiry to ensure that all
students have the opportunity to learn the skills necessary for a productive life and responsible
citizenship.
Consistent with SUNY policies, regulations of the New York State Department of Education, CEC, ACEI and
standards, and with the School of Education Conceptual Framework, this course will provide candidates the
opportunity to acquire the knowledge and skills, and dispositions pertinent to the specific learner outcomes
listed below.
REQUIRED TEXTS, READINGS, AND MATERIALS
1. Membership to:
a. NYS TESOL ($20/year student) or TESOL ($35/year student)
2. Brown, S. & Larson-Hall, J. (2012). Second language acquisition myths: Applying second language
research to classroom teaching. Ann Arbor: University of Michigan Press.
3. Mihalicek, V & Wilson, C. (Eds). (2011). Language files: Materials for an introduction to language and
linguistics (11th ed.). Columbus, OH: The Ohio State University Press.
4. Additional texts and media posted to Mycourses.
LEARNING OUTCOMES.
Course Learning Outcome TESOL
Professional
Standards
SOE
Conceptual
Framework
Performance-based
Assessments/ Assignments
Teacher candidates will
demonstrate understanding of
culture, communication, and
language acquisition as it
affects student learning.
1.b, 2 A1, A2 Annotated Bibliography
Final Presentation
Teacher candidates will
demonstrate an understanding
of foundational terms,
theories, and concepts in the
field of linguistics.
1.a A1, A2, B2 Annotated Bibliography
Final Presentation
Teacher candidates will
demonstrate the ability to
apply basic tools and
techniques for linguistic
analysis.
1.a A1, C1 Practice Problems
Linguistic Exam
Teacher candidates will
demonstrate the ability to
apply linguistic and cultural
understandings to meet the
various needs of learners.
3.a, 3.b A1, A2, C1 Final Presentation
Teacher candidates will
commit to professional
development, partnerships,
and advocacy.
5.b
B3 Membership in Professional
Societies
COURSE GRADING PROCEDURES
Grading scale is based on percentage of total points earned:
95-100 A
90-94 A-
87-89 B+
83-86 B
80-82 B-
77-79 C+
Below
73
E
Note: This course can only be used toward TESOL supplemental certification if you attain a B- or better.
Note: Rounding standards will be used to determine final grades.
ASSIGNMENTS
Class Participation- 10%
Annotated Bibliography- 20%
Practice Problems & Reflections- 25% (5 total- 5% each)
Linguistic Exam- 20%
Final Presentation- 25%
ASSIGNMENT EXPLANATIONS
Class Participation- 10%
Active class participation requires reading all of the required readings before class begins and coming to
class prepared to make substantive contributions through discussion. You are expected to actively
participate thoughtfully and constructively in all class activities and discussions. Active class
participation includes arriving fully prepared to every class session, commenting on discussion topics in
a way that advances the level of discussion and depth of dialogue, and actively supporting, engaging,
and listening to your peers. 3 2 1
Preparation Arrives fully prepared at
every class session.
Arrives mostly prepared Preparation is inconsistent
Contribution to Class Comments advance level
and depth of dialogue
Relevant comments are
based on assigned materials
Demonstrates a noticeable
lack of interaction on
occasion.
Peer Interaction Actively supports, engages,
and listens to peers.
Makes a sincere effort to
interact with peers
Limited and/or negative
interaction with peers.
Technology Uses technology
appropriately in class
Any category can receive a score of 0 if deemed that poor or not completed.
Annotated Bibliography- 20%
You will conduct an in-depth examination of one issue related to the acquisition of a new language or
culture. Broad areas of interest and possible specific topics within each of those areas are listed below.
Second Language
Acquisition
L2 communication & compensatory strategies; neurolinguistics
of SLA; motivation & attitudes; An in-depth look into one of the
theories of language acquisition
Language contact Code-switching/translanguaging; pidgins and creoles; language
shift; language revitalization; language death
Language variation &
change
Language and identity; specific regional varieties of English;
special social varieties of English; world Englishes; style shifting;
register
Language & culture Cross-cultural (mis) communication; the Sapir-Whorf
Hypothesis; Language and power; language and politeness;
kinship terms across cultures
An annotated bibliography calls for an in-depth exploration of a particular aspect of research. It is meant
to summarize existing research and point future research to the existing gaps. Once you have decided on
your topic, you find at least 20 peer-reviewed sources pertaining to the topic and summarize as
described below.
Your work must follow APA 6th ed. conventions.
Format:
o 1 page introduction to the topic, why it is relevant to our studies in this course, and why you
decided to learn more about it.
o Annotations of 20 sources
Citation
Summary
How it connects to the overarching topic
o 1 page conclusion detailing what you learned and how this research has helped you grow as a
member of this field. In the conclusion, you should discuss any existing gaps in the research that
future research should aim to fill.
Presentation
o You will need to create a 5 minute presentation in which you discuss the purpose of your
annotated bibliography the sources you discovered, and how this research has helped you grow
as a member of the field. You should also discuss any large gaps in the literature. As this
presentation is only 5 minutes in length, do not focus on specific citations, but rather give a
broad overview of the larger picture you explored. 3 2 1
Organization of Ideas Logical sequence of
information and a strong
development of ideas and
reflections.
Somewhat logical sequence
of information, development
of ideas and reflections
could be stronger.
Weak development of ideas
and reflections. Information
presented does not flow
well.
Review of existing literature Comprehensive review of
existing literature which is
considered in depth without
being redundant.
Significance to topic is
clear.
Somewhat comprehensive
review and/or redundant in
explanation and/or
confusion to topic
addressed.
Significance of some of the
literature is unclear to the
topic being reviewed and/or
explanations are extremely
redundant.
Conclusion Comprehensively addresses
what you’ve learned from
the review of the literature
and how it has helped you
grow. Discusses any
existing gaps.
Somewhat addresses what
you’ve learned from the
review of the literature and
how it has helped you grow.
Makes some mention of
future research
Minimally addresses what
you’ve learned from the
review of the literature and
how it has helped you grow.
Makes no mention of future
research.
Presentation Presentation was a concise
overview of the problem
and available literature that
supports the growth in
understandings of
classmates.
Presentation was a
somewhat concise
overview, with gaps
evident. Supports the
growth of understandings of
classmates.
Presentation focused too
much as a summary of
specific articles and/or
presentation lacked
cohesion and understanding.
Task Met all requirements of the
task, include APA, page
length, and criteria
presented.
Missing some aspects of the
task.
Task barely addressed.
Overall: Professional Voice Voice and tone enhance
professional quality; field
terminology is used
exceptionally well to
support ides; academic
voice is strong and clear.
Voice and tone sound
professional; appropriate
field terminology is used;
academic voice is used.
Voice or tone detracts from
professionalism.
Overall: Grammar &
Spelling
Consistently grammatically
correct with few to no
misspellings
Mostly uses correct
grammar and spelling with
minimal errors
Consistently grammatically
correct with few to no
misspellings
Any category can receive a score of 0 if deemed that poor or not completed.
Points:
21= 20 points
20= 19 points
19= 18 points
18= 17 points
17= 16 points
16= 15 points
15= 14 points
14= 13 points
13= 12 points
12= 11 points
10-11= 10 points
9= 9 points
8= 8 points
7= 7 points
6= 6 points
5= 5 points
4= 4 points
3= 3 points
2= 2 points
1= 1 point
0= 0 points
Practice Problems & Reflections- 25%
During weeks 9- 13, you will complete 5 sets of practice problems. Before class weekly you are to
attempt the problems individually. You are to bring this attempt with you to class where you will have
time to discuss the problems with classmates and make any changes necessary.
By Thursday of that same week, you will need to submit your final draft of your practice problems. This
draft should include your original answers as well as any changes you made after discussion with you
classmates. You can note these changes using track changes or comments in Word.
o Once you’ve settle on your answers, write a short 1 paragraph summary at the top of your
practice problems explaining how your answers have developed over the course of working on
them individually and with your classmates. The purpose of this assignment is to practice
concepts as well as to demonstrate reflective thinking about your learning.
Your practice problems are graded on a 5 point scale:
1 point
Rough draft of practice problems is brought to class
Time spent working with classmates is used well
Actively supports the learning of classmates
Final draft includes edits of changes made
Final draft include reflective paragraph and demonstrates growth in learning.
Linguistics Exam- 20%
During Week 13, you will have an exam on the linguistics topics covered in the course during weeks 8-
12.
Final Presentation- 25%
The final presentation for this class involves creating a 10 minute presentation for your classmates on a
linguistics topic of your choice. The purpose of this presentation is to allow you to explore in greater
depth a topic with relevance to linguistics and language teaching. Possible topics include (but are not
limited to):
o Grammar instruction
Grammar correction
Explicit v. implicit grammar
teaching
o Role of non-native English speaking
teacher
o What variety of English to teach
o Teaching pronunciation
o Articulation and voice disorders
o Bilingual education
o Communicative language teaching
o Use of L1 in language teaching
You will need to conduct research into this topic using a minimum of 8 resources, which must be
trustworthy sources.
You will create a presentation to give to your classmates during Week 16. The format is flexible and is
up to your discretion, but needs to provide detailed information regarding the topic as to further your
classmates’ understandings. 3 2 1
Content Presentation demonstrates
high-order thinking,
including an analysis of
pertinent information to
better prepare their audience
for the field of TESOL.
Presentation demonstrates
some high-order thinking
and meaningful insights to
help prepare audience for
the field of TESOL.
Presentation is strictly
summarization of sources
without connecting to larger
topic. Lacks cohesion and
insights.
Clarity Logical sequence of
information and a strong
development of ideas and
reflections.
Somewhat logical sequence
of information, development
of ideas and reflections
could be stronger.
Weak development of ideas
and reflections. Information
presented does not flow
well.
Accuracy Presentation contains factual
information from
trustworthy sources.
Presentation contains few
errors on the topic discussed
and/or few sources are
untrustworthy
Presentation contains many
errors on the topic discussed
and/or many sources are
untrustworthy.
Task Met all requirements of the
task, include APA,
presentation length, and
criteria presented.
Missing some aspects of the
task.
Task barely addressed.
Overall: Professional Voice Voice and tone enhance
professional quality; field
terminology is used
exceptionally well to
support ides; academic
voice is strong and clear.
Voice and tone sound
professional; appropriate
field terminology is used;
academic voice is used.
Voice or tone detracts from
professionalism.
Overall: Grammar &
Spelling
Consistently grammatically
correct with few to no
misspellings
Mostly uses correct
grammar and spelling with
minimal errors
Consistently grammatically
correct with few to no
misspellings
Any category can receive a score of 0 if deemed that poor or not completed.
Points:
18= 25 points
17= 24 points
16= 22 points
15= 21 points
14= 19 points
13= 18 points
12= 17 points
11= 15 points
10= 14 points
9= 13 points
8= 11 points
7= 10 points
6= 8 points
5= 7 points
4= 6 points
3= 4 points
2= 3 points
1= 1 point
0= 0 points
COURSE CONTENT
Date
Week
Topic Readings Due
(Additional Readings on
Mycourses)
Reading/Assignment DUE
9/1/15
1
Introduction to
the Course
9/8/15
2
Communication Mihalicek & Wilson-
Files 1, 8.2, 8.3, & 8.4
9/15/15
3
Culture Mihalicek & Wilson- File 11
Del Carpio & Del Carpio- The
importance of considering
students’ cultural and linguistic
backgrounds
Topic for Annotated Bibliography Due
9/22/15
4
Language
Acquisition
- Theories of
Language
Acquisition
Mihalicek & Wilson- Files 8.1 &
8.5
Brown & Larson-Hall- Myths 1
& 3
Spada & Lightbown- Second
Language Acquisition
(This is a dense reading week, we
will spend class working through
all of the various theories)
9/29/15
5
Language
Acquisition
- Topics in
SLA
Brown & Larson-Hall- Myths 4-7 Rough Draft Annotated Bibliography Due
10/6/15
6
Annotated
Bibliography
Presentations
Language
Acquisition
Phonetics
Annotated Bibliography Due
10/13/15
7 NO CLASS-
FALL BREAK
NO CLASS- FALL BREAK NO CLASS- FALL BREAK
10/20/15
8
Linguistics-
Phonetics
Mihalicek & Wilson- File 2 Practice Problem 1
- Rough Draft due in Class
- Final Draft & Reflection due Thurs 10/22
10/27/15
9
Linguistics-
Phonology
Mihalicek & Wilson- File 3 Practice Problem 2
- Rough Draft due in Class
- Final Draft & Reflection due Thurs 10/29
11/3/15
10
Linguistics-
Morphology
Mihalicek & Wilson- File 4 Practice Problem 3
- Rough Draft due in Class
- Final Draft & Reflection due Thurs 11/5
11/10/15
11
Linguistics-
Syntax
Mihalicek & Wilson- File 5 Practice Problem 4
- Rough Draft due in Class
- Final Draft & Reflection due Thurs 11/12
11/17/15
12
Linguistics-
Semantics &
Pragmatics
Mihalicek & Wilson- Files 6 & 7
Brown & Larson- Hall- Myth 8
Practice Problem 5
- Rough Draft due in Class
- Final Draft & Reflection due Thurs 11/19
11/24/15 Linguistics Linguistics Exam
13
Application of
Linguistic
Knowledge
12/1/15
14
Application of
Linguistic
Knowledge
- Language
Variation &
Dialects
Mihalicek & Wilson- File 10
12/8/15
15
Application of
Linguistic
Knowledge
- Bilingualis
m/
Multilingual
ism
- Language &
Power
Brown & Larson-Hall- Myth 2
Mihalicek & Wilson- File 8.5
Motha- Race, empire, and English
language teaching- C1 & C3
12/22/15
16 Final Exam
Meeting Time
6:45-9:45
Final
Presentations
Final Presentations
*This is a tentative outline; subject to change to meet the needs of the class, guest speaker schedules, etc. **
References (Course Readings)
Brown, S. & Larson-Hall, J. (2012). Second language acquisition myths: Applying second language research to
classroom teaching. Ann Arbor: University of Michigan Press.
Del Carpio, K. & Del Carpio, P. (2015). The importance of considering students’ cultural and linguistic
backgrounds: Languages are friends, not enemies! Journal of Language Teaching and Research, 6(3),
467-474.
Spada, N. & Lightbown, P. M. (2010). Second language acquisition. In N. Schmitt (Ed.), Applied Linguistics
(3rd ed.) (108-123). London: Hodder Education.
Mihalicek, V & Wilson, C. (Eds). (2011). Language files: Materials for an introduction to language and
linguistics (11th ed.). Columbus, OH: The Ohio State University Press.
Motha, S. (2014). Race, empire, and English language teaching: Creating responsible and ethical anti-racist
practice. New York: Teachers College Press.
COURSE POLICIES
SOE Policies and Supports
Certification Exam Statement: The New York State Teacher Certification Examinations™ (NYSTCE®) address
New York Education Law and Commissioner's Regulations, which require prospective New York State
educators to pass designated tests as a requirement for receiving state certification.
Please refer to the NYSED website http://www.nystce.nesinc.com/index.asp for the most current
information on testing requirements.
Disclaimer Statement: National Accreditation: The Ella Cline Shear School of Education (SOE) is accredited by
NCATE. In the future we will seek to continue our national accreditation for our programs through the Council
for the Accreditation of Educator Preparation (CAEP). Part of this accreditation process includes reviews of
samples of teacher candidates' course work by professional societies and the CAEP Board of Examiners.
Therefore, your course work may be selected and used as examples to demonstrate that the learning outcomes
are being addressed and achieved in this course.
Please be advised that to ensure your privacy, when possible, names will be removed from the selected work.
Please note that we cannot modify work uploaded into Taskstream. If you want your name removed from your
work you will need to remove it from the document(s) prior to submission into Taskstream. If you do not wish
to participate in this process, please state your intent in writing to your professor or supervisor.
Key Assignments Statement: Please note that certain assignments are considered "key assignments" for School
of Education teacher education candidates. These assignments must be completed at an acceptable level as per
the CAEP/NCATE Rubric in order to pass the course. There is no key assignment in this class.
Students with Disabilities Statement: SUNY Geneseo will make reasonable accommodations for persons with
documented physical, emotional, or cognitive disabilities. Accommodations will also be made for medical
conditions related to pregnancy or parenting. Students should contact Dean Buggie‐Hunt in the Office of
Disability Services ([email protected] or 585-245‐5112) and their faculty to discuss needed
accommodations as early as possible in the semester.
Course Policies and Supports
“People First” Language: All references to individuals with disabilities should address the child or adult first,
and not the disability or difference. For example, use “child with autism,” or “adult with a disability.” Do not
use “mentally retarded”; the federal, state, and politically correct terminology is “intellectual disability”.
Class Participation: Class participation points are given for students who are active participants in class
discussions and practice activities, and for class attendance. You are expected to contact the instructor prior to
class if you are unable to attend, and it is your responsibility to obtain any information and materials you missed
during your absence.
Required Readings: There are a variety of required readings that are key to your successful completion of the
course, development of required understanding and skills to be a successful teacher of students who are English
language learners. Please schedule the readings so that you are continually reading these materials in advance of
the due date (in other words, not the night before), keep a list of questions or areas for clarification, and seek to
fully understand the documents. Don’t hesitate to contact me if you have questions that are not clarified in
class. All readings are required and may be covered on quizzes or exams; not all readings will be discussed in
detail in class, so keeping lists of questions for clarification will be beneficial for your understanding.
Writing Learning Center. Experienced student writers in the Writing Learning Center provide advice and
writing assistance. Appointments are available. The Writing Learning Center has two locations, one primarily
for visits by appointment and one for drop-in visits. Please see http://www.geneseo.edu/english/writing_center