ESOL Applied Linguistics

Syllabus

 

(This course meets the North Georgia College and State University graduate credit requirements for MLAN: 5010 – Linguistics)

 

Course Description

 

Through this course, participants will become knowledgeable about the nature and structure of language and how first and second languages develop. Participants will explore language teaching strategies consistent with the current understanding of the nature, structure and development of language.  By developing a repertoire of effective strategies, participants will become more proficient at supporting students’ second language development.  Teachers will investigate best practices and current research and consider how to adapt and integrate these principles into their own educational practice.

 

Competencies

 

Course participants will:

1.    Develop strategies for creating and sustaining a collegial multicultural learning community in the school and classroom;

2.    Demonstrate an understanding of knowledge and nature of language for both English and another language, including concepts of phonology, morphology, syntax, semantics, and of language varieties;

3.    Develop skills in observing students’ linguistic development and apply knowledge about linguistic development to planning instruction;

4.    Promote culturally and linguistically responsive classrooms including:

·       Evaluation of students’ linguistic and academic progress;

·       Adaptation of classroom language, activities, and tasks to include learners of English;

·       Adaptation of the classroom physical and social environments to better include learners of English;

·       Development of a multicultural, cooperative classroom community;

·       Creation of connections among the home, school, and community.

5.    Demonstrate reflective teaching, and demonstrate competence in reading, writing, listening, and speaking through planning and implementing job-embedded instructional and research projects in the area of language development;

6.    Review a repertoire of teaching strategies useful for language learners in elementary grades in the areas of oral language development, transitions to print, reading and writing for purpose, integration of content;

7.    Apply those strategies to supporting language development among your ELLs; and

8.    Use principles of language acquisition to develop, implement, and assess classroom activities that facilitate second language development.

 

Materials

 

All materials are accessed via the CaseNEX website http://www.casenex.com using the PIN provided and the user name/password you create.

 

All readings listed can be found by going to the Virtual Library and looking under the case you are reading that session. When pdf files are linked, we recommend printing them for easier reading.

 

If you do not have the following software, please download each from the given sites. You will find detailed instructions under the ‘Tutorials’ link.

 

http://www.real.com/realone/index.html?src=player_redct

 

 

http://www.apple.com/quicktime/download/

 

Cases Used

 

Click here for course requirements and grades.

 


Course Schedule

Typical course sessions run from Sunday morning through Saturday at midnight. Specific session dates may be found by clicking on Syllabus on the top menu bar.  Course participants should read both the case and assigned readings prior to joining the online discussion. Participation in the discussion should be ongoing throughout each course session. For typical courses, final discussion postings, journals, and workbook assignments are due by Saturday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your instructor.

 

 

 

 


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Introductory Session

Exploring the CaseNEX Site

 

Complete these tasks prior to the beginning of Session 1.

 

Readings

 

Read the “Course Tutorial” linked from the TUTORIAL menu, paying special attention to the Case-Analysis and Workbook Assignment Rubrics. These rubrics will be used by your instructor throughout the course to evaluate your Journal entries, Discussion responses, and Workbook assignments where appropriate.

 

Discussion

 

Post one entry introducing yourself to your classmates.  You may choose to describe your professional background and experience, relevant personal information, or why you are taking this course. (100 words or fewer).

 

Journal

 

What do you find inspiring and challenging about your work with English Language Learners? (100 words or fewer).

 

Note

 

Use CaseMail to send a note to your instructor stating that you will be taking this course.  To do so, click on CaseMail on the top menu bar and then ‘Click here to create a new message.’ Use the marked link to look up an address. Continue linking down until you see the class list. Click on the instructor’s name and then compose your message and hit ‘Post Message.’

 

 

 

 


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Session 1 

Exploring Linguistics, the Socio-Political Context of Language, and Teaching

 

Case                

Match Makers

 

Readings

 

Discussion

 

In the readings, various branches of linguistics are defined.  Pick any two to discuss with your colleagues and use them to explore issues related to working with Marta from this Session’s case.  What insight do you gain by using the study of linguistics to analyze a student’s perspective

 

In “The Mother-Tongue Dilemma,” French author Louis-Jean Calvet states, “The war of languages is always part of a wider war.” These ideas are echoed in the reading “Language Becomes War by Other Means.”  What is the “war” in American education over language and what is the “wider war” it mirrors and reflects?  

 

Journal

 

Consider the five teaching roles described in “What Teachers Need to Know About Language.”  Which roles are you most comfortable in?  Which roles are you least comfortable with?  What instructional issues does your answer raise? Then, reflect on your school situation and its ESOL program.  What are the underlying messages about levels of respect for languages other than English?  What are the consequences of this philosophy (both positive and negative)? 

 

Note                 

 

Check your CaseMail (linked from top menu bar) and News Flash (on the

right when you login) for notes from your instructor every time you log on

to the site.

 

Workbook Assignment              

 

None this session

 

 

 

 


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Session 2

Language Acquisition Theories

 

Case                

Pandora’s Box

 

Readings          

 

Discussion

 

Compare and contrast how the teachers in Pandora’s Box and Match Makers (from Session 1) nurture language development, using knowledge from the articles on oral language development to inform your discussion.  Then, recommend actions for these teachers based on the recommendations presented in “What Are the Attributes of Effective Instruction for ELLs?” in “Common Practices for Uncommon Learners.”  What might be the consequences of implementing your suggestions for these teachers and their students?

 

Journal

 

Reflect on the three approaches (theoretical, neurobiological, and methodological) described in “Finding a Voice:  Perspectives on Language Acquisition.”  What are the instructional consequences of each approach?  Explain which approach or combination of approaches most closely matches your perspective on how language is acquired and informs how you develop instruction.

 

OR

 

Describe your school or district’s approach to teaching English to nonnative speakers.  In light of knowledge from the readings about how second languages are acquired, what actions might you recommend to increase the efficacy of your school’s ESOL programs?

 

Workbook Assignment

 

None this session

 

 

 


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Session 3

Language Acquisition and the Role of the Native Language

 

Case                

None this session

 

Readings          

 

Discussion

 

Apply the ideas of 1) BICS and CALP and 2) comprehensible input and comprehensible output to the stages of language acquisition as presented in “Overview of Second Language Acquisition Theory.” What are the consequences of these hypotheses for instruction at each stage? How can ESOL and classroom teachers help foster the development of CALP in their classrooms?

 

Journal

 

Based upon knowledge from the readings that the support of a student’s native language (L1) helps in the development of the second language (L2), how might this manifest itself in the classroom? What issues does this raise for your school or school system and what actions might be taken to improve the school’s approach to second language instruction and/or bilingual education?

 

Workbook Assignment

 

None this session

 

 

 


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Session 4

Teaching Oral English

 

Case                

Talk to Me

 

Readings

 

Discussion

 

Concentrating on one student from the case, develop ideas for a lesson focusing on oral language development.  First, state your goals and objectives for this lesson and this particular student.  Then, propose strategies using knowledge from this session’s readings to support your choices.  As you respond to your colleagues’ ideas, assume the perspectives of students in the case.

 

Journal

 

Consider the characteristics of supportive teacher talk presented in “Teacher Talk:  Enabling ELLs to ‘Grab On’ and Climb High” and reflect on actions you might take to include more of these in your day-to-day instructional plans.  What might be your students’ perspectives on these activities?

 

Workbook Assignment

 

Discourse Analysis

 

Complete the four-step process (Record-View-Transcribe-Analyze) described in “Discourse Analysis for Language Teachers” with students in your class or school.  In your analysis, explain your rationale for choosing this group of students and this particular activity for study.  Then, focus on what you learn about your students, using the questions listed under Step Four in the reading as a guide. Your analysis should be no longer than 750 words.

 

Due by the end of this session.

 

 

 


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Session 5

Understanding Phonology, Phonics, and Phonemic Awareness

 

Case                

Match Makers

 

Readings          

 

Discussion

 

Review Krashen’s conclusion in “The Phonics Debate:  2004” that “there is no convincing evidence supporting the use of intensive, systematic phonics for first or second language readers.” What issues does he raise and what are the consequences of his conclusion? How does providing instruction in phonemic awareness fit into his argument? Then, focus on this session’s case and use knowledge from the readings to evaluate student/teacher interactions and suggest ways to help this teacher more effectively reach her students.

 

Journal

 

Reflect on the points in “Phonemic Awareness Instruction” in the article “Supporting Phonemic Awareness Development in the Classroom.”  What issues do these points raise for your instructional approach and how might these ideas be adapted to fit the needs of ELLs in your classroom? 

 

Workbook Assignment              

 

None this session

 

 

 


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Session 6

Making Meaning: Understanding English Grammar, Syntax, and Semantics

 

Case                

Talk to Me

 

Readings          

 

Discussion

 

In the case, both standard and nonstandard English are used.  Based on knowledge from the readings, how can each be considered “correct” and how might you suggest the teacher in this case respond to students’ use of nonstandard English?  What actions might you take and what knowledge might you use to respond to parents’, colleagues’, and others’ concerns about what is “correct” language usage?  What are the consequences of schools generally requiring a more prescriptive (rather than descriptive) approach to language study and usage?

 

Journal

 

Consider the readings’ definitions of grammar, meaning, and correctness. Then review a writing sample of an ELL’s work.  What are the error patterns you notice?  Which corrections should be the focus when evaluating this writing?  Use knowledge from the readings to justify your suggestions.  How do these fit in with your district’s approach to writing instruction?

 

Workbook Assignment

 

Language Exploration and Instructional Implications

 

Complete research using a variety of sources (online, interviews, traditional) about a language other than English that you encounter in your classroom.  What did you learn about that language’s phonology, morphology, grammar, syntax, and semantics?  Describe major similarities and differences between this language and English.  You may summarize this information in chart form and attach it to your Workbook.  How might this knowledge guide you as you develop instruction for students who speak this language?  Drawing upon course readings and concepts, propose specific strategies you might use to support this student’s English language acquisition. Implement at least one of your proposed strategies and reflect on your initial results. Summarize your findings in an essay of no more than 750 words.  Be sure to cite your sources.

 

Due by the end of Session 7.

 

 

 


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Session 7

Language Assessment

 

Case                

Match Makers

 

Readings          

 

Discussion

 

Using information from the readings and your professional experience, react and respond to Alba Ortiz’s statement in “English Language Learners with Special Needs:  Instructional Strategies,” that, “The overrepresentation of English language learners in special education classes (Yates & Ortiz, 1998) suggests that educators have difficulty distinguishing students who truly have learning disabilities from students who are failing for other reasons, such as limited English.” In this session’s case, what actions might Jennifer take to be sure that Allen is appropriately placed and determine whether or not his learning difficulties are the result of a learning disability as well as a language barrier?  Use knowledge from the readings to back up your points.

 

Journal

 

How does your school currently assess language proficiency and how does it use the results?  Consider issues raised for each testing instrument and use the “Checklist” to frame your response.

 

Workbook Assignment

 

Student Assessment Analysis

 

Locate and read through two different assessment tools currently used by your school or district.  Then have a student complete the two tools or use results from assessments you have recently administered.  Compare and contrast the two tools. Then analyze this student’s situation. Address each of the 5-steps in turn, referring to the Course Tutorial and the Case-Analysis Rubric to guide your thinking. Be sure to include knowledge you have gained from the Assessment in ESL & Bilingual Education reading in your analysis and suggest specific actions with an instructional focus.

 

Due by the end of Session 8.

 

Language Exploration Assignment from Session 6 due by the end of this Session.

 

 

 


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Session 8

Effective Second Language Instruction

 

Case                

None this session

 

Readings 

 

Discussion

 

Discuss the research and recommendations of the National Research Council reviewed in “Fostering Academic Success for English Language Learners: What Do We Know?” and the findings in “Building Relationships for Student Success” for promoting respect of the home culture, building family relationships, and aligning family beliefs to the curriculum.  What actions do you currently take to achieve these goals and how might you better address these goals in the future?  Respond to your colleagues’ postings with suggestions and reactions, whether based on knowledge from the readings or your professional experience. 

 

Journal

 

Review the teaching techniques and strategies applicable to your grade level (and content area, if appropriate) covered in this course and others from your professional experience and/or research.  Choose one strategy that best meets your instructional needs to match each of the following topics:

 

 

Provide a rationale for your choices and consider the consequences, whether positive or negative, for each of your suggestions. 

 

Note

 

Remember to complete the online course evaluation which can be found under Class Materials on the menu bar.

 

Workbook Assignment      

 

Student Assessment Analysis due by the end of this session.