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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Linguistics
EEND and MSED-636

  • Template 2015
  • Section TMPL
  • 4 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 07/29/2019

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Focuses on the properties that all languages have in common and the way languages differ.  As an introduction to the science of language, this course surveys the main branches of linguistics:  phonology, morphology, syntax, semantics and sociolinguistics, as they apply to language learning and teaching. However, no background in linguistics or any foreign language study is required or assumed in the course.

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Candidates

Candidates will develop an understanding of a broad overview of language as the medium that makes thinking, understanding, communicating, and teaching possible. Candidates will also demonstrate a focused approach at applying linguistic principles in teaching English language learners.

Serving the Community

Candidates will demonstrate knowledge of how people acquire first and second languages and the implications for schooling and educational policy.

Finding Our Professional Selves

Candidates will develop professionally through appropriate activities of application and research. Candidates will also demonstrate the ability to communicate their ideas about linguistic principles in second language learning by interacting with colleagues in a professional manner.

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

  • Understand, and use the major concepts, theories, and research related to the nature and acquisition of language; TESOL/CAEP D1a-b
  • Understand language and literacy development and content area achievement; TESOL/CAEP D1b
  • Understand language as a system and demonstrate a high level of competence in helping students acquire and use English in listening, speaking, reading, and writing for social and academic purposes through lesson preparation; TESOL/CAEP D1b, D3b, and D4b-c
  • Apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings; TESOL/CAEP D1a-b
  • Demonstrate understanding of language as a system acquire and use English in listening, speaking, reading, and writing for social and academic purposes TESOL/CAEP D1-b
  • Understand that language system include phonology, morphology, syntax and pragmatics; TESOL/CAEP D1
  • Understand the ways in which languages are similar and different and to apply this information to the classroom; TESOL/CAEP D1b
  • Apply knowledge of language variation, including dialect and gender-based
  • differences, discourse varieties, rhetoric, politeness, humor, and slang; TESOL/CAEP D1a
  • Students will articulate positive attitudes toward language minority students; TESOL/CAEP D5b
  • Students will work cooperatively and demonstrate effective questioning techniques and critical thinking skills; TESOL/CAEP D5a
  • Students will enhance and continue to cultivate an attitude of professionalism by exhibiting the following behaviors: preparedness, neatness, organizational skills, poise, leadership, self-motivation, responsibility, promptness, professional curiosity, and proper oral and written communication skills; TESOL/CAEP D5a-b
  • Students will demonstrate the ability to interact with colleagues in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights; TESOL/CAEP D5b

Materials

Freeman, D. E. & Freeman, Y. (2014) Essential linguistics: what you need to know to teach reading , ESL, spelling, phonics and grammar. (2nd ed.). Heinemann Publishers.

Assignments

Weekly Discussions

Candidates will demonstrate the ability to interact with colleagues in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights (TESOL/CAEP Standard D5b)

Weekly Activities

Candidates will create one weekly activity that involves further investigation, evaluation, and application on the week’s objectives.

  • Week 1: TESOL/CAEP Standard D1a-b
  • Week 2: TESOL/CAEP Standard D1a-b; D4a
  • Week 3: TESOL/CAEP Standard D1a-b; D3a-b
  • Week 4: TESOL/CAEP Standard D1a-b; D3a-b
  • Week 5: TESOL/CAEP Standard D1a-b; D3a-c
  • Week 6: TESOL/CAEP Standard D1a-b; D3a-c, D4b-c
  • Week 7: TESOL/CAEP Standard D1a-b; D3a-c
  • Week 8: Candidates will demonstrate all the corresponding outcomes detailed above in a course Capstone project in addition to D5a-b.

Weekly Reflections

The weekly reflection is an opportunity for students to synthesize understandings and practice deep reflection as to how these topics impact your professional experiences and goals. Students are encouraged to share personal experiences, self-evaluate their progress, and address areas for future inquiry. (TESOL/CAEP Standard D5b)

Capstone Project: Applied linguistics for English as a Second Language Learners

Candidates will synthesize essential linguistic considerations and apply them to planning for instruction that will increase language performance across the four language development domains of reading, writing, speaking, and listening. Specifically, candidates will address English language acquisition through treatment of phonology, morphology, orthography, syntax, literal/non-literal language, and language contact in standards based lesson planning. (TESOL/CAEP Standard s D1-5 all)

 

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing

Course Evaluations | IDEA Surveys

USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the “For Students” section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the USF Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at http://learnitnow.stfrancis.edu

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items

Course References

Arnold, J. (1999). Affect and language learning. Cambridge, England: Cambridge University Press.

Doughty, C., & Long, M. (Eds.) (2003). The handbook of second language acquisition. Malden, MA: Blackwell.

Freeman, D.E., &Freeman, Y.S. (2004) Essential linguistics: What you need to know to teach reading. English as a second language, spelling, phonics, and grammar. Portsmouth, NH:Heinman.

Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston Thomson-Heinle.

Lightbown, P., & Spada, N. (2006). How languages are learned (3rd ed.).Oxford: Oxford University Press.

Dornyei, Z., & Schmidt R. (Eds.). (2001). Motivation and second language acquisition (Tech. Rep. No. 23). Manoa: University of Hawaii.

Language Files : Materials for an Introduction to Language and Linguistics (2007) (10TH Ed.) The Ohio State University Press Columbus:The Ohio State University Course