Linguistics
EEND and MSED-636

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.

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.

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:

Standard 1: Knowledge about Language

Candidates demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help English Language Learners (ELLs) acquire academic language and literacies specific to various content areas.

Standard 3: Planning and Implementing Instruction

Candidates plan supportive environments for ELLs, design and implement standards-based instruction using evidence-based, ELL-centered, interactive approaches.  Candidates make instructional decisions by reflecting on individual ELL outcomes and adjusting instruction.  Candidates demonstrate understanding of the role of collaboration with colleagues and communication with families to support their ELLs’ acquisition of English language and literacies in the content areas.  Candidates use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for ELLs.

Standard 4: Assessment and Evaluation

Candidates apply assessment principles to analyze and interpret multiple and varied assessments for ELLs, including classroom-based, standardized, and language proficiency assessments.  Candidates understand how to analyze and interpret data to make informed decisions that promote English language and content learning.  Candidates understand the importance of communicating results to other educators, ELLs, and ELLs’ families.

Standard 5:  Professionalism and Leadership

Candidates demonstrate professionalism and leadership by collaborating with other educators, knowing policies and legislation and the rights of ELLs, advocating for ELLs and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and honing their teaching practice through supervised teaching.

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)

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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 University of St. Francis Catalog for further clarification and information on grievance procedures.

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 Accessibility 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 Accessibility 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 Accessibility Services at 815-740-3631 or [email protected] . The Office of Accessibility Services is located on the third floor of Tower Hall in room N320. Consultations are welcome; please contact the Office of Accessibility Services for an appointment.

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