MOLLOY COLLEGE
GRADUATE EDUCATION
Spring 2015
Faith Tripp Email: ftripp@molloy.edu
Office Hours: by appointment or
Phone number: 917-579-8789
EDU 540: INTRODUCTION TO LINGUISTICS FOR TESOL
PROFESSIONALS
(3
credits)
Catalogue
Description
This course will provide an
introduction to the scientific study of language, with a specific emphasis on
areas relevant for TESOL professionals. These areas will include phonology,
morphology, syntax, semantics, and pragmatics. Topics in linguistics related to
issues of first and second language acquisition, and language development and
teaching will receive special emphasis. Theoretical and applied linguistic
issues will be discussed through the analysis of English language output.
Teacher candidates will have the
opportunity to identify core elements of selected linguistic theories, to
describe common components of selected language systems, and to relate this
knowledge to the linguistic characteristics they encounter in the second
language classroom. Thus, this course will benefit the TESOL teacher candidates
(a) on the theoretical level, by providing knowledge and skills for analyzing
linguistic data, and (b) at the practical level, by providing explanations for
the specific linguistic phenomena observed. It will also serve as a foundation
for further study in the theoretical and practical aspects of language teaching
as well as a catalyst for developing acceptance of linguistic diversity.
Field Component: Collection
and analysis of linguistic data for homework and in-class projects will be
required.
Shared Vision:
The teaching professionals, both
undergraduate and graduate teacher candidates, who complete Molloy’s teacher
preparation programs are distinguished by their ability to exemplify and
promote core values in their own teaching. These values include:
Belief that all children
can learn
Learner centered and value-centered
curriculum and pedagogy
Ethics and spirituality
Intellectual curiosity
Independence and risk taking, while
promoting collective identity and responsibility
Diversity, multiculturalism and
pluralism, including divergent thinking
Passion for teaching
Commitment to students and their
communities
Civic responsibility through the
promotion of social justice and interdependence
Commitment to democracy
Course
Objectives:
Teacher candidates will:
1.
become familiar with the core areas of linguistic
studies—phonology, morphology,
syntax,
semantics, pragmatics, and sociolinguistics;
2.
recognize the fundamental theoretical aspects of selected
subfields of linguistics;
3.
outline the role of selected linguistic subfields in
everyday life;
4.
use the terminology employed in linguistics
appropriately;
5.
examine the way languages are structured and
used;
6.
explain observations about the English language using
linguistic categories and
principles;
7.
practice the basic skills of linguistic analysis
through independent field work;
8.
explore the structures of language through hands-on
linguistic exercises in pragmatics,
semantics,
syntax, morphology, and phonology;
9.
apply linguistic concepts and knowledge to the ESL
classroom;
10.
explain particular linguistic observations in the ESL
classroom;
11.
develop curiosity and awareness of various linguistic
concepts;
12.
strengthen positive attitudes and sensitivity towards
linguistic diversity; and
13.
appreciate the complexity of languages.
Required
Texts:
American Psychological Association.
(2010). Publication manual of the American Psychological Association (6th
ed). Washington, DC: Author.
Fromkin, V., Rodman, R., &
Hyams, N. M. (2007). An introduction to language(8th ed.).
Boston, MA: Thomson Wadsworth.
Recommended
Texts:
Harrison, K. D. (2007). When languages die. Oxford, UK: Oxford
University Press.
Course Requirements and
Evaluation:
Credit for Benchmark Performances will only be given
if uploaded to Chalk and Wire by the required date. Failure to upload by the required date will
result in no credit and may result in a failing grade for the course.
See attached rubrics for all
assignments.
The following assignments are
required of all course participants:
1. Online Blogging Assignment: Course participants are expected to
(1) Create their own linguistics
blogs.
(2) Introduce themselves by writing
their linguistic autobiography.
(3) Respond to assigned readings
and videos.
(4) Discuss various linguistic
problems related to second language teaching and learning.
(5) Respond to the teacher's
postings and their group member's postings.
(25%)
2. Linguistic Research Paper: Teacher candidates will complete a field
assignment that will entail a
comprehensive linguistic analysis of a five-minute long, videotaped, and
transcribed segment of a selected television program. The instructor will
provide detailed guidelines for this assignment. (2,750 – 3,000 WORDS) *BENCHMARK
(MUST BE UPLOADED TO CHALK&WIRE AND
HANDED IN TO PROFESSOR) (40
%)
3. Elicitation Group Project: In groups, students will elicit
linguistic information from one of the appointed speakers. This elicitation
will be recorded. Students will create a
Prezi that includes the recording and is based on the speaker's responses and
the group's research about the language. (25%)
4. Attendance, punctuality, and active class/online participation.
(10%)
Select
Bibliography
Altmann, G. T. M. (1997). The
ascent of Babel: An exploration of language, mind, and understanding. Oxford,
UK: Oxford University Press.
Blake, N. F. (1996). A history of
the English language. New York: New York University Press.
Brown, S., & Attardo, S. (2000). Understanding
language, structure, interaction and variation: An introduction to applied
linguistics and sociolinguistics for nonspecialists. Ann Arbor, MI:
University of Michigan Press.
Bryson, B. (1990). The mother
tongue: English and how it got that way. New York: Avon Books.
Butt, D., Fahey,
R., Feez, S., Spinks, S., & Yallop, C. (2003). Using Functional Grammar: An Explorer’s Guide, 2nd ed.
Sydney: NCELTR/Macquarie University.
Chaika, E. (1994). Language: The
social mirror. Boston: Heinle & Heinle.
Chomsky, N., & Anshen, R. N.
(1995). Language and thought. Wakefield, RI: Moyer Bell.
Cooper, T. C. (1999). Processing
idioms by L2 learners of English. TESOL Quarterly, 33, 233-262.
Crain, S., & Lillo-Martin, D.
(Eds.). (1998). An introduction to linguistic theory and language
acquisition. Malden, MA: Blackwell.
Cross, J. B., DeVaney, T., &
Jones, G. (2001). Pre-service teacher attitudes toward differing dialects. Linguistics
and Education, 12, 211-227.
Crystal, D. (1997). English as a
global language. New York: Cambridge University press.
Cummins, J. (2001). Instructional
conditions for trilingual development. International Journal of Bilingual
Education and Bilingualism, 4(1), 61- 75.
Deacon, T. (1997). The symbolic
species: The co-evolution of language and the brain. New York: W. W. Norton.
De Mejia, A. (1998). Bilingual
storytelling: Code switching, discourse control, and learning opportunities. TESOL
Journal,7(6), 4-10.
Fabbro, F.
(2001). The bilingual brain: Cerebral representation of languages. Brain and
Language, 79, 211-222.
Farmer, A. K., & Demers, R. A.
(1996). A linguistics workbook (3rd ed.). Cambridge, MA: The
MIT Press.
Finegan, E. (1999). Language: Its
structure and use (3rd ed.). Fort Worth, TX: Harcourt Brace.
Fromkin, V. A. (Ed.). (2000). Linguistics:
An introduction to linguistic theory. Malden, MA: Blackwell.
Fromkin, V., Rodman, R., &
Hyams, N. M. (2007). An introduction to language(8th ed.).
Boston, MA: Thomson Wadsworth.
Frommer, P. R., & Finegan, E.
(1999). Looking at languages: A workbook in elementary linguistics (2nd
ed.). Fort Worth, TX: Harcourt Brace.
Genesse, F. (2001). Bilingual first
language acquisition: Exploring the limits of the language faculty. Annual
Review of Applied Linguistics, 21, 153-168.
Halliday, M. A.
K., & Matthiesen, C. (2004). An Introduction
to Functional Grammar, 3rd ed.
London: Arnold.
Hollie, S. (2001). Acknowledging the
language of African American students: Instructional strategies. English
Journal, 90(4), 54-59.
Hudson, G. (1999). Essential
introductory linguistics. Malden, MA: Blackwell.
Kamii, C., Long, R., & Manning, M.
(2001). Kindergartners’ development toward “invented” spelling and a
glottographic theory. Linguistics and Education, 12, 192-210.
Lieberman, P. (1998). Eve spoke: Human
language and human evolution. New York: W. W. Norton.
McCrone, J. (1991). The ape that
spoke: Language and the evolution of the human mind. New York: William
Morrow.
Murray, D. Ed. (2000). Protean communication:
The language of computer-mediated communication. TESOL Quarterly, 34, 397-421.
Nakamori, T. (2002). Teaching relative
clauses: how to handle a bitter lemon for Japanese learners and English
teachers. ELT Journal, 56(1), 29-41.
Nodelman, P. (2001). A is for…what?
The function of alphabet books. Journal of Early Childhood Literacy, 1, 235-253.
O’Grady, W., Aranoff, M., &
Dobrovolsky, M. (Eds.). (1998). Contemporary linguistics: An introduction. New
York: St. Martin’s Press.
Owens, Jr. R. E. (2007). Language
development: An introduction (7th ed.). Boston: Allyn and Bacon.
Pennington, M. C. (1997). Phonology in
language teaching: Essentials of theory and practice. In: K. Bardovi-Harlig
& B. Hartford (Eds.). Beyond methods: Components of second language
teacher education (pp. 67-87). Boston: McGraw-Hill.
Pinker, S. (1994). The language
instinct. New York: HarperCollins.
Pinker, S. (1999). Words and rules:
The ingredients of language. New York: HarperCollins.
Wardhaugh, R. (2005). An
introduction to sociolinguistics (5th ed.). Oxford, UK: Blackwell.
Wei, L. (2000). Types of morphemes and
their implications for second language morpheme acquisition. International
Journal of Bilingualism, 4(1), 29-43.
Write, R. (2001). Adapting Grice’s
maxims in the teaching of writing. ELT Journal, 55(1), 59-66.
Recommended
Journals
Annual Review of Applied
Linguistics
Applied Language Learning
Applied Linguistics
ELT Journal
English Today
Language
Language Learning
Language TeachingModern Language Journal
Modern Language NotesTESOL QuarterlyWorld Englishes
Recommended
Web Sites
Linguistics Courses: Resources
Academic Integrity
Statement:
The college maintains and affirms
a strong policy of academic honesty.
Every member of the academic community has a duty neither to cheat nor
to condone cheating, fabrication, plagiarism, or facilitation of academic
dishonesty. Academic infractions are
subject to disciplinary action as described in the Graduate Education Student
Handbook and the Molloy College Graduate Handbook and Calendar.
Plagiarism is
claiming the words, ideas, concepts, outlines, handouts, and drafts of
works-in-progress of another as your own without giving credit where it is
due. As a component of academic
integrity, plagiarism is prohibited at Molloy College. To prevent even the suggestion of plagiarism,
quotation marks must be used to indicate the exact words of another
author. Additionally, each time you
paraphrase another author [i.e.,
summarize a passage or rearrange the order of a sentence and change some of the
words], you will need to credit the source in your text.
Adapted from Principle 6.22 of the
Publication Manual of the American
Psychological Association (6th ed.).
APA Manuscript Style:
All
manuscripts in the field of education are written in the style format of the
American Psychological Association.
Candidates in the Graduate Education Programs are
required to purchase the Publication
Manual of the American Psychological Association (6th ed.).
(2010). Washington, DC: American Psychological Association.
Attendance Policy:
Since the
classroom experience consists of an exchange of ideas and discussion which
cannot be repeated, students are expected to attend all classes punctually
and regularly. Attendance and class participation represent 10% of
a student’s final grade in all graduate education courses. Students who are absent more than THREE
times during the course of a semester will be assigned an Incomplete
grade until the missed time and work is completed. It is the student’s responsibility to
contact the professor if there are any problems.
As stated in the Molloy College
Catalogue:
The grade of “I”
is earned in a course when the student has not completed all course
requirements. It is a substitute grade given only with the
approval of the instructor and Graduate Program Director at the specific
request of the student prior to the end of the course. Approval is
granted only when the student demonstrates circumstances beyond his/her
control which temporarily prevents completion of the course work. All
incompletes must be resolved by the dates indicated in the Academic Calendar
for each semester. Any extension beyond the published dates of the
Academic Calendar requires written approval of both the instructor and the
Director of the Graduate Program.
Any grade of “I”
which is not converted to a letter grade within the time
allotted automatically becomes an “F.”
Disabilities Statement:
Candidates with documented
disabilities who believe they may need accommodations in this class are
encouraged to contact the Director of the Disabilities Support Service Office,
Casey Building, Room 11. The telephone number is 678-5000, extension
x6381
Diversity Statement:
Diversity will be highlighted in
this course in the following ways:
1. Course
content and readings will focus on theoretical linguistics from the vantage
point
of
the needs of a TESOL professional working with English Language Learners in the
P-
12
setting.
2. Course
participants will be given the opportunity to explore and reflect on the
linguistic
diversity in their own extended families.
3. Participants
will read and critique current research on issues such as first and second
language
acquisition, bilingual first language acquisition, instructional conditions for
trilingual development, and bilingual brain development.
4. Candidates
will define what the practical implications of linguistic research articles are
for
the
TESOL profession.
5. Language
variation by geographic region within and outside the United States, as well as
by
age, gender, and professional affiliation will
be explored.
6. Candidates
will examine their own attitudes towards language variation in the classroom.
7. Candidates
will develop and strengthen respect for, understanding of, and sensitivity
toward
linguistic
diversity.
E-Mail Policy:
It is mandatory
that every candidate have a Molloy College e-mail account and check it daily.
Information re: the programs as well as communication from course professors
utilize this media. This Molloy e-mail account must be activated immediately.
If not utilized within 30 days, the account becomes defunct and needs to be
reinstated.
E-Portfolio
Account: All Molloy teacher candidates must purchase an e-portfolio account through the Molloy
bookstore. All benchmark
assignments must now be submitted electronically through e-portfolio as part of
our assessment system. Teacher
candidates must keep an up-to-date portfolio, which will be used during each
advisement session.
Information Literacy
Statement:
Information literacy is a set of
abilities requiring individuals to "recognize when information is needed
and have the ability to locate, evaluate, and use effectively the needed
information."
Information literacy also is
increasingly important in the contemporary environment of rapid technological
change and proliferating information resources. Because of the escalating
complexity of this environment, individuals are faced with diverse, abundant
information choices--in their academic studies, in the workplace, and in their
personal lives. Information is available through libraries, community
resources, special interest organizations, media, and the Internet--and
increasingly, information comes to individuals in unfiltered formats, raising
questions about its authenticity, validity, and reliability. In addition, information
is available through multiple media, including graphical, aural, and textual,
and these pose new challenges for individuals in evaluating and understanding
it. The uncertain quality and expanding quantity of information pose large
challenges for society. The sheer abundance of information will not in itself
create a more informed citizenry without a complementary cluster of abilities
necessary to use information effectively.
Information literacy forms the
basis for lifelong learning. It is common to all disciplines, to all learning
environments, and to all levels of education. It enables learners to master
content and extend their investigations, become more self-directed, and assume
greater control over their own learning.
An information literate individual is able to:
Determine the extent of information
needed;
Access the needed information
effectively and efficiently;
Evaluate information and its
sources critically;
Incorporate selected information
into one’s knowledge base;
Use information effectively to
accomplish a specific purpose; and
Understand the economic, legal, and
social issues surrounding the use of information, and access and use
information ethically and legally.
This course will address
Information Literacy in the following ways:
Teacher candidates will read,
summarize, critique, and present one recently published article to the class.
They will prepare and distribute a two-page outline to all course
participants. The articles will be concerned with the linguistic topics
discussed in class and will be provided by the instructor or selected by the
course participants.
Technology Statement:
Technology will be highlighted in this course in the
following ways:
1.
Websites related to linguistics will be accessed as
sources of information on various linguistic topics discussed throughout the
course.
2.
Electronic journal articles will be used for article
reviews and a linguistic research assignment.
3.
The Microsoft PowerPoint program will be utilized by
both the instructor and the course participants to support oral presentations.
4.
Email correspondence and a message board specifically
designed for the course and hosted on the Molloy College web server will be
utilized to enhance communication among all course participants and the
instructor.
5.
As a subtopic of language processing, the language of
computer-mediated communication will be explored.
Workshop Policy:
Attendance at Professional
Workshops And Conferences:
Participation in professional
workshops and conferences is an integral part of being a well informed
teacher. All teacher candidates are required to attend one Molloy College
sponsored workshop/conference each semester. These conferences are
presented by Nassau Reading Council, Phi Delta Kappa, Molloy Chapter of Kappa Delta Pi, etc.
Workshops and Conferences which teachers are required
to attend as part of their teaching contractual obligations (such as
Superintendent’s Conference Days and district sponsored conferences) may not be
considered to fulfill this Molloy College Professional Workshop/Conference
requirement. Workshops in Training in the Identification and Reporting of
Child Abuse and Neglect, Principles of Chemical Dependency and School Violence
Prevention and Intervention required by New York State Education Department for
teacher certification do not fulfill this Molloy College requirement
