ENGL 539

This course examines the process of second language acquisition as understood according to the insights and methods of linguistics, sociolinguistics, and cognitive science. These perspectives are presented and evaluated in order to draw out relevant pedagogical and practical implications for the second language classroom and the content-area classroom in rural schools where English language learners (ELLs) are present. The objectives of the course are presented here:

To examine and evaluate research-based models of first language acquisition and second language learning, in order to recognize the similarities and differences in these two processes.

To become aware of the linguistic and extra-linguistic factors which affect the learning of a second language.

To equip candidates with the knowledge and tools to develop effective and valid second language assessments, materials, and pedagogy.

To allow candidates to engage in constructive, needs-based activities and projects which are relevant to their needs and goals as teachers.

To allow candidates to build on their own experiences, and those of other candidates, and connect these to the insights and perspectives of contemporary research and practice.

Brown, H. Douglas (2000). Principles of Language Learning and Teaching, 4th edition. Longman Publishers. ISBN 0-13-017816-0

Owens, Robert E. (1996). Language Development: An Introduction, 4th edition. Needham Heights, MA: Allyn and Bacon. ISBN 0-02-390191-8

Omaggio-Hadley, Alice (2001). Teaching Language in Context, 3rd edition. Heinle & Heinle. ISBN 0-8384-1705-1

Ehrman, Madeline E. (1996). Understanding Second Language Learning Difficulties. Sage Publications. ISBN 0-7619-0190-6

The candidate is responsible for attending every session of this course, barring emergencies or cancellation due to inclement weather. This responsibility is all the more pressing because of the compressed delivery of the course. In-class participation is a part of the course requirements (see below).

All written work in this course including but not limited to the formal assignments such as research papers are in support of the University’s Writing Across the Curriculum Program.

The English department at Salisbury University and the ACE TESOL Degree take plagiarism, the unacknowledged use of others’ writing and ideas, very seriously. As outlined in the Student Handbook under the “Policy on Student Academic Integrity,” plagiarism may result in either a failure on a paper, in a course, or both. Since a research paper or project is a requirement of this course (see below), please note that any of the following constitutes plagiarism:

Turning in as your own work a paper or part of a paper that anyone other than you wrote. This includes but is not limited to work taken from another student, a published author, or an Internet contributor.

Turning in a paper that includes unquoted or undocumented passages written by someone else.

Including in a paper someone else’s original ideas, opinions, or research results without attribution.

Please note that a few changes in wording do not make a passage your property. When in doubt, cite the source. The proper format for citing sources will be discussed in class. Candidates are encouraged to consult the Publication Manual of the American Psychological Association, 5th edition, ISBN 1-55798-790-4 or the most recent edition of the style sheet of the Modern Language Association.

Special Needs: Any students with documented disabilities or other special needs who may need accommodations or adjustments in this course, are invited to share these requests with the instructor as soon as possible.

Standard 1.b. Language Acquisition and Development: “Candidates understand and apply concepts, theories, research and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings” (p.24).

Also please refer to the Rubric for Standard 1b. under section 1.b.1-1.b.13. which is very relevant for this course (pp.24-30) at the following web site:

MSDE/NCATE Technology Requirements: All students seeking TESOL certification in this class must establish an electronic portfolio, and include at least one project/paper from this course in this portfolio. Detailed hypermedia presentations done for this course can be included in this electronic portfolio. When including your portfolio selection be sure to include:

A brief narrative argument explaining why the content of the selection will be integrated into your classroom pedagogy—why is it of importance.

The extent to which the selected material meets the outlined course objectives—show its connection to the actual course.

A brief synthesis of the extent to which you feel that your selection meets a specific standard in the above cited NCATE/TESOL standards, and your evaluation of whether it:

For further details on electronic portfolios, please consult the following web page:

In the interests of students seeking state certification, and who need to fulfill their field observation requirements, as well as other NCATE requirements, the following schedule of weighted assignments will apply:

In order to expose students to the applications of the content area of second language learning to education, students will be required to do a minimum of ten hours of field observation in any K-12 educational setting in the course content area in which the student is seeking certification (i.e., ESOL). For students not seeking certification, this assessment is a way to examine theoretical principles at work. For non-certification students, any ESOL classK-12 or adult literacy is fine. At the end of this observation, you are required to turn in a field observation report consisting of three parts:

A short summary of the classroom experience including pertinent information such as: the Date, Teacher (contact information if available), Time, Place, Grade Level, School Name, School Distr ict, as well as a short summary of the class over the three observed hours.

A detailed analysis of the second language learning principles you saw at work, based on what you have learned in this class so far.

A detailed evaluation of the strengths and weaknesses of the class observed particularly concerning the way in which issues in SLA were either addressed or ignored by the teacher.

Practical conditions (i.e. for most teachers who only have planning time available for observation) necessitate that the hours need not be consecutive. However, it may be harder to write up a unified report for three different days--you may have to organize it as three separate sections—or try and maintain the uniformity by observing a consecutively organized thematic session rather than an interrupted session.

Since the aim of this course is to see SLA principles at work, I would recommend that you pick a content area where you would probably see these principles at work—sign language teaching; foreign language(s) or any close area, and when writing your observation report in the section under "detailed evaluation of strengths and weaknesses" you can include two little sections on: rural esol needs:

To what extent would the class have to be modified for any ESOL students present?

What aspects of the class could be maintained even if ESOL students were present?

The key point I want all of you to observe is the SLA principles if any, at work. The eventual aim of this is to make you question your praxis, increase your confidence if a second language learner were in your class, and make you acutely aware of key SLA principles to consider.

To permit flexibility of options, please contact a school closest to you. If you need help in this area, please let me know. Your observation report is due on the date indicated on the syllabus. Due to time constraints, you are strongly encouraged to begin on this project immediately.

ADMINISTRATIVE PROTOCOLS: To ensure exposure to school protocol, it is your responsibility to follow the necessary routes of contact, and chains of administrative command: i.e., contacting the district office in the area, contacting a principal, securing permission, following proper classroom protocol as established by the school and maintainin g professional etiquette in any teacher’s classroom. Please check with the necessary office as to what protocol already exists so that you don’t violate any rules. Remember, that you represent Salisbury University, so do your best to ensure that your successors have as equal an opportunity for such an educational endeavor.

Your claim in this project has to be argumentative. Purely informative papers will NOT be accepted. The length of this project is dependent on you. However, innovative thinking, depth, insight and creativity of ideas will be the key performance measures. Most projects could be completed within a range of 10-20 pages (double-spaced).

Using the four options provided by Bailey (2001) you could utilize your language learning observations to corroborate a data-driven hypothesis using one of the following routes:

Data Triangulation, in which different sources of data (teachers, students, parents, etc.) contribute to your investigation of an issue stemming from your own longitudinal case study.

Theory Triangulation, when various theories are brought to bear in a study of an issue stemming from your own longitudinal case study.

Researcher Triangulation, in which more than one researcher contributes to the investigation of an issue stemming from your own longitudinal case study.

Methods Triangulation, which entails the use of multiple met hods (e.g., interviews, questionnaires, observation schedules, test scores, field notes, etc.) to collect data and to investigate an issue stemming from your own longitudinal case study.

Utilize this class opportunity to pursue the resolution of a pressing “problem” in second language learning that you know of. Use your observations to serve as your case study. Proceed in your research via an actual Action Plan which walks readers through all four stages:

Your final oral presentation will be on your longitudinal research project. To ensure the equitable distribution of options, a lottery system will be used to generate a priority number that will give you access to the sign up sheet. Due to time constraints, missed oral presentations can not be made up.

Please note that the format and style of your presentation should reflect your own creativity. Here are a few pointers to guide you in the organization of your presentation. Please aim for a presentation of a maximum of 30 minutes (10 minutes will be set aside for questions). You are urged to be as organized as possible (Please use Power-Point to do a quick review of extra material/ or use handouts wisely).

Specify the Motivation for the presentation i.e., what got you started on the idea in the first place.

Emphasize why the project is of concern/importance. You could give an outline of your intended plan.

Draw a clear distinction between a theoretical and practical side to your presentation.

In the theoretical part, you can concern yourself with actual theoretical explanations of the phenomena you are dealing with --i.e., the theoretical underpinnings of your paper.

In the practical part of your talk, you will give a synopsis of your case study using data generated from your language learning case studies. Show the extent to which your specific case study either corroborates or refutes your research claim.

Try and have a creative way of dealing with the linguistic topic—hyper media presentations are strongly encouraged. Please utilize audiovisual exponents of language that may be of relevance to your presentation such as your audio-visual tapes and video-recordings).

You do not have to follow this format. These are just some guidelines on the evaluation criteria.

**** You are required to turn in handouts containing a Bibliography/Reference Sheet as well as any material that will guide your audience in the comprehension of your project. Please be sure to include your name and the title of the presentation on any handouts that are distributed.

Group Work by grade-level: expanding the needs analysis. What kind of teaching is going on in my building? Reworking and refining this morning’s observations.

Reading Assignment for Saturday, March 13: Owens, ch. 3 (Child development) and Brown, ch. 2, 3. (First Language Acquisition, Age and Acquisition) For the week of March 8: Arrange for in-class observations. Start as soon as possible.

Reporting from the lab: what did teachers arrange for class observation? Discussion of observation protocols and expectations.

Review and discussion of Brown, ch. 2 (First Language Acquisition). Do the assumptions in the two authors correlate so far?

Review and discussion of Brown, ch. 3 (Age and Acquisition). Do the assumptions and conclusions of the author match current linguistic theory?

Reading Assignment for Saturday, March 20: Owens, chapters 5,6,7,8. Brown, chapter 4.

Review and discussion of Owens, chapters 5 and 6. (Sidebar discussion: my paper topic?)

Brainstorming: profiling my own language learning style. How you learned can affect how you teach (and expect others to learn).

Reading Assignment for Saturday, March 27: Read Owens, chapters 10, 11, 12. Read Brown, chapters 7 and 8. Put together your materials so far for presentations.

How do my observations in class correspond to what has been presented so far? What works? What seems to be missing? What is needed?

Reading Assignment for Saturday, March 12: Read Brown, chapter 9 and 10 (chapter 10 is a review of material covered earlier). Continue to prepare your presentations according to guidelines above.

Final paper due on the next Saturday of your next class. Hand in to Bob. Have a great spring break and successful semester. See you again in testing and assessment.

1 The following standards are taken directly from the document “TESOL/NCATE Standards for the Accreditation of Initial programs in P-12 ESL Teacher Education”, (2002)-Draft prepared by the TESOL task force on ESL standards ” TESOL Inc. Please refer to the following web-site: http://www.ncate.org/standard/new%20program%20standards/tesol.pdf