ENG 539: Second Language Acquisition
ACCELERATED CAREER ENHANCEMENT (ACE TESOL Degree-2003)
USDE GRANT T195N020104
Salisbury University
Course Designer: Carole Champagne
FS 8:30-12:00 & 1:00-5:00
(Friday: Caruthers Hall; Saturday: Henson Science Building)
Office: Power Professional Building, Room 121
Mailbox: Power Professional Building, Room 121
Phone: (410) 651-6250;
Home: (302) 875-2267
E-mail: cachampagne@mail.umes.edu
Office Hours: FS 12:00-1:00 or by appointment

COURSE OBJECTIVES AND OVERVIEW

This course serves as an introduction to Second Language Acquisition (SLA) theory and its application to second and foreign language teaching practices and their curricular and program models in rural counties. This course examines what it means to know a language and how one learns a second language.

Prospective language teachers are provided with an opportunity to become familiar with major theories of language learning. External sociological factors and internal linguistic and psychological factors are examined. We will address what strategies are operating in the minds of L1 learners and expand them to L2 learners. While this is not a methodology course, certain methods and approaches will be discussed because they are direct applications of L2 theories. Research data reveals the complex process of learning a second language. By studying this data, students will understand several major models of second language learning (2LL). They will be able to utilize this knowledge to evaluate methods and materials for second language learners and students with limited English proficiency (LEP).

Objectives:

To understand fundamental theories of second language acquisition (2LA)
To relate theoretical models of 2LA to TESOL approaches, methodologies, and techniques
To identify similarities and differences between first and second language acquisition
To apply the knowledge of 2LA theory to practice and to be able to develop assessment tools appropriate for their students
To critically review research and its implications for effective ESL teaching
To become aware of the differing background, needs, and expectations of culturally and linguistically diverse students.
To examine and evaluate the State of Maryland standards for Language Arts and its implications for LEP students.

In order to apply theory to practice, theories are examined as they relate to students’ learning experiences that develop fundamental 2L skills in speaking, listening, reading, and writing.

COURSE MATERIALS

Required Texts:

Brown, H. Douglas. Principles of Language Learning and Teaching. White Plains:

Longman, 2000.

Scovel, Tom. Learning New Languages: A Guide to Second Language Acquisition.

Boston: Heinle & Heinle, 2001.

Additional readings will be assigned in the following texts:

Brown, H. Douglas and Susan Gonzo, eds. Readings on Second Language Acquisition. Englewood Cliffs: Prentiss Hall, 1994.

Carter, Ronald and David Nunan, eds. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press, 2001.

Ellis, Rod. The Study of Second Language Acquisition. Oxford: Oxford University Press, 1994.

_____. Understanding Second Language Acquisition. Oxford: Oxford University Press, 1985.

Lightbown, Patsy and Nina Spada. How Languages are Learned. Oxford: Oxford University Press, 1999.

ATTENDANCE POLICY

You are responsible for attending every class meeting. You will receive unannounced in-class assignments, so read the assigned materials in advance. Your in-class work assignments will contribute toward your class participation/review grade. If you are absent for the in-class work assignment, it will be given a grade of zero. In case of a valid emergency, a make-up assignment will be given. Please contact me to receive the assignments so that you will be prepared for the following class.

WRITING ACROSS THE CURRICULUM (WAC) STATEMENT

All written work, including formal written assignments and the formal research paper, support the University’s Writing Across the Curriculum Program.

ACADEMIC DISHONESTY/PLAGIARISM POLICY

The English Department takes plagiarism, the unacknowledged use of other people’s ideas, seriously. The Student Handbook outlines its policy in the “Policy on Student Academic Integrity.” Penalties include a failing grade for a paper or for the course. The research paper is a very important component of the class.

Each of the following constitutes plagiarism:

1. Turning in as your own work a paper or part of a paper than anyone other than

you wrote.

2. Turning in a paper that includes unquoted or undocumented passages written

by someone else.

3. Including in your paper someone else’s original ideas, opinions, or research

without attribution.

4. Paraphrasing without attribution.

STRUCTURE OF THE COURSE

In order to achieve the goal of relating research and theory to application of second language teaching, each class session will focus on issues, theories, and application.

FOR STUDENTS SEEKING CERTIFICATION IN ESOL/TESOL: NCATE STANDARDS

Please refer to the document “TESOL/NCATE Standards for the accreditation of Initial Programs in P-12 ESL Teacher Education, 2002. Information may be obtained at:

http://www.ncate.org/standard/new%20program%20standards/tesol.pdf

COURSE REQUIREMENTS

Assignments 20%
Class participation and Review 20%
Field Observation Report 10%
Self-evaluation and Research Project 20%
Written Exam 10%
Two major oral presentations 20%

____

100%

Assignments

Reading assignments from materials on reserve and additional articles will be distributed individually and in small groups. In order to facilitate discussion, all students are expected to read the materials prior to the class meeting. They will be assigned small group discussions and reports. Groups will change weekly.

Class participation and Review

Students are expected to evaluate readings critically by asking questions, discussing answers related to specific topics, and participating in review exercises.

Field Observation

In order to observe the application of second language learning to an educational setting, students are required to perform observations of ESOL students in a K-12 environment for a minimum of three hours. After the observations, turn in a field observation report. It will include the following sections:

A short summary of the classroom experience including the date, time, place, teacher, grade level, school name, school district, and general summary of the class sessions.
A detailed analysis of the second language learning principles that you have observed during the sessions.
A detailed evaluation of the strengths and weaknesses of the class sessions. Describe how issues in SLA were successfully or unsuccessfully addressed. In order to maintain continuity, it is advantageous to observe for three consecutive hours rather than three separate sessions.

For teachers who do not have access to ESOL students:

Choose a content area in which SLA principles would operate, such as

foreign languages. Describe how the class would be modified for ESOL students. Describe any aspects that would remain unchanged if ESOL students were present. The purpose of the observations is to see SLA principles at work.

Self-evaluation and Research Project

Write an argumentative paper that reveals creative thinking and original insights. The topic should be covered in 10 to 20 pages.

You may pursue a triangulation model of research. Models include:

Data triangulation, including contributions from different sources
Theory triangulation, in which various theories are related to a longitudinal case study
Research triangulation, in which more than one researcher contributes to your study
Methods triangulation, which employs various methods to collect data to study an issue in you study

Presentations

Oral Presentation #1: a critical analysis of a course reading. The article will be discussed in 15 to 20 minutes. The following criteria will be considered in my assessment:

Clear and organized presentation of subject
Ability to relate the reading to theory and to other articles.
Ability to communicate your ideas and to elicit response
Ability to respond to questions

Oral Presentation #2 is the presentation of your research project. Scheduling order will be random, and the presentation should be limited to 20 minutes.

1. Outline your paper’s objectives.

2. Discuss the theoretical and practical aspects of your topic.

3. Incorporate your language learning cases studies into the practical application of your topic.

4. Provide a cohesive conclusion and discuss further research or related issues.

5. Provide handouts with outlines and a list of references and bibliographic information.

6. Written Examination

The final written examination will focus on major topics discussed throughout the course, including theories, practices, learning strategies, and teaching methods.

GRADING SCALE

90-100% A

85-89% B+

80-84% B

75-79% C+

70-74% C

65-69% D

0-64% F

SYLLABUS

INSTITUTE 1: SATURDAY, APRIL 26, 2003

Introduction to Theories of First Language Acquisition

Required readings:

Brown, H.D. Principles of Language Learning and Teaching. White Plains: Longman, 2000. “Language, Learning, and Language Teaching,” pp. 1-19

_____. “First Language Acquisition,” pp. 20-48.

Scovel, Tom. Learning New Languages: A Guide to Second Language Acquisition. Boston: Heinle & Heinle, 2001. “Introduction,” pp. 1-11.

Introduction to Theories of Second Language Acquisition

Assigned readings:

Brown & Gonzo, 1995. “Comparing and Contrasting First and Second Language Acquisition,” pp. 57-74.

Brown & Gonzo, 1995. “Critical Period Effects in Second Language Learning: The Influence of Maturation State on the Acquisition of English as a Second Language,” pp. 75-115.

Carter and Nunan, 2001. “Second Language Acquisition,” pp. 87-92. (suggested)

Ellis, Ron, 1994. “Second language acquisition research: an overview,” pp. 11-40.

_____. 1985. “The Role of the First Language,” pp. 4-18 and 19-41. (suggested)

Lightbown & Spada, 1999. “Learning a first language,” pp. 1-30.

INSTITUTE 2: SATURDAY, MAY 3, 2003

Psychological Aspects of Language Learning

Required readings:

Brown, H.D. 2000. “Human Learning,” pp. 78-111.

_____. “Styles and Strategies,” pp. 112-140.

_____. “Personality Factors,” pp. 142-175.

Scovel, T. 2001. “Attention,” pp. 71-90.

The Role of Cognition in Second Language Learning

Required reading: Scovel, T. 2001. “Cognition,” pp. 91-118.

Assigned readings

Ellis, Rod. 1994. “Cognitive accounts of second language acquisition,” pp. 347-413.

_____. 1985. “Individual learner differences an Second Language Acquisition,” pp. 99-126.

Lightbown & Spada, 1999. “Theoretical approaches to explaining second language learning,” pp. 31-48.

_____. Factors affecting second language learning, pp. 49-70.

Small group oral presentations

Research Project topics due

INSTITUTE 3: SATURDAY, MAY 10, 2003

Sociocultural Issues in Second Language Learning

Required readings

Brown, H.D. 2000. “Sociocultural factors,” pp. 176-206.

Scovel, T. 2001. “People,” pp. 13-42.

Assigned readings:

Ellis, Rod. 1994. “Social factors and second language acquisition,” pp. 197-221.

_____. pp. 222-242.

Brown and Gonzo, “World Englishes: Approaches, Issues, and Resources,” pp. 229-250.

Carter and Nunan, “Language Awareness,” pp. 160-165.

_____. “Language learning strategies,” pp. 166-172.

Small group oral presentations in class

Field observations due

LIBRARY DAY: FRIDAY, MAY 16, 2003

INSTITUTE 4: SATURDAY, MAY 17, 2003

Cross-linguistic Perspectives of Second Language Learning

Required readings:

Brown, H.D. 2000. Cross-linguistic influence and learner language,” pp. 207-244.

Scovel, T. 2001. “Emotion,” pp. 119-142.

Assigned readings:

Carter and Nunan, “Psycholinguistics,” pp. 80-86.

Ellis, Rod. 1994. “Language transfer,” pp. 299-345.

_____. 1985. “The Universal Hypothesis and Second Language Acquisition,” pp. 190-214

Lightbown and Spada, 1999. “Factors affecting second language learning,” pp. 49-70.

Optional in-class Research Paper presentations

INSTITUTE 5: FRIDAY, MAY 23, 2003

Interlanguage and Errors in the Learning Process

Required readings:

Brown, H.D. 2000. “Communicative Competence,” pp. 245-270.

Scovel, T. 2001. “Languages,” pp.43-71

Assigned readings:

Carter and Nunan. 2001. “Sociolinguistics,” pp. 100-106.

Ellis, Rod. 1994. “Linguistic universals and second language acquisition,” pp. 415-438 and pp. 438-466.

Research Paper presentations

Final Written Examination Questions

Final written Research Papers due by May 30, 2003

Final evaluations will be done during the final session and collected by the Administrative Coordinator.

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