Karen M Gourd
B EDUC 541
Focuses on theories in second language acquisition, bilingual education, and the structure of English. Topics include research, practice, and connections between language, literacy, cultural traditions, identity, and education in preparation for teaching ELLs in general education of classes specifically for ELLs.
This course can be taken as a course leading to an endorsement in ELL in the state of WA or as a stand-alone elective useful for work in TESOL (Teaching English to Speakers of Other Languages) beyond the K-12 education (e.g., community college, community organizations, or business). Additionally, undergraduates interested in the course as part of a minor in education, should contact the instructor email@example.com.
The course is a 5-credit course but meets only once a week (thus the long meeting time); however, much of our class time will be collaborative in nature--workshopping, role playing, and analyzing language. Some class periods will be shortened to make space for work with language learners.
Organization of Course Content The course content is divided into three distinct areas identified in the course title second language acquisition theory, bilingual education (models and theory), and the structure of the English language. In addition, the course is designed to connect theory and practice.
The questions guiding the topics, theories, and research introduced will be • How might this knowledge affect educational policies and practices? • How can we use this knowledge to provide meaningful and equitable educational opportunities for ELLs in inclusive contexts? • How can we use research and theories to inform advocacy for ELLs and their families?
A. Second Language Acquisition Theory 1. What is SLA? How is it similar to and different from first language acquisition? What is the difference between “acquisition” and “learning” a language or content? 2. Theories of SLA a. Stages of language acquisition b. Fossilization c. Interlanguage d. Natural order hypothesis e. Comprehensible input/output hypothesis f. Krashen’s monitor hypothesis g. Affective filter hypothesis h. Cummins’ Basic Interpersonal Communications Skills (BICS) & Cognitive Academic Language Proficiency (CALP),
B. Research Bilingual Education 1. Models and Programs of Bilingual Education a. Two-way immersion b. Transitional bilingual education c. Subtractive bilingual education d. Pullout/Push-in/Pull-in 2. Theories of Bilingual Education a. Interdependence Hypothesis b. CUP & SUP (Common Underlying Proficiency & Separate Underlying Proficiency) c. Dual Iceberg Image d. Transfer principle e. Recognizing academic and cognitive development in the first language (L1) in support of additional languages (L2, 3. . . )
C. Structure of the English Language 1. Defining linguistics as the study of language 2. Phonology (sound system), morphology (word formation), syntax (phrase and sentence structure), semantics (meaning), pragmatics (context and function), deep structures, and academic language 3. Global Englishes, Dialects, and Language Variation 4. Literacy and communication skills (reading, writing, speaking, and listening) 5. Connecting language structure to meaning making
D. Connecting Theory and Practice 1. Using theory to teach without teaching theory 2. Intersections between learning theory, language acquisition, bilingualism, and communication
Student learning goals
General method of instruction
Course participants will be expected to prepare course readings prior to class meetings, critically engage in discussions and class activities, and contribute to a positive, professional learning community in class and in work with ELLs and their families outside of class. Inclusive practices will be used in the course: this means that diverse views will be considered, respected, and challenged.
Interest in working with ELLs.
Class assignments and grading
Assignments Value Due Date A. Participation (Including weekly prep of critical questions) 15% Throughout quarter B. Language Learning Autobiography 15% Week 3 C. Quiz terms, concepts, and theories 20% Week 9 D. Linguistic Analysis of Sample Text 20% Mid-Quarter E. Paper Connecting Theory and Practice 25% Week 10 F. Critical Reflection on Learning 5% Exam Week
Written demonstration of learning to reflect the objectives of the course assignments and learning objectives.