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Graduate Course Proposal Form Submission Detail - FLE6367
Tracking Number - 1611
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Approved, Permanent Archive - 2008-05-05
Course Change Information (for course changes only):
- Date & Time Submitted: 2007-12-05
- Department: Secondary Education
- College: ED
- Budget Account Number: 0-1724-000
- Contact Person: Phil Smith
- Phone: 9741113
- Email: firstname.lastname@example.org
- Prefix: FLE
- Number: 6367
- Full Title: Applied Linguistics for Teaching ESOL
- Credit Hours: 3
- Section Type: D -
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Applied Linguistics Tch ESOL
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Course Description: Course is designed to prepare participants with linguistic concepts & issues relevant to the field of applied linguistics 7 second language teaching. Course will survey sub-fields of linguistics (phonetics, phonology, morphology, semantics, and syntax).
- Please briefly explain why it is necessary and/or desirable to add this course: This course is for Inservice teachers and master students who want Esol Endorsement or Ph.D. students who want to get ESOL cognate. It is one of the five courses required to meet the State of Florida ESOL endorsement.
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? It is part of required sequence to meet the State of Florida ESOL endorsement
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, once
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree
- Objectives: Knowledge of Language Principles:
a.Demonstrate an understanding of the nature of language as a system for communication in classroom activities.
b.Identify the subsystems the English language uses for communication.
c.Explain the phonemic-graphemic (sound and symbol) relationship of English.
d.Demonstrate an understanding of the relationship of phonemic, morphemic, semantic, syntactic systems of language to the reading process through assigned activities.
e.Categorize basic concepts of phonology as they apply to language development, e.g.,, stress, intonation, juncture, and pitch.
f.Identify the significant features of the phonological systems that cause problems in understanding, speaking, reading, and writing English among LEP students of diverse language backgrounds.
g.Identify the significant features of the grammatical/structural systems (morphological and syntactic) that interfere with understanding, speaking, reading and writing English.
h.Identify significant lexical features that interfere with understanding, speaking, reading, and writing English.
i.Determine phonemic characteristics in a given word. E.g., consonants, blends, vowels, and diphthongs.
j.Show familiarity with a commonly used system of phonetic transcription.
k.Determine phonological characteristics that are meaningful/significant for LEP students in relation to their first language(s) such as voicing of consonants (rice/rise), intonation, and rhythm/stress and juncture.
l.Identify word order features of English that represent interferences for LEP students of diverse backgrounds.
m.Show familiarity with morphological features of English that represent interferences for LEP students of diverse backgrounds.
n.Show familiarity with lexical features of English that represent interferences for LEP students of diverse backgrounds such as misleading cognates, and words with various social cultural and contextual meanings.
o.Recognize phonographemic differences.
p.Identify structural patterns in a given word such as root words, affixes, and syllables.
q.Show familiarity with compound word and noun adduct structures in English.
r.Apply principles of English morphology as they relate to language acquisition.
s.Compare the characteristics of idiomatic expressions, slang, and standard American English, understand dialect variations, and respect linguistic differences.
t.Determine principles of morphological interference between English and other languages.
u.Categorize/analyze the structure of English sentences.
v.Recognize methods of grammatical analysis: traditional, structural, or contemporary.
w.Determine principles of syntactic interference between English and other languages.
x.Identify principles of contrastive and error analysis.
y.Apply knowledge of language principles in the teaching of LEP students while using ESOL instructional strategies for specific learning styles.
z.Demonstrate the ability to contrast the English language and the language(s) of the diverse LEP language groups in a given ESOL class.
- Learning Outcomes: Course Tasks
7 Discussion Participations
3 Mini Projects
1 Major Project
7 Reading Responses
- Major Topics: 1. Chapter 1and 2
Introduction and Pragmatics
2. Chapter 3
3. Chapter 4
4. Chapter 5
5. Chapter 6 - 7
Phonology and Language Variations
6. Chapter 8 – 10
First and Second Language Acquisition
7. Chapters 11-12
Language Processing and Neurology of Language
- Textbooks: Linguistics for Non-Linguists: A Primer with Exercises (2005). 4th Edition. Frank Parker and Kathryn Riley. Allyn and Bacon.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information: