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Graduate Course Proposal Form Submission Detail - FLE5432

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Current Status: Approved, Permanent Archive - 2004-07-02
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  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1923 2004-04-30
     
    Department College Budget Account Number
    secondary education ED 172400000
     
    Contact Person Phone Email
    tony erben 974 1652 terben@tempest.coedu.usf.edu

  2. Course Information

    Prefix Number Full Title
    FLE 5432 ESOL III-Language Principles, Acquisition & Assessment for Eng

    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

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    ESOL III
     
    Course Online? Percentage Online
    -

    Prerequisites

    FLE 5431 ESOL 2

    Corequisites

    Course Description

    This course provides an overview of the components of language, linking them to methods and techniques of providing comprehensible instruction to LEP students.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    State required course for initial certification

    B. 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?

    high demand - required within MAT & MA plan 2

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    no

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    PhD in SLA, FLE , ESOL, applied linguistics, linguistics


  4. Other Course Information

    A. Objectives

    1. Students will demonstrate comprehension of the subfields of Linguistics by defining, describing and applying to social and classroom contexts the disciplines of:

    Phonetics

    Phonology

    Morphology

    Semantics

    Syntax

    Discourse and Text Analysis

    Pragmatics

    2. Students will apply their comprehension of the subfields of Linguistics through:

    Analyzing authentic oral and written language of LEP students (from videotaped and/or audiotaped oral samples and samples of student writing) in class

    Developing a case study describing an LEP student's linguistic competence

    3. Students will apply their knowledge of Linguistics to developing, implementing, and evaluating appropriate instruction through:

    Developing lesson plans and assessment measures for a variety of topics with appropriate instructional modifications for LEP students

    Developing a case study describing an LEP student's English language and literacy development, and American cultural competency

    B. Learning Outcomes

    All readings, activities, and assignments of this course are filled with numerous varied evaluation activities to support mastery of the knowledge and skills needed for effective teaching of LEP students.

    C. Major Topics

    1. Sociolinguistics

    Language use across America

    Language as a social, economic and political tool

    Code switching and transfer

    2. Language Components

    Phonology

    What is phonology?

    The sounds of American English

    Sociolinguistics and phonology

    Learned pronunciations

    Chosen pronunciations

    LEP phonological characteristics and samples

    Non-L1 factors that impact phonological production

    Implications for oral production and assessment thereof

    Implications for written production and assessment thereof

    Teaching

    Direct instruction

    Lesson planning

    Morphology

    What is morphology?

    The morpheme types in English

    Sociolinguistics and morphemes

    Learned usage

    Chosen usage

    LEP morphological usage, knowledge, avoidance and samples

    L1 & L2 morpheme acquisition order studies

    Implications for oral production and assessment thereof

    Implications for written production and assessment thereof

    Teaching

    Direct instruction

    Lesson planning

    Semantics

    What is semantics?

    English words denotations & connotations

    Sociolinguistics and semantics

    Regional/dialectical variations in use

    LEP semantic usage, knowledge, avoidance and samples

    Nuance issues

    L1 transfer issues (inappropriate matching & false cognates)

    Phrasal verbs and other English downfalls

    Implications for oral production and assessment thereof

    Implications for written production and assessment thereof

    Teaching

    Direct instruction

    Lesson planning

    Syntax

    What is syntax?

    Word order in English

    Sociolinguistics and syntax

    Learned orders

    Chosen orders

    LEP syntactic characteristics and samples

    L1 factors that impact syntactic production

    Implications for oral production and assessment thereof

    Implications for written production and assessment thereof

    Teaching

    Direct instruction

    Lesson planning

    Oral & Written Discourse

    What is oral discourse?

    What is written discourse?

    Features of English discourse.

    Sociolinguistics and discourse

    LEP discourse features and samples

    L1 factors that impact discourse production

    Implications for oral production and assessment thereof

    Implications for written production and assessment thereof

    Teaching

    Direct instruction

    Lesson planning

    Pragmatics

    What is pragmatics?

    Native-like pragmatics in American cultural contexts

    Sociolinguistics and pragmatics

    Learned pragmatics x context

    Chosen pragmatics x context

    LEP pragmatic characteristics and samples

    L1 cultural factors that impact pragmatic proficiency

    Implications for stereotyping and prejudice

    Implications for oral production and assessment thereof

    Implications for written production and assessment thereof

    Teaching

    Direct instruction

    Lesson planning

    3. Differences & Exceptionalities

    Native Speaker Production Errors

    Production Errors

    Anticipations

    Preservations

    Metathesis

    Additions and omissions

    Malpropisms

    Perception Errors

    Native Speaker Differences

    Accent - regional

    Usage

    Native Speaker Atypical Language Development

    Hearing impairments

    Visual impairments

    Other physical impairments

    Dyslexia/Dysphasia

    Aphasias

    Additional complications

    Stutters

    Autism/ linguistic savants

    Non-Native Speaker Production Errors

    Mistakes

    Errors

    Proficiency level, Development & Interlanguage

    Non-Native Speaker Differences

    Accent - international

    Usage

    Non-Native Speaker Atypical Language Development

    Distinguishing speaker differences from physical and psycho/neurological exceptionalities

    Procedures for assessment

    Procedures for IEPs

    ESOL methods/strategies and exceptionalities

    3. The Bi-lingual Brain

    Metalinguistic awareness

    Interdependence Hypothesis

    Lateral Thinking Skills

    Tolerance of Ambiguity

    Linguistic/mathematical processing

    4. Application

    Language knowledge as a tool in the classroom

    Identifying native and non-native elements of LEP student language production

    Evaluating native and non-native elements of LEP student language production

    Developing appropriate instructional interventions

    Developing appropriate instructional tools

    Developing appropriate instructional plans

    Developing appropriate instructional assessments

    D. Textbooks

    Reading Packet

    Web-based articles

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    G. Assignments, Exams and Tests

    H. Attendance Policy

    I. Policy on Make-up Work

    J. Program This Course Supports


  5. Course Concurrence Information



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