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Graduate Course Proposal Form Submission Detail - FLE5432
Tracking Number - 1923
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Current Status:
Approved, Permanent Archive - 2004-07-02
Campus:
Submission Type:
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2004-04-30
- Department: secondary education
- College: ED
- Budget Account Number: 172400000
- Contact Person: tony erben
- Phone: 974 1652
- Email: terben@tempest.coedu.usf.edu
- Prefix: FLE
- Number: 5432
- Full Title: ESOL III-Language Principles, Acquisition & Assessment for Eng
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- 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): ESOL III
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- 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.
- Please briefly explain why it is necessary and/or desirable to add this course: State required course for initial certification
- 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
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? no
- 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
- 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
- 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.
- Major Topics: 1. Sociolinguistics
ß Language use across America
ß Language as a social, economic and political tool
ß Code switching and transfer
2. Language Components
Phonology
ß What is phonology?
ß The sounds of American English
ß Sociolinguistics and phonology
ß Learned pronunciations
ß Chosen pronunciations
ß LEP phonological characteristics and samples
ß Non-L1 factors that impact phonological production
ß Implications for oral production and assessment thereof
ß Implications for written production and assessment thereof
ß Teaching
ß Direct instruction
ß Lesson planning
Morphology
ß What is morphology?
ß The morpheme types in English
ß Sociolinguistics and morphemes
ß Learned usage
ß Chosen usage
ß LEP morphological usage, knowledge, avoidance and samples
ß L1 & L2 morpheme acquisition order studies
ß Implications for oral production and assessment thereof
ß Implications for written production and assessment thereof
ß Teaching
ß Direct instruction
ß Lesson planning
Semantics
ß What is semantics?
ß English words – denotations & connotations
ß Sociolinguistics and semantics
ß Regional/dialectical variations in use
ß LEP semantic usage, knowledge, avoidance and samples
ß Nuance issues
ß L1 transfer issues (inappropriate matching & false cognates)
ß Phrasal verbs and other English downfalls
ß Implications for oral production and assessment thereof
ß Implications for written production and assessment thereof
ß Teaching
ß Direct instruction
ß Lesson planning
Syntax
ß What is syntax?
ß Word order in English
ß Sociolinguistics and syntax
ß Learned orders
ß Chosen orders
ß LEP syntactic characteristics and samples
ß L1 factors that impact syntactic production
ß Implications for oral production and assessment thereof
ß Implications for written production and assessment thereof
ß Teaching
ß Direct instruction
ß Lesson planning
Oral & Written Discourse
ß What is oral discourse?
ß What is written discourse?
ß Features of English discourse.
ß Sociolinguistics and discourse
ß LEP discourse features and samples
ß L1 factors that impact discourse production
ß Implications for oral production and assessment thereof
ß Implications for written production and assessment thereof
ß Teaching
ß Direct instruction
ß Lesson planning
Pragmatics
ß What is pragmatics?
ß Native-like pragmatics in American cultural contexts
ß Sociolinguistics and pragmatics
ß Learned pragmatics x context
ß Chosen pragmatics x context
ß LEP pragmatic characteristics and samples
ß L1 cultural factors that impact pragmatic proficiency
ß Implications for stereotyping and prejudice
ß Implications for oral production and assessment thereof
ß Implications for written production and assessment thereof
ß Teaching
ß Direct instruction
ß Lesson planning
3. Differences & Exceptionalities
Native Speaker Production Errors
ß Production Errors
ß Anticipations
ß Preservations
ß Metathesis
ß Additions and omissions
ß Malpropisms
ß Perception Errors
Native Speaker Differences
ß Accent - regional
ß Usage
Native Speaker Atypical Language Development
ß Hearing impairments
ß Visual impairments
ß Other physical impairments
ß Dyslexia/Dysphasia
ß Aphasias
ß Additional complications
ß Stutters
ß Autism/ linguistic savants
Non-Native Speaker Production Errors
ß Mistakes
ß Errors
ß Proficiency level, Development & Interlanguage
Non-Native Speaker Differences
ß Accent - international
ß Usage
Non-Native Speaker Atypical Language Development
ß Distinguishing speaker differences from physical and psycho/neurological exceptionalities
ß Procedures for assessment
ß Procedures for IEPs
ß ESOL methods/strategies and exceptionalities
3. The Bi-lingual Brain
ß Metalinguistic awareness
ß Interdependence Hypothesis
ß Lateral Thinking Skills
ß Tolerance of Ambiguity
ß Linguistic/mathematical processing
4. Application
ß Language knowledge as a tool in the classroom
ß Identifying native and non-native elements of LEP student language production
ß Evaluating native and non-native elements of LEP student language production
ß Developing appropriate instructional interventions
ß Developing appropriate instructional tools
ß Developing appropriate instructional plans
ß Developing appropriate instructional assessments
- Textbooks: Reading Packet
Web-based articles
- 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:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.