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Graduate Course Proposal Form Submission Detail - LIN7931

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Current Status: Approved by SCNS - 2015-12-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: GC Approved 10/12/15. To USF 10/12/15. To SCNS 10/28/15. Approved effective 12/1/15. Nmbr 7631 approved as 7931


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5199 2015-02-21
     
    Department College Budget Account Number
    World Languages AS TPA 124100 10000 000000 0000000
     
    Contact Person Phone Email
    Amy Thompson 42548 athompson@usf.edu

  2. Course Information

    Prefix Number Full Title
    LIN 7931 Advanced Seminar in Applied Linguistics

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Adv Seminar in Applied Ling.
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    Corequisites

    Course Description

    This is an applied linguistics seminar course. By the end of the semester, you will have at your disposal the foundation of applied linguistics theory as well as in-depth knowledge of several applied linguistics topics.


  3. Justification

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

    Needed for new program/concentration/certificate

    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?

    This is a required course in the proposed Ph.D. in Applied Linguistics.

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

    Yes, 2 times

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

    The instructor should have a Ph.D. in applied linguistics, second language studies, or a closely related degree.


  4. Other Course Information

    A. Objectives

    This is an advanced applied linguistics seminar course. It is assumed that you already have a basic knowledge of applied linguistics attained by taking LIN 6720 or an equivalent course. This course is divided into three parts. Part one is a brief review of the major themes and ideas in applied linguistics. Part two is a series of five lectures from faculty about their research interests for the opportunity to investigate several topics in a more in-depth manner. Part three is a series of student-lead discussions about specific applied linguistics topics because it is not only important that you know the content of this course but it is also crucial that you be able to teach the content to your future students. By the end of the semester, you will have at your disposal the foundation of applied linguistics theory as well as in-depth knowledge of several applied linguistics topics.

    B. Learning Outcomes

    By the end of the semester, the student will be able to (SWBAT)

    1. Read and synthesize information in the field of applied linguistics

    2. Analyze different parts of an empirical study

    3. Teach applied linguistics content

    4. Write analysis papers at a level appropriate to graduate students

    C. Major Topics

    Topics will vary by semester but will include advanced topics in applied linguistics. Some of these topics will include: individual differences, corpus linguistics, L2 phonology, pragmatics, discourse analysis, second language writing, and bi-/multilingualism.

    D. Textbooks

    Ortega, L. (2009). Understanding second language acquisition. London, UK: Hodder.

    VanPatten, B. & Benati, A.G. (2010). Key Terms in Second Language Acquisition. London, UK: Continuum.

    E. Course Readings, Online Resources, and Other Purchases

    Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21, 40-58. doi:10.1016/j.jslw.2011.12.002

    Ellis, R. (2008). The study of second language acquisition. (2nd ed.). Oxford, UK: Oxford University Press.

    Gass, S. M., Behney, J., & Plonsky, L. (2013). Second language acquisition: An introductory course. (4th ed.). New York: Routledge.

    Hernandez, T. (2010). The relationship among motivation, interaction, and the development of second language oral proficiency in a study-abroad context. Modern Language Journal, 94(4), 600-617. doi: 10.1111/j.1540-4781.2010.01053.x

    Ladefoged, P. & Johnson, K. (2010). A course in phonetics. Stamford, CT: Cengage Learning.

    Lambacher, S., Martens, W., Kakehi, K., Marasinghe, C., & Molholt, G. (2005). The effects of identification training on the identification and production of American English vowels by native speakers of Japanese. Applied Psycholinguistics 26(2), 227–247.

    doi: 10.1017.S0142716405050150

    Llanes, A. & Muñoz, C. (2013). Age effects in a study abroad context: Children and adults studying abroad and at home. Language Learning, 63(1), 63-90. doi: 10.1111/j.1467- 9922.2012.00731.x

    Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 20, 37-66. doi: 10.1017/S0272263197001034

    Ortega, L. (2014). Ways forward for a bi/multilingual turn in SLA. In S. May (Ed.) The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education. (pp. 32-53). New York, NY: Routledge.

    Thompson, A. (2013). The interface of language aptitude and multilingualism:

    Reconsidering the bilingual/multilingual dichotomy. Modern Language Journal. 97(3), 685–70. doi: 10.1111/j.1540-4781.2013.12034.x

    Vásquez, C. & Harvey, J. (2010). Raising teachers’ awareness about corrective feedback through research replication. Language Teaching Research, 14(4), 421-443. doi: 10.1177/1362168810375365

    F. Student Expectations/Requirements and Grading Policy

    30% Quizzes (3 quizzes – 10% each)

    30% Short papers: analysis of SLA special topic lectures (2 papers – 15% each)

    5% Topic e-mail, meeting, and list of readings for SLA topic paper

    15% Concept leader/discussant of SLA topic

    10% Annotated bibliography

    10% Conference abstract

    G. Assignments, Exams and Tests

    Assignment Details

    30% Quizzes (3 quizzes – 10% each)

    These quizzes are to ensure that you have read and understood the reading assignments for the brief overview of the major issues in SLA. These quizzes will also serve as a basis of our class discussions for the first part of our class this semester. Before coming to class, please carefully read the assigned chapters so that you are prepared for class discussion. The questions for the quizzes will be taken from the major terms and concepts from the assigned readings. To help you with these quizzes, you will be able to bring notes on one single-sided, standard-sized piece of paper. You are encouraged to talk with each other outside of class to prepare for these quizzes, and to make the one page of notes, but you will be taking the quizzes individually.

    30% Short papers (2 papers at 15% each)

    During part two of this course, there will be 5 special topic lectures from SLA faculty. The lectures will have readings assigned to these topics that you will read before the lecture takes place. By the time these lectures take place, you will have already had a review of the major themes/issues in SLA for the specific topic. For this assignment, you will choose 2 of the 5 special topic lectures to write a 3 page analysis of the relationship of the in-depth lecture topic to at least two terms/issues that were discussed in part one of the course or that is listed on the “key terms” handout that is posted on Canvas or other key terms found in Ellis (2008) or Ortega (2009). Your short papers will be due the class after the lecture takes place. Please post your papers on the Canvas website before the start of class. (See the course schedule for the dates of the lectures.) The impetus for this assignment is to help you with your future writing of research articles. Even when you are writing about a very specific topic, you will oftentimes be asked to relate your topic to the “big picture” of SLA, and these short papers will help prepare to do this.

    These papers should synthesize and analyze as opposed to summarize. Additionally, you are expected to write the papers with a level of language commensurate with that of the academic language of journal articles. You are encouraged to use the process approach to writing and visit the writing center in the library or form your own peer-review groups if needed. Please write in 3rd person for this assignment. All citations and reference pages should follow the guidelines of the American Psychological Association (APA), 6th edition. The type should be double spaced in 12-point Times New Roman font. Please include a heading with your name, the name of the assignment, the due date, and the course number on the upper left hand side of the paper. No cover page is necessary.

    5% Topic e-mail, official project meeting, and list of readings for SLA topic paper

    You should e-mail me your topic by week 6 (February 11th) by 4:30 pm (before class). There can be no duplicate topics, so if two groups request the same topic, a topic negotiation will have to take place. If your group already has a topic in mind, please discuss it with me, and I will inform the rest of the class. During class on February 11th, you will sign up for the date of your Concept leader/discussant of SLA topic.

    During (or before) class time of week 13 (April 1st), I will have a 30 minute group meetings conference with you and your group to discuss your concept leader/discussant of SLA topic. To this meeting, you must bring the following items:

    1) Your PowerPoint or other materials you plan to use in class.

    2) The handout you plan to give to the class, including the data analysis part of the discussion leading.

    3) A list of key readings that you have found about your topic.

    These items will be the basis for our discussion. Based on our meeting, you can adapt your references. I encourage you to start thinking about and developing your topics as soon as possible. I am available for consultation during office hours and by appointment before our “official” meeting on week 13.

    You will have already e-mailed me PDFs of the two articles you would like to assign the class to read by 5pm on week 12 (March 25th).

    15% Concept leader/discussant of SLA topic

    The 5 groups of 3 students that were formed the first day of class will lead a content discussion/data analysis segment of the course. Each group will have 1 hour to engage in the chosen topic and the data analysis. You should use some sort of visual aid for your presentation (please no spinning PowerPoints), and you must also provide a handout to the class. In the course of your teaching, you must raise questions that will engage the other students in the discussion. You should incorporate the assigned article into your teaching demonstration, but you can also use other materials. Remember that you should not lecture, but instead lead a discussion on your topic and a data analysis activity!

    Articles: Additionally, the group will be responsible for choosing 2 articles for the class to read on the day of the concept leading. All articles must be e-mailed to me by 5pm on Tuesday, March 25th. Please send a PDF of the article and include in the document name the author, year, and article title. Please also send a reference list in APA format in a Word document. You may include the articles that you assign for the class in your annotated bibliography assignment. When choosing the articles, please keep in mind issues such as quality (they should be from peer-reviewed SLA journals), length, and topic relevance.

    Note: part of your grade for the teaching is based on whether you attended and actively participated in your classmates’ teaching demonstrations.

    More information about topics: It is first important to operationalize what is meant by SLA in the context of this course. Although some would argue that SLA includes anything having to do with language learning or teaching, this is not an accurate definition. Two of the main areas that are oftentimes confused with SLA have to do with technology and pedagogy, neither of which can be the topic for this project. This project should focus on a specific theory, framework, or concept in the realm of SLA research. For example, technology (such as Facebook, Second Life, CMC, etc.) is a means or tool to collect data, but is not a theory or approach in and of itself. The same is true of language pedagogy. SLA research informs language pedagogy and language pedagogy informs SLA research, but the two terms are not synonymous. This distinction is explained in one of the leading SLA textbooks in the field: “One way to define the field of SLA is to define what it is not. Over the years, the study of SLA has become inextricably intertwined with language pedagogy…SLA is not about pedagogy, unless the pedagogy affects the course of the acquisition” (Gass, Behney, & Plonsky, 2013, pp. 1-2). Your topic can be pedagogically oriented only insofar as it delves deeper into theoretical underpinnings of a language learning process. Also keep in mind that your topic should be specific enough for you to be able to read and understand the topic in the course of one semester. For example, the topic of “Individual differences in SLA” is too broad and would lead to a vague, unfocused concept discussion. On the other hand, “Working memory” would be an example of a good topic choice.

    Weeks 1-4 of the semester, we will have a brief review of the key terms/issues in SLA. Before class on week 5, one of the members of your group will have already e-mailed me a tentative topic for your final project. On or before week 13, you will have a 30 minute one-on-one meeting with me to discuss your topic further. By that time, you should be well on your way to developing an SLA oriented topic paper and teaching assignment. I encourage you to start thinking about and developing your topics as soon as possible. I am available for consultation during office hours or by appointment before our “official” meeting on week 13.

    10% Annotated bibliography

    Your group will turn in one annotated bibliography with 30 references that focuses on the topic of your concept leader/discussant of SLA topic. The annotated bibliographies are due on the day that you lead the class discussion. Please write a paragraph for each reference that you choose, summarizing its contents and major contribution to the field. Do NOT simply copy the abstract of the reference; the content of the work must be in your words and must be between 100-200 words per summary. You must provide the references in APA format (including DOI), and the references should be in alphabetical order by the lead author’s last name. See below for an example of annotation:

    Example: Theme – NNS English teachers

    Holliday, A. & Aboshiha, P. (2009). The denial of ideology in perceptions of ‘nonnative

    speaker’ teachers. TESOL Quarterly, 43(4), 669-689. doi: 10.1002/j.1545- 7249.2009.tb00191.x

    This article argues that although the term ‘nonnative speaker’ for teachers has been labeled problematic, there remains an underlying racism and prejudice against ‘nonnative speaker’ teachers within Western society. Holliday and Aboshiha claim that this racist ideology is deeply ingrained in the TESOL profession and that it is not duly recognized. This is partially due to the fact that the dominant, scientifically objective modernist approach is not sufficient to adequately uncover and support the existence of the prejudice. The authors argue that a postmodernist approach, which is subjective and changes with each context, allows the researcher to “dig deeper and reveal the hidden and the counter” (p. 673). The authors also believe that there is also a problem with the discourses around culture in the TESOL professions. These discourses promote the idea of the distances between the ‘us’ and the foreign Other. Although many ideologies claim to promote universalism and equal treatment, the discourse still uses words (such as ‘ethnicity’ and ‘culture’) to label the Other, therefore promoting the cultural divide. This article will be interesting to bring up in a TESOL environment and to speak about word choice and our own discourses; hopefully by eliminating prejudiced words, the notions of the nonnative speaker and the Other will dissipate.

    Additional notes: The assignment is due on the day that your group leads the discussion, so please post your assignment to Canvas before class on that day. You are welcome to use book chapters, but these should be limited. Also, the majority of the references should be within the past 10 years – if not, there should be a good reason (i.e. change in opinion of a certain topic over time). The journal articles should come from reputable, peer-reviewed journals. I encourage you to start searching for and reading articles for this portion now, as it will also give you a good idea about the your concept leader activities.

    10% Conference abstract

    As part of your academic career, you will be expected to present papers at conferences. For this assignment, your task is to write an abstract and summary that could be submitted to different conferences for a more research-based conference (preferably AAAL or SLRF). Please write the abstract according the format of the conference that you choose. This is an exercise to help you understand the expectations of abstract writing in the field of SLA. The conferences listed here are the major SLA conferences, but if you would like to write an abstract for a different venue, please get approval in plenty of time BEFORE the assignment is due. Your abstract draft is due in class on week 14, April 8th. Please bring two hard copies on this day so that we can do the peer review exercise. Final abstracts are due on week 16, April 22nd. For the submission of the final abstracts, please upload the documents in ONE PDF file in the following order (and clearly labeled): 1. your final abstracts with revisions, 2. your abstract drafts, 3. your peer feedback forms, and 4. a brief statement of what you changed based on the peer feedback. 5. A scanned copy of the conference requirements.

    H. Attendance Policy

    Attendance and participation

    All students are expected to attend and actively participate in class. Additionally, students are expected to come to class on time and stay for the whole class. You are expected to do all of the readings before class, and to make every effort to contribute meaningfully to class discussions. Absence from class, arriving late, or leaving early from class significantly affects your opportunities for learning. If you miss more than two class meetings, I reserve the right to lower your grade. For emergencies that require you to miss class, please provide documentation for your absence.

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Due dates are not flexible, and no late assignments will be accepted. If you miss class, you are responsible for finding out what you missed and coming prepared to the next class.

    Plagiarism is intentionally or carelessly presenting the work of another as one’s own. It includes submitting an assignment purporting to be the student’s original work which has wholly or in part been created by another person. It also includes the presentation of the work, ideas, representations, or words of another person without customary and proper acknowledgment of sources. Students must consult with their instructors for clarification in any situation in which the need for documentation is an issue, and will have plagiarized in any situation in which their work is not properly documented.

    Clarification:

    1. Every direct quotation must be identified by quotation marks or appropriate indentation and must be properly acknowledged by parenthetical citation in the text or in a footnote or endnote.

    2. When material from another source is paraphrased or summarized in whole or in part in one’s own words, that source must be acknowledged in a footnote or endnote, or by parenthetical citation in the text.

    3. Information gained in reading or research that is not common professional knowledge must be acknowledged in a parenthetical citation in the text or in a footnote or endnote.

    4. This prohibition includes, but is not limited to, the use of papers, reports, projects, and other such materials prepared by someone else. (from http://www.grad.usf.edu/plagiarism.php)

    Assignments that are submitted online are subject to being submitted to the Turnitin system. Punishment for Academic Dishonesty will depend on the seriousness of the offense and may include receipt of an “F” with a numerical value of zero on the item submitted, and the “F” shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course.

    J. Program This Course Supports

    Proposed program for a Ph.D. in applied linguistics


  5. Course Concurrence Information

    The MA in linguistics: ESL in WLE



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.