Upon completion of this course, the student will be able to

1. Compare and identify the developmental sequences of second language acquisition and learn how these stages of development impact learning behaviors and academic performance outcomes
2. Describe theories and processes of second language learning and identify factors that both promote and inhibit the successful acquisition of the target language
3. Be cognizant of different methods of language teaching and design lesson plans that reflect these various methodologies
4. Compare and contrast a variety of evaluation techniques which determine a language proficiency, a language delay and a language disorder
5. Recognize differences between teaching English as a Second Language (ESL) and Teaching English as a Foreign Language (EFL)
6. Appreciate ethnic and linguistic diversity and recognize the different values students bring into the classroom
7. Advocate for the implementation of proven classroom curriculum that meet the linguistic, social, and emotional needs of all students

1. Pre-Course Writing Assignment (10%) [due first day of class]
2. Research Project and Presentation (25%) [paper due last day of class]
3. In-class exam (20%)
4. Post-Course Writing Assignment (20%) [to be emailed to instructor by Jan 22].
5. Collaborative In-Class Activities (includes journal writing) (25%)

1. Pre-Course Writing Assignments
In a typed format of no more than 1,000 words, reflect on your personal experiences learning a second (or third) language. Consider some, but not necessarily all, of the following factors:

Age
Motivation
Personal learning style
Family issues
Cultural values and/or norms
Environmental factors
Intrinsic motivation and external encouragement or discouragement
Pre-established beliefs of value of new language                                                                                                      back

2. Research Project and Presentation
The student will select a topic, review the appropriate literature and prepare a research paper. This paper should contain a review of at least 4 articles and/or relevant text material and should include a discussion on why the information is vital for ESL/EFL teachers. The student will present a brief summary of information to the class. It might be beneficial to prepare some handouts for class members of some of the salient points in the paper. The use of visuals is encouraged. References must be included. The students can work in groups on a particular topic of interest and present a joint in-class presentation, but each student is to submit an original paper based on the research.
or
You may also choose to write a ‘reaction paper’ to an author’s position concerning a controversial topic. You can select at least two articles, summarize the authors’ positions, and respond in an academic tone. References must be included.

The paper should be about 8 pages in length. Students may select a topic from the list below; however, you may select a topic of your own choosing with prior approval from the instructor. Details concerning the oral presentation will be given on the first day of class.

1. Language and Thought
2. The Brain and Language Acquisition
3. A study of a target language with comparison to English with suggestions for ESL/EFL instruction. (look at linguistic and cultural differences)
4. Literacy skills and second language learners
   
5. Details of a specific bilingual or ESL program in the area. Use on-site reports, interviews and other pertinent data. In light of your new knowledge about language programs, what is right about this program? Would you alter or modify this program? If so, how? If how, why?
6. Learning a language as an adult
7. The Significance of Short-term and Long-term Memory
8. Learning Strategies
9. Learning Styles
10. Interference in Second Language Acquisition
11. Comparison and Contrast of Two Theories of SLA
12. A Look at Global English: It’s History and Evolution
13. Simultaneous versus Successive SLA
14. Pidginization and Creoles
15. Dialects vs. Accents
16. Learning vs. Acquisition: Are there differences? If so, what are they?
17. Fossilization and Interlanguage
18. Thinking in a Second Language

Within the time-frame and spatial confines of class, students will participate in several collaborative activities. Some of these participatory activities will be determined by the interests and needs of the class. The following list includes some possibilities.

1. Role Plays
2. Panel Discussions
3. Creating lesson plans using current SLA theories and methodologies
4. Discussing and learning about SLA through studying various authentic case studies
5. Ethnographic interviews and their value to teachers
6. Error correction techniques
7. Debates

Gass, Susan & Selinker, Larry, “Second Language Acquisition,” 2nd Edition,
          Lawrence Erlbaum Associates, 2001

Brown, H. Douglas, “Principles of Language Learning and Teaching,” 4th Edition, Addison Wesley Longman, 2000

Chaika, Elaine, “Language: The Social Mirror,” 3rd Edition, Heinle & Heinle, 1994

Crystal, David, “The Cambridge Encyclopedia of Language,” 2nd Edition Cambridge University Press, 1998

Ellis, Rod, “Second Language Acquisition” Oxford University Press, 2000

Fishman, Joshua, “Handbook of Language and Ethnic Identity” Oxford University Press, 1999

Hatch, E. “Second Language Acquisition: A Book of Readings” Newbury House Publishers, 1978

James, Sharon, “Normal Language Acquisition” Allyn & Bacon, 1990

Kachru, Braj, “The Other Tongue: English across Cultures” University of Illinois Press, 1992

Larsen-Freeman, “Techniques and Principles in Language Teaching,” 2nd Edition Oxford University Press, 2000

Lightbrown, Patsy & Spada, Nina, “How Languages Are Learned” Oxford University Press, 1998

Pinker, Steven, “How the Mind Created Language” Harper Collins Publishers, 1994

Course Outline                                                                                                                                                             back

Jan. 2, Thursday

• An Introduction to SLA
• Discussion of pre-course readings
• Text: Chapter 1
• Points for Discussion: #2, 3, 8, 9
• Reading: “In the Classroom…….” pg. 15-16

  It has been stated that the Grammar Translation Method is “a method for which there is no theory.” Why has that statement been made? Share any experiences that you’ve had with Grammar-Translation in your foreign language class.

Jan. 3, Friday

• Text: Chapter 3 (pg. 65-78)
• Points for Discussion: #1, 4, 7, 10
• Ethnographic Interview Process: “What we can learn from our students.”
• Reading: “In the Classroom….” Pg.43-45

  Discussion Question: “In what way do you think Gouin reflected some ideas about language and language acquisition that are now current more than 100 years later? Would the Series Method or the Direct Method work for you as a teacher?

Jan. 4, Saturday

• Text: Chapter 4
• Points for Discussion: #5
• Text: Chapter 8
• Points for Discussion: #1, 2, 5, 6, 7
• Reading: “In the Classroom…” pg. 73-75

  
  Discussion Question: “Current SLA research has given the foreign language teacher new information about how languages are best learned. Consider each of the 12 points in the reading and discuss their relevance in light of this new information.”

Jan. 6, Monday

• Debate: “A Close Look at Krashen”
• Text: Chapter 5
• Points for Discussion: #5
• Reading: In the Classroom…..” pg. 103-108

  
  Discussion Question: “Have you ever been taught with any of the methods summarized in this reading? If so, what is (was) your assessment of its effectiveness?”
  

• Group Collaboration and Mini-Presentations: “A Close Look at What the Experts Say” (they don’t always agree!)

Jan.7, Tuesday

• Text: Chapter 6
• Points for Discussion: #6
• Text: Chapter 12
• Points for Discussion: #2, 3, 4, 5, 6
• Reading: “In the Classroom…….” pg. 135-139

  
  Discussion Question: “Looking at Table 5.5, think of some techniques you have used/might be able to use with your students. Try to expand on some of the listed suggestions.”

Jan. 8, Wednesday

• Text: Chapter 7
• Points for Discussion: #2
• Text: Chapter 9
• Points for Discussion: #1, 3, 4
• Reading: “In the Classroom……..” pg. 169-172

  
  Discussion Question: “The various terms discussed in this reading are sometimes used interchangeably. How would you help the ‘new’ language teacher understand fundamental differences in terminology?”

Jan. 9, Thursday

• Mid-term Exam
• Text: Chapter 10
• Points for Discussion: #5
• In groups, create an authentic lesson plan using bits and pieces from the methodologies discussed in class. Present these lessons plans to class.
• Case Study Oral Reports [3] (to be distributed in class)

Jan. 10, Friday

• Presentations
• Case Study Oral Reports [3] (to be distributed in class)

Jan. 13, Monday

• Presentations
• Reading: “In the Classroom……….” pg. 201-203

  
  Discussion Question: “Why is language learning and teaching a political issue? Do you believe that English teaching efforts around the world can be viewed as fostering linguistic imperialism?”

Jan. 14, Tuesday

• Presentations
• Reading: “In the Classroom……pg. 239-242

  Discussion Question: “What is your philosophy about error correction? When do you correct and when are you quiet? What do you do when you’re not instructing a language class?”

Note:

There will be time allowed at the end of class for journal writing. I will give you an assigned prompt and you will comment without regards to rhetoric, grammar or spelling. This writing is to be a reflection of your learning…and thinking….as a result of the material covered or referred to, in the day’s lesson. The point is to connect issues that we will be considering to a real-life personal experience. I may or may not comment on your each of your writings but your entries will be read. I will consider thoroughness and thoughtfulness as a part of your grade for ‘in-class’ activities.

 

Chomsky and UG
Krashen
Affective filter
Comprehensible input
Critical period
Piginization
Creole
Interlanguage (IL)
Target language (TL)
Method
Technique
Error analysis
Pragmatics
Speech act
Behaviorism Skinner
Negative/positive transfer
Gardner
Locus of control
Semantics
Lexicon
Contrastive Analysis
Intake
Backsliding
Zone of proximal development
Language learning
Acquisition order silent period
Scaffolding regulation
Codeswitching
The Silent Way
Functional-notional approach

field dependent/field independent
interference
fossilization
L1, L2
universals
metalinguistics
Vgotsky
Piaget
cognition
Poverty of the Stimulus
LAD
monitor model
native language (NL)
nativism
Behaviorism Skinner
pro-drop language
multiple intelligences
morpheme
syntax
i+1
Hypothesis input
audiolingual
communicative theory
Whorf-Sapir
language acquisition
Acquisition order silent period
Scaffolding regulation
community language learning
Gattegno
whole language