TESL 913
Current Issues in Second Language Acquisition

Loy Riley, MSCCC-slp
speakriley@aol.com

When we study human language, we are approachingwhat some might call the human essence, the distinctivequalities of the mind that are, so far as we know, unique to humans. (Chomsky, 1968)

Course Information

Copyright law

No part of published material may be reproduced without the prior permission of the publisher.

Required Text (click on title to go to Amazon)

Mitchell, R., & Myles, F. (2004). Second Language Learning Theories, 2nd ed. Hodder Arnold, UK.   ISBN 978-340-80766-8  

 

Catalog Description

A review of recent research and theories of second-language acquisition and the factors that lead to successful acquisition. The ways in which children cope with multi-linguistics systems and function in school is explored.

Course objectives

Upon successful completion of this course the participant will be able to:

  • Identify, understand, and discuss the developmental sequences and processes of second language acquisition (linguistic, socio-cultural, behavioral, psychological, and neurological) in light of academic implications.
  • Describe historical and current theories of second language learning and identify factors that both promote and inhibit the successful acquisition of the target language.
  • Explore the relationship between language and culture, discuss and understand ethnography, and apply ethnographical approaches to the educational setting.
  • Understand what constitutes language proficiency, determine proficiency ratings, and compare and contrast a variety of evaluation techniques that propose to determine proficiency.
  • Compare and contrast differences of English as a Second Language (ESL) teaching and English as a Foreign (EFL) teaching.
  • Complete a cross-linguistic analysis of English and another chosen language.
  • Appreciate ethnic and linguistic diversity and recognize the different values students bring into the classroom.
  • Advocate for the implementation of proven classroom curriculum that meet the linguistic, social, psychological, and emotional needs of all students.
  • Be cognizant of evidence-base methods of language teaching and design lesson plans that reflect these various methodologies. Present researched information on a topic of choice, emphasizing the value for teachers

Course Requirements/ Due dates

  1. Course final exam: (25%) due final days of course
  2. In class activities (group assignments, participation): (25%) due as assigned
  3. Reflection pieces:  (20%) due as assigned
  4. Research Paper and Presentation:  (30%) Paper is a pre-course assignment, sign-up for presentations will be provided during first day of course

Description of Course Requirements

  1. Final exam:  The final take-home exam will consist of questions that will prompt the synthesis and application of the material.
  2. In class activities:  Students are expected to discuss assigned readings and complete group activities.  Further, students are expected to share professional experiences and connect background knowledge to the concepts in the course.
  3. Reflection pieces:  Students will be assigned short, (no more than 2 pages) reflection essays that address the content and how it relates to professional practices.
  4. Research paper and Presentation:  The student will select a topic, review the appropriate literature and prepare a research paper (that follows APA guidelines). This paper should contain a review of at least 5 articles and/or relevant text material, and should include a discussion on why the information is vital for ESL/EFL teachers. (Please take advantage of Framingham State’s Distance Library services which can be accessed through the course Blackboard site.)  The student will present a brief summary of the paper to the class. Handouts are recommended for fellow class members that highlight some of the salient points of the paper with a list of the references. The use of visuals (PowerPoint, etc.) is recommended. Students can work in groups on a particular topic of interest and present a joint, in-class presentation. However, each student will need to submit an individual paper.  The paper should be about 8 pages, double spaced, in length.  Students may select a topic from the list below or choose an original topic.  Due dates for the oral presentation will be given on the first day of class. Please check the Blackboard website regarding selection of topics. Students will post their topic on the provided Discussion Board in order to ensure that a wide variety of topics are covered.  Due date for paper: first day of class.

Suggested Topics

    1. The interrelationship between language and thought
    2. Universal Grammar
    3. A study of a chosen target language with comparisons to English (including suggestions for ESL/EFL instruction). Consider both linguistic and socio-cultural points
    4. Literacy skills and second language acquisition
    5. Adult second language learning
    6. Interference in second language learning
    7. Language loss in the second language learning process
    8. Pidgins and creoles
    9. A look at Global English: Its history and evolution
    10. Fossilization
    11. Interlanguage
    12. Cognitive benefits of second language acquisition
    13. Evidence based instructional strategies for ESL teaching
    14. Language and the brain: neurological processes of first and/or second language learning
    15. Assessing second language proficiency
    16. Second language learners and learning disabilities
    17. A review of two-way bilingual programs
    18. Research on immersion programs
    19. (You may choose your own topic not found listed here

Pre-course Assignment

Research paper (due first day of class)

Research paper and Presentation:  The student will select a topic, review the appropriate literature and prepare a research paper (that follows APA guidelines). This paper should contain a review of at least 5 articles and/or relevant text material and should include a discussion on why the information is vital for ESL/EFL teachers.  (Please take advantage of Framingham State’s Distance Library services which can be accessed through the course Blackboard site.) The student will present a brief summary of the paper to the class. Handouts are recommended for fellow class members that highlight some of the salient points of the paper with a list of the references. The use of visuals (PowerPoint, etc.) is recommended. Students can work in groups on a particular topic of interest and present a joint, in-class presentation. However, each student will need to submit an individual paper.  The paper should be about 8 pages, double spaced, in length.  Students may select a topic from the list below or choose an original topic. 
Due dates for the oral presentation will be given on the first day of class.

Please check the Blackboard website regarding selection of topics. Students will post their topic on the provided Discussion Board in order to ensure that a wide variety of topics are covered. 
Due date for paper: first day of class.

Suggested Topics

  1. The interrelationship between language and thought
  2. A study of a chosen target language with comparisons to English (including suggestions for ESL/EFL instruction). Consider both linguistic and cultural points
  3. Literacy skills and second language acquisition
  4. Adult second language learning
  5. Interference in second language learning
  6. Language loss in the second language learning process
  7. Pidgins and creoles
  8. A look at Global English: Its history and evolution
  9. Fossilization
  10. Interlanguage
  11. Cognitive benefits of second language acquisition
  12. Evidence based instructional strategies for ESL teaching
  13. Language and the brain
  14. Assessing second language proficiency
  15. Second language learners and learning disabilities
(You may choose your own topic not found listed here)

Course Outline
Class/topic/activities/course text readings/input from other sources           
*Order of content of material may change at the discretion of instructor and additional readings may be assigned.

Class 1

Introduction, Pre-test activity, historical trends and current theories overview
Discussion: SL learning myths, applying theories to instruction     
Readings: Text ch. 1,2     
Sources: Hadley text, (ch. 6)

Class 2
Elaboration of major theories: Behavioral, Cognitive/Neural (PDP, Connectionist) Linguistic (Universal Grammar) Pragmatic-Functional, Socio-Cultural, &Input Hypothesis (Krashen).
Discussion: compare environmentalist and nativist theories, group assignment and theories’ presentation
Readings: Text ch. 1,2 (continued), & 4 & 5
Hadley text, ch. 2

Class 3

Continue with discussion of major theories and their applications
Student presentations

Class 4

First & Second language acquisition: phonology, morphology, syntax, semantics, pragmatics
Discussion of sequences and individual differences and ‘non-language’ influences
Discussion: recount experiences with individual learners
Student presentations
Readings: text ch. 8Sources:  Lightbrown & Spada, ch. 3, Gass & Selinker, ch. 4 & 12

Class 5

What constitutes language proficiency? How is it measured?
Discussion: Proficiency defined in reading, speaking, writing and listening & differentiating SLA and SLD.
Media Class activity: applying MELA-O to rate proficiency of ELLs on video.
Student presentations
Sources: Hadley, ch. 1, and Roseberry-McKibbin. MELA-O, IPT, MEPA.

Class 6
Second Language Acquisition & Linguistics, Universal Grammar
Discussion: typological universals, accessibility hierarchy, markedness, aspect hypothesis. 
Student Presentations
Readings: text ch. 3.
Sources: Lighbrown & Spada, ch. 4, Gass & Selinker, ch. 6 & 7

Class 7

The role of the native language, Contrastive analysis, Error analysis
Discussion: Compare/contrast Korean with EnglishIn class group assignment: Cross linguistic study of other languages
Student Presentations
Sources: Gass & Selinker, ch. 3, Lightbrown & Spada, ch. 4

Class 8

Interlanguage Defined.Discussion and group presentation of interlanguage aspects
Student presentations
Sources: Ellis text on interlanguage and Gass & Selinker, ch 2, 8 ,& 9

Class 9

Socio-cultural perspectives
Discussion: The interrelationship between language and culture, the learner and culture, culture shock, and the need for ethnographical approaches in the educational setting
Media class activity: Understanding the application of the ethnographic interview from video of ELL (adult) from Portugal.
Student presentations
Final exam: Begin presentation of material needed for final exam
Readings: Text, ch. 7,8
Sources: Roseberry-McKibbin, Westby on ethnographical interviewing

Class 10

Application of course content to instruction. Exam current instructional
Approaches, the SIOP model.Discussion: Review approaches students have found effective.
Media/class activity: See application of SIOP model which ties in theory to practice. Review and discuss applications.
Student presentations
Sources:  Lars-Freeman, SIOP materials, Hadley text.

References

Haynes, J. (2007).  Getting started with English Language Learners. ASCD: Virginia

Hadley, A., (2001). Teaching language in context. 3rd ed. Heinle & Heinle.

Ellis, R. (1997). Second language acquisition. Oxford University Press: New Jersey

Gass, S. M. &  Selinker, L. (2001). Second language acquisition, 2nd edition. Lawrence Erlbaum Associates: New Jersey.    

Genesee, F., Paradis, J. & Crago, M. B. (2004). Duallanguage development & disorders. Brooks: Baltimore.

Han, Z (2004).  Fossilization in adult second language acquisition. Multilingual Matters, Ltd: Clevedon.

Brinton, L.J. (2000). Thestructure of modern English. John Benjamins Publishing Company: Amsterdam.

Crystal, D. (1998).  The Cambridge encyclopedia of language, 2nd ed. Cambridge University Press: Oxford.

Berko Gleason, J. & Ratner, N. B. (2008). The development of Language, 7th ed. Allyn & Bacon: Boston.

Lightbrown, P. & Spada, N. (1998).  How languages are learned. Oxford University Press: Oxford.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching, 2nd Ed.Oxford University Press: Oxford.

Roseberry-McKibbin, C. (2002). Multicultural students with special language needs. 2nd ed. Academic Communication Associates.

Websites

http://www.ncela.gwu.edu/  (NCELA clearinghouse)

http://www.mesa.k12.co.us/2003/Departments/ESL/documents/StrategiesforTeachingELLStudentsintheContent_000.pdf

http://teachingtoday.glencoe.com/howtoarticles/english-language-learner-teaching-strategies-that-work

http://teachingtoday.glencoe.com/howtoarticles/english-language-learner-teaching-strategies-that-work

http://www.americaschoice.org/surveyresults?fromSurvey=yes

http://www.schooltube.com/video/49885/Three-Teaching-Strategies-Appropriate-for-use-with-ELL-students  

http://www.ode.state.or.us/teachlearn/conferencematerials/sped/bender_ell.pdf

http://www.greatschools.net/LD/identifying/special-considerations-for-evaluating-ell-students-for-ld.gs?content=1153 

http://learningdisabilities.about.com/od/publicschoolprograms/a/testingeslstudn.htm

http://www.everythingesl.net/inservices/bics_calp.php (everything ESL)

http://www.everythingesl.net/inservices/_long_does_take_learn_english_55843.php

http://www.cal.org/ The Center for Applied Linguistics

http://www.ed.gov/about/contacts/gen/othersites/othered.html

http://www.arts.gla.ac.uk/IPA/fullchart/html (IPA chart-phonology)

http://www.iscribe.org/english  (grammar link)

http://www.Isadc.org/   (The linguistic society of America)

http://www.etni.orgid/grammar.html   (The English Teachers network)

http://iteslj.org/  (Info for EFL teachers)