Course Description
Advanced language study based on TESOL national standards for teacher preparation. Students will acquire a working knowledge of systemic functional linguistics (e.g., relationship of text/context; analysis of field, tenor, and mode in oral and written texts). They will also explore how this socio-cultural approach differs from other linguistic approaches.
Athena Title
ED LING
Equivalent Courses
Not open to students with credit in ELAN 7501
Prerequisite
Permission of department
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Course Objectives
Students will learn to: 1. Apply knowledge of developmental and contrastive phonology to identify difficult aspects of English pronunciation for their students, noting how ESOL students’ L1 and identity may affect their English pronunciation. 2. Develop contextualized activities to assist ESOL students in recognizing, using, and acquiring the English sound system, thus enhancing oral skills. 3 Incorporate a variety of instructional techniques to assist ESOL students in developing phonemic awareness as well as other reading skills. 4. Apply knowledge of developmental and contrastive morphology to facilitate ESOL students’ acquisition of English oral and literacy skills. 5. Design contextualized activities to provide input and practice of patterns of English word formation. 6. Understand the system of semantics and have reasonable expectations for ESOL students’ semantic and lexical development. 7. Recognize differences in vocabulary used in spoken and written contexts in English and can identify key content vocabulary in academic subject areas. 8. Understand how cognates and false cognates, idioms, and other non-literal expressions can affect ESOL students’ understanding and acquisition of spoken and written English. 9. Apply knowledge of how meaning is constructed in English to assist ESOL students to develop and use a wide range of vocabulary in English. 10. Design instructional activities to help ESOL students to understand and use vocabulary appropriately in spoken and written language. 11. Provide ESOL students with timely input and sufficient contextualized practice, with particular attention to semantic and thematic groupings of new vocabulary, idioms, cognates, and collocations. 12. Help ESOL students develop effective strategies for acquiring and using vocabulary in English meaningfully in spoken and written form. 13. Design contextualized instruction to help ESOL students understand, notice, use, acquire, and practice English syntactic structures. 14. Draw on their knowledge of developmental and contrastive aspects of English syntax to systematically build ESOL students’ ability to use English syntactic structures. 15. Recognize and teach syntactic structures that ESOL students must understand and use to communicate effectively in spoken and written form in a variety of situations and academic content areas. 16. Help ESOL students understand how context affects the use and form of oral and written communication by providing models and practice with focused feedback. 17. Design contextualized instruction using formal and informal language to assist ESOL students in using and acquiring language for a variety of purposes. 18. Build on English dialects that ESOL students bring to the classroom to help them extend their linguistic repertoire in English. 19. Locate and use resources that describe the specific linguistic traits of English and of their ESOL students’ home languages. 20. Allow ESOL students to use their home language to facilitate their understanding or participation in class. 21. Understand the importance of ESOL students’ home language and encourage families to use their strongest language with their children at home. 22. Whenever possible, use the home language as a foundation and resource for learning English in the classroom through bilingual aides, families, and volunteer support. 23. Provide regular opportunities for ESOL students to read, learn, and express themselves in their home language in class. 24. Use the home language in the classroom to support literacy and content learning. 25. Understand and monitor patterns in ESOL student language errors and design instructional activities to meet learners’ needs at appropriate times. 26. Provide individual, focused feedback appropriate to learners’ needs.
Topical Outline
1. Phonology and ESOL applications 2· Morphology and ESOL applications 3· Syntax and ESOL applications 4· Semantics and ESOL applications 5· Pragmatics and ESOL applications 6· World English varieties and dialect variation 7· Contrastive Analysis 8· Home Languages as a Foundation for learning English
Syllabus
Public CV