COLLEGE OF EDUCATION
DEPARTMENTAL COURSE SYLLABUS
SECONDARY EDUCATION
The College of Education is dedicated to the ideas of Collaboration, Academic Excellence, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the Conceptual Framework, visit: www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html
1. Course Prefix and Number: TSL 5242
2. Course Title: Language Principles, Acquisition, and Assessment for Teaching ELLs
3. Regular Instructor(s): Dr. Adam Schwartz
4. Course Prerequisites (if any): ESOL 1 & 2
5. Course Description: This course provides an overview of the components of language, linking them to methods and techniques of providing comprehensible instruction to English Language Learners (ELLs). Designed for preservice and in-service teachers, this course supports the development of professional literacy skills geared toward appropriate pedagogical practices for the instruction of ELL students in the United States.
6. Course Goals and 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
7. Content Outline:
Developing an Understanding of Language, Sociolinguistics, and Culture
1.1 Language use across America
1.2 Language as a social, economic and political tool
1.3 Code-switching and transfer
1.4 Learned versus chosen linguistic features
1.5 Accents in, usage of and factors for language development
1.6 Influence of L1 and non-L1 factors in language development
1.7 Local, regional, and international variation
1.8 Implications for stereotyping and prejudice
1.9 Language acquisition theories and language universals
Understanding and Appreciating the Abilities in Pragmatics, Discourse and Paralanguage
2.1 Pragmatics, discourse and paralanguage and their meanings
2.2 Native-like pragmatic competence in American cultural context
2.3 Oral and written discourse similarities and differences
2.4 Features of American English discourse
2.5 Identifying American gestures, body movement and vocal features
2.6 Features of first and second language acquisition of pragmatics, discourse and paralanguage
Synthesizing and Articulating the Meaning Contained in English Words, Phrases and Sentences through Semantics
3.1 Semantics and its meaning
3.2 English words and their denotations and connotations
3.3 Philosopher’s contributions to meaning
3.4 Linguistics contributions to meaning
3.5 Phrasal verbs and other English peculiarities
3.6 Features of first and second language acquisition of semantics
Developing an Understanding of Underlying Structures in Language through Syntax
4.1 Syntax and its meaning
4.2 Word order in phrases and sentences
4.3 Syntactic ambiguity
4.4 Tree diagrams for representing syntactic structure
4.5 Transformations in American English-passive, questions or negatives
4.6 The five phrases and their underlying structure (specifiers, head and complements)
4.7 Features of first and second language acquisition of syntax
Understanding Morphology and How Words are Formed Using Morphemes
5.1 Morphology and its meaning
5.2 Morphology, word formation processes and morphemes
5.3 Morpheme types and uses in American English
5.4 The eight inflectional morphemes in American English
5.5 Distinguishing bound from free and lexical from functional morphemes
5.6 Affixes, prefixes, suffixes and in-fixes in American English
5.7 Features of first and second language acquisition of morphology
Synthesizing and Articulating the Sound System for English through Phonology
6.1 Phonology, Phonetics as sound systems
6.2 The sounds of American English
6.3 Place of articulation and manner in producing sounds
6.4 Tongue placement, height and tense
6.5 The International Phonetic Alphabet (IPA)
6.7 Spelling, sounds and phonology
6.8 Errors, difficulties and challenges in American English sound production
6.9 Features of first and second language acquisition of phonology
Integrating Linguistics into Unit Planning for ELLs and Analysis of an ELL’s Language
7.1 Linguistic implications for oral and written production and assessment
7.2 Impact of linguistic knowledge on teaching, direct instruction and lesson planning
7.3 Linguistic analysis of LEP characteristics, samples, knowledge, and avoidance strategies
7.4 Demonstrate comprehension of the subfields of linguistics through application, definition and description of social and classroom contexts
7.5 Analysis of authentic oral and written language of ELL students (from video or audio samples and written samples of student writing)
7.6 Develop a case study describing an ELL’s linguistic competence, literacy development and American cultural competency
7.7 Develop lesson plans and assessment measures for a common theme with appropriate instructional modifications for ELLs.
7.8 Develop appropriate interventions, tools, plans and assessments
7.9 Observe differences and exceptionalities in production errors such as metathesis, additions, omissions, malapropisms and perception.
8. Evaluation of Student 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.
Grading Scale: The final grade will be based on the following 100 percent scale:(a) Analysis of an ELL (CT)*
(b) ESOL Infused Unit Plan (CT)*
(c) Performance Tests
(d) Activities
(e) Quizzes / (25%)
(25%)
(20%)
(15%)
(15%)
*NCATE Core Task for course – submit to Chalk and Wire
Note: All assignments must be completed on time to receive full credit.
The following assignments will be assessed by the corresponding Florida Educator Accomplished Practices and ESOL Standards.
1 Analysis of an ELL (25%). You will work throughout the semester to compile an analysis of an English language learner. Look for all details within the “Content Modules” section in BB. This assignment should be submitted to Chalk and Wire (see the C&W policy below).
2 ESOL Infused Unit Plan (25%). Another ongoing project given the same weight as the ELL analysis. Look for all details within the Content Modules section in BB. This assignment will also be submitted to Chalk and Wire (see the C&W policy below).
3 Performance Tests (20%). A midterm and final activity covering course material will be given. The midterm will consist of multiple choice, open-ended and/or essay questions. The final activity will require students to rely on their cumulative knowledge of the course content. You must achieve a 70% on the midterm exam to successfully complete the course.
4 Activities (15%). Students will be completing various activities that relate to the topics covered in this course. Certain activities may be done alone and others in pairs or groups; I will try to design activities so that you have a choice of either working by yourself or with others. All activities must be completed to receive the final ESOL check-off sheet.
5 Quizzes (15%). These will be given on selected weeks. See tentative course outline. All quizzes must be completed to receive the final ESOL check-off sheet.
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.
9. Grading Criteria:
All course assignments, book chapter reviews, and the paper and projects will need to meet the following criteria:
· Demonstration of understanding of the principles of the course through their appropriate application
· Creativity and/or critical thinking
· Thoroughness and accuracy
· Use of proper APA form for any citations
Final Grades will be assigned using the following standard:
Grade / Point Value / Score / Grade / Point Value / Score / Grade / Point Value / ScoreA+ / 4.00 / 100-97% / A / 4.00 / 96-93% / A- / 3.67 / 92-90%
B+ / 3.33 / 89-87% / B / 3.00 / 86-83% / B- / 2.67 / 82-80%
C+ / 2.33 / 79-77% / C / 2.00 / 76-73% / C- / 1.67 / 72-70%
D+ / 1.33 / 69-67% / D / 1.00 / 66-63% / D- / .67 / 62-60%
F / 0 / 59%- lower
10. Textbook(s) and Readings:
Required Text: “Linguistics for Educators - A Practical Guide.” 2nd Ed. Steven Landon West.
Required Course Packet : The ESOL 3 packet is available through Pro-Copy, 5219 E. Fowler Ave, phone: 988-5900.
11. USF Policies:
a. ADA Statement: Students in need of academic accommodations for a disability may consult with the office of Students with Disabilities Services to arrange appropriate accommodations. Students are required to give reasonable notice prior to requesting an accommodation. Contact SDS at 974-4309 or www.sds.usf.edu
b. Academic Dishonesty: Plagiarism is defined as “literary theft” and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. 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. “Detection of Plagiarism: The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit assignments to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through my USF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized. For more information about SafeAssignment and plagiarism, go to http://www.c21te.usf.edu and click on Plagiarism Resources. For information about plagiarism in USF’s undergraduate catalogue, go to: http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism “
c. ESOL & Florida Accomplished Practices (FAP) Requirements (for ESOL-infused courses and other courses where assignments need to be collected by students to complete their portfolios): Please note certain assignments are marked (e.g., AP4 and 8, and/or ESOL22) or (*) and should be saved once graded, as appropriate documentation for one or more of the Florida Accomplished Practices/ESOL Performance Standard.
d. All 3 ESOL courses can be completed on any Campus, but submissions must be signed off for graduation at the home campus.
e. USF Policy on Religious Observances All students, faculty, and staff within the USF System have a right to expect reasonable accommodation of their religious observances, practices and beliefs.
The USF System will, at the beginning of each academic term, provide written notice of the class schedule and formal examination periods. The USF System, through its faculty, will make every attempt to schedule required classes and examinations in view of customarily observed religious holidays of those religious groups or communities comprising the USF System’s constituency.
Students are expected to attend classes and take examinations as determined by the USF System. No student shall be compelled to attend class or sit for an examination at a day or time prohibited by his or her religious belief. However, students should review the course requirements and meeting days and times to avoid foreseeable conflicts, as excessive absences in a given term may prevent a student from completing the academic requirements of a specific course.
Students are expected to notify their instructors at the beginning of each academic term if they intend to be absent for a class or announced examination, in accordance with this policy. Students absent for religious reasons, as noticed to the instructor at the beginning of each academic term, will be given reasonable opportunities to make up any work missed. In the event that a student is absent for religious reasons on a day when the instructor collects work for purposes of grading (homework, pop quiz, etc.), the student shall be given a reasonable opportunity to make up such work or shall not have that work averaged into the student's grade at the discretion of the instructor.
Any student who believes that he or she has been treated unfairly with regard to the above may seek review of a complaint through established USF System Academic Grievance Procedures (found in the Graduate and Undergraduate Catalogs) and those provided by the University's Office of Diversity and Equal Opportunity.
f. 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.
College of Education’s Conceptual Framework
The College of Education CAREsThe College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the Conceptual Framework, visit: www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html
Attachment I
COLLEGE OF EDUCATION
DEPARTMENTAL COURSE SYLLABUS
ATTACHMENT I
1. Rationale for Setting Goals and Objectives:
Appropriate and effective schooling of LEP students is a major concern for all State Boards of Education, other educators, parents, and students in the United States, but a particularly critical one for the state of Florida. Florida, like California and Texas, has a significant number of LEP students enrolled in its public schools today and this number keeps growing. Educating these students so that they are equipped with the knowledge and skills needed to be productive citizens, i.e. possessing higher levels of language, math, and reasoning skills, is most important if Florida (and the United States) intends to grow and be competitive in a global economy. The fact that a number of LEP students tend to drop out of school must be taken into consideration and addressed, and one effective way of doing so is to educate better, that is, make school a more meaningful and academically and socially rewarding place for LEP students.