John Jay College Of Criminal Justice

New Course Proposal, Page

B13

John Jay College of Criminal Justice

The City University of New York

New Course Proposal

When completed, this proposal should be submitted to the Office of the Associate Provost for consideration by the College Curriculum Committee.

1. Department (s) proposing this course: English and Anthropology

2. Title of the course: Introduction to Language

Abbreviated title (up to 20 characters): Intro to Language

3. Level of this course:

___100 Level __X__200 Level ____300 Level ____400 Level

4. Course description as it is to appear in the College bulletin:

(Write in complete sentences except for prerequisites, hours and credits)

This course provides an overview of language analysis and general linguistics, leading to an understanding of how language in the legal process applies these principles. The course discusses the formal properties of language, bilingualism, gender and language use, language and culture, and linguistic issues within the criminal justice system. Students will learn how to use the International Phonetic Alphabet (IPA) to transcribe speech and discuss accents and dialects.

5. Has this course been taught on an experimental basis?

___ No

_X__ Yes: Semester (s) and year (s): Fall 2005

Teacher (s): Professor Effie Cochran

Enrollment (s): 9

6. Prerequisites: ENG 102 or 201, and ANT 101, or PSY 101 or SOC 101 or CRJ 101

7. Number of: class hours__3__ lab hours__0__ credits__3__

8. Brief rationale for the course:

When the Department of English first offered its new course in Forensic Linguistics (ENG 328), it was discovered that students did not have sufficient background knowledge concerning the history of human language and the field of linguistics in general. Therefore, the initial part of the semester was spent on familiarizing students with the principles of language and linguistics. The proposed course will offer that background in general and forensic linguistics using primary sources from the fields of general linguistics, sociolinguistics, and linguistic anthropology, and criminology case studies.

The linguistic principles studied will serve as a good background for the 300–level course in Forensic Linguistics already in the undergraduate bulletin.

Because the course deals with language and linguistics, its benefits extend to students with an interest in other fields dealing with language, especially students seeking degrees in English, Justice Studies, and International Criminal Justice at the undergraduate and graduate levels. Additionally, this new course will support the college’s mission of social justice as discriminatory issues surrounding language and culture intersect all levels of the US justice system. The course will also expand the linguistic expertise of our student body in general and help them acquire a balanced view of social justice as it relates to the judicial process.

9a. Knowledge and performance objectives of this course:

(What knowledge will the student be expected to acquire and what conceptual and applied skills will be learned in this course?)

Students will:

· become aware of the crucial role of language in a variety of settings

· read, analyze, and evaluate research articles in the field

· gain knowledge of accents and regionalisms

· understand formal properties of language (i.e., morphology, phonology, and syntax)

· understand that language use is highly contextual based on social factors

· understand how language shifts and changes over time and place

· be able to use the International Phonetic Alphabet (IPA) for rapid and accurate transcription of speech

· employ critical thinking as they become familiar with applications of linguistic expertise to actual legal cases

· analyze spoken data

· gain awareness of the social and linguistic factors that contribute to discriminatory practices in the US justice system

· gain familiarity with discourse analysis

· understand how languages are acquired and maintained within multilingual/multicultural societies

9b. Information literacy:

(Indicate what sorts of information seeking skills will be enhanced by this course, e.g., use of the internet, access to specialized data bases, literature search skills, etc.)

Students are expected to search for information, narrow their topics, and incorporate them into a 10 to 12 page paper and other research assignments. They will enhance their database research skills through the introduction and use of general and specialized databases. Students will refine their use of more sophisticated techniques for searching article databases such as the use of Boolean logic.

10. Recommended writing assignments:

(Indicate types of writing assignments and number of pages of each type. Writing assignments should satisfy the College’s requirements for writing across the curriculum.)

At least two written reports of 3-5 pages are required when students are scheduled to be discussion leaders of two or three assignments during the semester; submission of two well-conceived typed questions to facilitate discussion due every session; a final 10-12 page paper/project.

11. Will this course be part of any major (s) or program (s)?

_X_ No

___ Yes

12. Is this course related to other specific courses?

___ No

_X__ Yes. Indicate which course (s) and what the relationship will be (e.g., prerequisite, sequel, etc.).

It is a prerequisite for Forensic Linguistics (ENG 328).

13. It is strongly advised to meet with a member of the library faculty before answering question 14.

If this course was taught on an experimental basis, were the existing library, computer, lab or other resources adequate for this course?

_X_ Yes

___ No. With whom has this been discussed? What has been recommended?

It is recommended that that the library acquire the database Language and Linguistic Behavioral Abstracts (LLBA) as a general linguistics resource. We have discussed this and other acquisitions with Professor Maria Kiriakova.

While current resources are adequate, we will be constantly updating them. The library has subscribed to the International Journal of Forensic Linguistics and has purchased a good number of pertinent titles, which they have placed on reserve for the course. In addition, the library subscribes to Forensic Bibliographic Database, Lexis/Nexis, MLA bibliography, and PsychINFO.

If this course was not taught on an experimental basis, are library, computer, lab or other resources necessary for this course? N/A

___No

___Yes. With whom has this been discussed? What has been recommended?

14. Syllabus and bibliography:

Attach a sample syllabus for this course. It should be based on the College’s model syllabus. The sample syllabus must include a week by week or class by class listing of topics, readings, other assignments, tests, papers due, or other scheduled parts of the course. It must also include proposed texts. It should indicate how much various assignments or tests will count towards final grades. (If this course has been taught on an experimental basis, an actual syllabus may be attached, if suitable.) In addition, a bibliography in APA format for this course must be attached to this proposal.

Please see attached.

15. This section is to be completed by the chair (s) of the department (s) proposing the course.

Name (s) of the Chairperson (s): Professor Margaret M. Tabb;

Professor Richard Curtis

Has this proposal been approved at a meeting of the department curriculum committee?

___No _X__Yes: Meeting date: 10/16/08 (English)

02/09/09 (Anthropology)

When will this course be taught? One semester each year, starting Fall 2009

How many sections of this course will be offered? 1 section

Who will be assigned to teach this course? Professors Kimberly Adilia Helmer (English), Effie Papatzikou Cochran (English), and Shonna Trinch (Anthropology).

Is this proposed course similar to or related to any course or major offered by any other department (s)?

_X__ No

___ Yes. What course (s) or major (s) is this course similar or related to?

Did you consult with department (s) offering similar or related courses or majors?

___Not applicable ___No __X_Yes

If yes, give a short summary of the consultation process and results.

The following professors were consulted: Professors Maureen O’Connor, Chair of the Psychology Department; Mangai Natarajan, Administrator of the International Criminal Justice Major; Rosemary Barbaret; Delores Jones-Brown, and James N. G. Cauthen, Administrator of Legal Studies Major; Amie Macdonald of Justice Studies Major.

Will any course be withdrawn if this course is approved?

_X__ No

___ Yes, namely:

Signature (s) of chair of Department (s) proposing this course:

______Date:

Revised: September 15, 2000

Bibliography

Linguistics

Austin, J.L. (1962). How to do things with words. Cambridge, MA: Harvard University Press.

Berk-Seligson, S. (2002). The bilingual courtroom: Court interpreters in the judicial process. Chicago: Chicago U. Press.

Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge, U.K.: Cambridge University Press.

Chomsky, N. (1986). Knowledge of language: Its nature, origin, and use. New York & London: Praeger.

Fromkin, V., Rodman, R., & Hyams, N. (2006). An Introduction to language, (8th Ed.) New York: Thompson & Heinle.

Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.

Pinker, S. (1999). Words and rules: The ingredients of language. New York: Harper Collins.

Searle, J.R. (1969). Speech acts: An essay in the philosophy of language. Cambridge, U.K.: Cambridge University Press.

Tannen, D. (1990). You just don’t understand: Women and men in conversation. New York: Ballantine.

Forensic Linguistics

Baldwin, J.R. & French, P. (1990). Forensic phonetics. London: Pinter Publishers.

Shuy, R.W. (1998). The language of confession, interrogation, and deception. Sage Publications: London, U.K.

Cotterill, J. (2003). Language and power in court: A linguistic analysis of the O.J. Simpson trial. Palgrave: Macmillan.

Coulthard, M. (1994). On the use of corpora in the analysis of forensic texts. International Journal of Speech Language and the Law, 3 (2) 27-43.

Coulthard, M. & Cotterill, J. (2006). Introducing forensic linguistics. London: Routledge.

Eades, D. (1994). Forensic linguistics in Australia: An overview. International Journal of Speech, Language and the Law, 1 (2) 113-132.

Gibbons, J. (1996). Distortions of the police interview revealed by videotape. International Journal of Speech, Language and the Law, 3 (2) 289-298.

Heffer, C. (2005). The language of jury trial: A corpus-aided analysis of legal-lay discourse. Palgrave Macmillan.

Hollien, H. (1990). The acoustics of crime. New York: Plenum.

Olsson, J. (2004). Forensic linguistics: An introduction to language, crime and the law. New York: Continuum.

Schane, S. (2006). Language and the law. New York: Continuum.

Shuy, R.W. (1998). The language of confession, interrogation, and deception. London: Sage Publications.

Shuy, R.W. (2005). Creating language crimes: How law enforcement uses and (misuses) language. Oxford, U.K.: Oxford University Press.

Solan, L. M. (1993). The language of judges. Chicago: Chicago University Press.

Stygall, G. (1994). Trial language: Differential discourse processing and discursive formation. Philadelphia: John Benjamins.

Tiersma. P. M. (1999). Legal language. Chicago: Chicago University Press.

Introduction to Language

ENG 299 Section 01

Fall 2009

Professor: Effie Papatzikou Cochran

Office: Room 745, English Dept., Academic Annex (619 W. 54th Street between 11th and 12th Avenues) / Office phone: (212) 237-8592
Office hours: Tuesdays and Thursdays 12:30 PM-1:45 PM and by appointment / Email:
Classroom: / Class time: 1:55 -3:10 PM
/ Tuesdays and Thursdays

Course Prerequisites

ENG 102 or 201, and ANT 101, or PSY 101 or SOC 101 or CRJ 101

Course Description

Course Objectives—Students will:

· become aware of the crucial role of language in a variety of settings;

· familiarize themselves with the Sapir-Whorf hypothesis of how language can influence (or even dictate thought) and its implication for the legal process;

· read, analyze, and evaluate research articles;

· be able to use the International Phonetic Alphabet (IPA) for rapid and accurate transcription of speech;

· gain knowledge of accents and regionalisms;

· understand formal properties of language (i.e., morphology, phonology, and syntax);

· understand that language use is highly contextual based on social factors;

· understand how language shifts and changes over time and place;

· analyze spoken data;

· gain familiarity with discourse analysis;

· understand how languages are acquired and maintained within multilingual/multicultural societies

· gain awareness of the social and linguistic factors that contribute to discriminatory practices in the US justice system;

· employ critical thinking as they become familiar with applications of linguistic expertise to actual legal cases;

Required Materials

ü Three-ringed binder for final portfolio

ü Copies of your work as needed for class and group discussions

ü Computer discs or flashdrive for storing class writing

ü John Jay email address

Required Texts

O’Grady, W., Archibold, J., Aronoff, M., Rees-Miller, J. (2005). Contemporary

linguistics: An introduction (5th ed.). New York: Bedford/St. Martins.

Vanderweide, T. (2002). Study guide: Contemporary linguistics, an introduction. New

York: Bedford/St. Martin’s.

Supplemental readings will be distributed by the professor and/or downloaded from E-reserves.

The steps for accessing electronic reserves through the library are as follows:

1. Go to URL www.jjay.cuny.edu

2. Scroll down to library to access the library website.

3. Click on “Electronic Reserve.”

4. Click on “Course Reserves Pages.”

5. Click “Course Reserves Pages by Instructor.”

6. Scroll to or type “Cochran” and click view.

7. Click English 299.01

8. Type the password “Cochran” and click accept. All of the reading for the semester will appear.

If you do not have easy access to a computer, there are various places across campus where you can use computers and print. You must plan ahead and do the readings when they are required. Please bring whatever readings we are working on to class with you.

Recommended Texts

Clark, V., Eschholz, P. & Rosa, A. (1998). Language: Readings in language and

culture. New York: Bedford/St.Martin’s. (on reserve)

Fromkin, V., Rodman, R. & Hyams, N. (2006). An introduction to language,