Great Basin College
EDRL 471-Fall 2017
Instructor: Teresa Stauffer, MCML 119 November 20-December 15, 2017
989-619-4207
You are encouraged to email or call with any questions or concerns throughout the course.
Course Title: EDRL 471- Language Acquisition Theory and English Language Development Practices
Credits: 3 Semester Hours
Course Description: Course will address first and second language acquisition; language development universals and differences; English language structure and its particular challenges for the sound language learner; English phonology (sounds), morphology (word formation), syntax (sentence formation), semantics (word meaning), and pragmatics (word choice); grammatical instruction and error analysis; and the writing process for English Language Learners. The course will also include the role of culture in language acquisition, researched-based practices for academic ELD, and approaches and models of instruction. Prerequisite: ENG 102.
Textbook Requirements: None
Course Goals:
-Develop familiarity with the experts and theories of second language acquisition.
-Develop an understanding of linguistics and error analysis and how it can help support language development.
-Develop a personal understanding of the challenges of second language acquisition and how to support reading and writing in English as a Second Language.
Learner Outcomes:
Upon completion of this course, you will be able to:
1. Identify important persons in the history of second language acquisition and understand their contributions.
2. Analyze error patterns in second language learners and understand how to support their language development with WIDA assessments and standards.
3. Reflect on personal language history and what you can glean from your own experiences (culture)
4. Identify how first and second language development are similar and how they are different.
5. Demonstrate your ability to reflect on how language acquisition impacts the individual.
6. Support second language learners in their reading, writing and speaking of English as a Second Language including practices, programs and models of instruction.
Written Assignments:
Breadth and Depth: Demonstrate that you have thought about the topic, and from multiple perspectives. Move beyond simply explaining or describing the concepts you are learning. Analyze the topic and integrate what you already know with what you are learning.
Organization and Logical Development: Guide your readers with an overall purpose or theme that is introduced in the beginning of the paper, developed in the body of the paper and referred to in the conclusion. Paragraphs should be linked together in a logical sequence using transitional sentences.
Clarity: Construct concise and purposeful sentences that make your thinking clear.
Grammar, Punctuation, Spelling: Use correct grammar, punctuation, and spelling. Verbs should agree with their subjects, sentences should be complete, and paragraphs are always more than one sentence long.
Creativity: Be creative. Integrate new concepts and expand on them as fitting with your philosophy.
Other Information:
400 level online coursework requires considerable reading and reflection. Scholarly reading will stimulate inquiry and discovery. Written assignments in this course are intended to encourage and assist you in learning at the 400 level which indicates you are close to graduation.
Academic honesty is expected in this course. All student work must be original and authentic. Any acts of cheating, copying, and/or plagiarizing are violations of the Nevada System's code of conduct and will be taken seriously. Students who cheat, copy another's work, or plagiarize from the Internet or other sources will fail the course regardless of other course work. We will practice, enthusiastically, academic honesty. Plagiarism is adequately discussed universally such that Great Basin College students will know where to turn, if not to their instructor, in the event they feel the need to remind themselves of the myriad details regarding this academic sin and its costs.
DROPPING THE COURSE:
If, for some reason, you feel that you cannot complete the course, you must officially withdraw from the class by the course drop deadline by contacting Admissions and Records at (775)753-2102, and completing the Course Withdraw Form.
Ø Officially withdrawing results in a “W” on your grade report. The “W” is not used in computing your cumulative GPA; it will appear on your transcript and be permanent.
Ø If you do not officially withdraw, your grade will be based on the work you have completed averaged with zeros for work you have not completed.
GRADE APPEALS
Should a student have concerns or complaints about the way grading is handled in this class, she/he should follow the steps of the official review process as stated in the GBC General Catalog. Students should keep their graded work until the end of the semester when final grades are available in case there is any discrepancy in grades.
AMERICANS WITH DISABILITIES ACT (ADA) STATEMENT Great Basin College is committed to providing equal educational opportunities to qualified students with disabilities in accordance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 and Section 504 Rehabilitation Act of 1973. A qualified student must furnish current verification of disability. GBC supports providing equal access for students with disabilities. An advisor is available to discuss appropriate accommodations with students. Please contact the ADA Officer (Julie Byrnes at 775-753-2271 at your earliest convenience to request timely and appropriate accommodations.
Course grade will be based on Participation, Class Assignments, Quizzes, Examsand your Final Project
To determine the final course grade, your individual grades will be calculated on a percentage scale and then recorded as the corresponding grade point value and letter grade as shown below. Grading will use + and - on assignments, tests and the final, recorded grade.
A / 94-100
A- / 90-93
B+ / 87-89
B / 84-86
B- / 80-83
C+ / 77-79
C / 74-76
C- / 70-73
D+ / 67-69
D / 65-66
F / 0-64
Darcy,
STUDY (Read and view) - Your assignment will be to read the attached articles, view the videos, and complete the following topics with the following study link -- you have access free for five days, but it looks like you can have a student account for maybe longer -- so then see what you can complete when you get to the link:
http://study.com/academy/lesson/what-is-language-acquisition-theories-stages-quiz.html
***The most efficient way to view the information needed in this course is to register for your free Student account to complete these videos and sections. There are many more, but these are the ones I would like you to do for this course.
On the right side you should also find these:
Linguistics: Language Development in Children 6:54
Bilingual Education, Immersion & Multicultural Education 6:10
English as a Second Language in the Classroom: Acquisition & Development 7:17
Stages of Language Development: Pre-Linguistic and Symbolic Language 7:49
The effects of Environment and Culture on Language Development 9:29
ASSIGNMENTS TO TURN IN:
1. Write a short paper (3-5 pages) describing what you remember about learning English. You may want to think about your own children and think back to when they were learning to speak.
2. Locate one of the following theorists about language learning and write a 1-2 paragraph about the core of their theory. [Piaget, Skinner, Hockett, or Chomsky] You may research using any online tool.
3. Select one student from your previous experiences in the after school ESL program. Reflect on the time working with them and list with detail the activities you worked on during that time. Then go back over the list of activities with details, describe the progress the student made (if you have details of data without names, that would be fine -- but generally what kind of data did you use to measure the progress), and finally -- define which theory of language development you ascribe most to this list of activities and that you think you agree is your belief in language acquisition theory.
Another reference for brief theory discussion is:
https://charttesl.wordpress.com/2011/01/18/a-discussion-of-language-acquisition-theories/
4. Final Project: Create an electronic presentation that you can use with colleagues about being reflective with developing language. Use resources from this course to cite in your presentation. Expectation 7-10 main topic points (minimum 7 resources) You only need to cite by the following example (author, year if available, mode such as article or video). I do not need an additional references page.
SUBMIT ALL WORK BY ATTACHING TO AN EMAIL TO
Let me know if you have questions at any time. You can easily do this before December 15th.
Teresa