Course Information

Course Description:

This course is designed

1.      to introduce future or in-service language teachers and professionals to a basic understanding of the structure and function of the interrelated systems of syntax, pragmatics, phonetics, phonology, and semantics, both for languages in general and English specifically;

2.      to learn to apply that knowledge to work more effectively with language students;

3.      to acquire the basic analytical skills applied linguists use to investigate new linguistic situations and data as they are encountered in real-world teaching; and

4.      most importantly, to make the participants aware of the vast unconscious linguistic insights they already possess and to help them learn to tap those resources to use in teaching.

Course Objectives:

As a result of completing the course, participants will be able to:

·        understand the central aims, assumptions, and methodologies of modern linguistics;

·        share fundamental truths about language, dialects, and accents with non-language teachers;

·        explore the sounds of human language [phonetics];

·        grasp the basics of the sound system [phonology] of American English;

·        investigate  the lexical structure [morphology] English;

·        analyze the grammar [syntax] of American English;

·        determine how words mean what they mean [semantics];

·        apply  the universals of interactional systems [pragmatics];

·        evaluate the intersection of  time, space, and social class in languages, dialects, and accents [historical linguistics, dialectology and sociolinguistics];

·        consider how language and specifically English intrinsically must be a tool for creating, building, and thwarting cultural identity; and

·        use their linguistic knowledge and skills for practical needs as language teachers.

Prerequisites and Corequisites:

none

Course Topics:

Unit 1 - The foundation of language:  types of knowledge about language; types of grammars [descriptive, prescriptive, teaching]; human and animal communication; types of approaches to describing/explaining language; language universals; language in education; incorporating language into a curriculum

Unit 2 - Phonetics: letters and sounds; International Phonetic Alphabet [IPA];  articulatory and acoustic phonetics; consonants; places of articulation; manners of articulation; voiced and voiceless sounds;  stops; nasals, fricatives; affricates; liquids; essential non-English consonants;  vowels; tongue position; lip rounding; diphthongs; nasalization of vowels; tense and lax vowels; essential non-English vowels; dialect differences; prosodic suprasegmental features; tone languages; predictable errors I; improving pronunciation I

Unit 3 - Morphology: morphemes, inflectional/derivational affixes; word formation; new words and formations; strong, weak, mixed, irregular, and suppletive forms; the little -s: morphology in the language classroom

Unit 4 - Phonology:  phonemic and phonetic; the phonological units of language; the pronunciation of morphemes; the pronunciation of -ed and -s; complementary distribution; unpredictability of phonemic features; the rules of phonology; assimilation rules; dissimilation rules; the function of phonological rules; slips of the tongue; prosodic phonology; syllable structure; word stress; sentence and phrase stress; intonation; phonotactics; lexical gaps; predictable errors II; improving pronunciation II

Unit 5 - Syntax: grammaticality; sentence structure; the syntax of auxiliary verbs in English; sentential ambiguity and synonymy; current approaches to syntax; syntactic knowledge and learning a second language

Unit 6 - Semantics: word meanings; semantic properties; synonyms, antonyms,  homonyms and polysemy;  building antonyms; paraphrase; metaphor;  idioms and collocations; teaching semantic networks

Unit 7 - Pragmatics:  discourse pronouns; deixis; maxims of conversation;  speech acts [locutionary, illocutionary, and perlocutionary]; negative and positive face; presupposition; using and teaching the and a/an with pragmatics

Unit 8 - Sociolinguistics: dialects/accents; regional, social, and ethnic accents/dialects; dialects of English; the "standard"; language purists; banned languages; pidgins and creoles;  African-American Vernacular English [AAVE];  phonology and syntax of AAVE;  euphemisms; language, sex, and gender; working with variation in the classroom

Unit 9 - Language and the brain: the origin of language; language and brain development; the critical age hypothesis; language disorders and the brain; the normal brain; brain research and teaching

Specific Course Requirements:

The course content is divided into nine units of study.  Related reading assignments as well as presentations and articles for each unit will assist in understanding the material.  Assignments are designed to provide relevant information and application of knowledge to the language learning/teaching environment.

The units consist of:

·         reading assignments,

·         exercises from text and online sources,

·         online, web-based mini-research assignments related to teaching,

·         asynchronous discussion via the Discussion Board on examples and problems associated with the topic of each unit.

Graduate students [those enrolled in 5500 or 6500] will be required to complete an intensive analysis of a relevant language community either online or onsite. In order to successfully complete the course, participants should be familiar with specific software applications necessary for linguistic inquiry as well as comfortable working within the online learning environment.

All assignments must be saved in MS Word.  Each participant must keep a backup copy of all work submitted.

The online environment offered via the WebCT site requires that all completed assignments must be uploaded through the course site.  Successful completion of the course depends on the timely completion of assignments as well as adhering to deadlines. 

Textbooks, Supplementary Materials, Hardware and Software Requirements

Required Textbooks:

Please visit the Virtual Bookstore to obtain textbook information for this course:
http://rodp.bkstr.com

Supplementary Materials:

none

Hardware Requirements:

Participants must have sound capability on their computers and either loudspeakers or headphones to listen to sound files.

The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm.

Software Requirements:

The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm.

Real Player and/or Media Player must be installed to hear sound files; Acrobat Reader and Power Point are also necessary. Readers for both can be downloaded for free.

1.      Power point: http://www.microsoft.com/downloads/details.aspx?FamilyID=7C404E8E-5513-46C4-AA4F-058A84A37DF1&displaylang=EN

2.      Acrobat: http://www.adobe.com/products/acrobat/alternate.html

3.      Additionally, all participants must download, install and be able to use a complete IPA font set http://scripts.sil.org/cms/scripts/page.php?site_id=nrsi&id=encore-ipa

Instructor Information

Please see the separate page inside the course to find instructor contact information as well as a statement of virtual office hours and other communication information.

Assessment and Grading

Testing Procedures:

Assessment and participant evaluation consists of individual and collaborative assignments as well as assignments that include: a) traditional exercises, quizzes, and exams, b) developing units of study, and c) creating materials for use in the language learning setting.

Although some of the same assignments will be used for both graduate and undergraduate students, assessment procedures appropriate to each level will be used. Graduate students will be expected to show a deeper analysis of the material and to be able to apply it to educational situations.

Grading Procedure:

Since a variety of types of assignments will be use, a variety of assessment procedures will be use.  The assessment type, grading criteria, and course weight will be given as part of each assignment; graduate and undergraduate students will be assessed differently. Directions for completing all assignments (including Discussion Board exchanges) will be posted on the WebCT course site. 

Assignments are to be uploaded via the WebCT course site; each participant is responsible for keeping a backup copy of all work whether done individually or as part of a group. 

An online grade book will be available to all participants in order to check progress throughout the course. 

Grading Scale:

Grading Scale:  A specific number of points may be earned for each assignment (indicated on the assignment description).  A total of 100 points may be earned for the course.  Although the total number of points is the same, a different value for each common assignment will be given to graduate and undergraduate students. Graduate students will have additional assignments.

90-100 = A; 80-89=B; 70-79=C; 60-69=D

Assignments and Participation

Assignments and Projects:

Undergraduate and Graduate: Participants are expected to complete required assignments as well as take part in Online Discussions.  Course requirements which stress the application of linguistic knowledge include:

·         Unit 1 - Critique prescriptive grammar websites [individual]

·         Unit 2 - Conduct an ESL 'accent' assessment [group]

·         Unit 3 - Prepare lesson plans for teaching a morphological 'problem' [group]

·         Unit 4 - Research the phonology of an appropriate language [group]

·         Unit 5 - Create games to work with English tense/aspect/modality [group]

·         Unit 6 - Collect collocations for ESP contexts [individual]

·         Unit 7 - Critique commercial lesson plans on the/a [group]

·         Unit 8 - Compile annotated list of websites to teach about AAVE [individual]

·         Unit 9 -Draft policy paper on language teaching K-12 [group]

Graduate Students: Language Community Research Project - Each graduate student (those enrolled in 5500/6500) will conduct a semester-long research project on a specific and relevant language community. This project will be worth 10The project will consist of extensive (online) library research into the structure of the languages of a community and how those structures contrast or are similar to American English. The project will also discuss the writing systems, literacy practices, and cultural factors that may help or hinder the community's members in successfully acquiring English as a Foreign or Second Language. In addition to the formal paper, each graduate student will prepare (with the assistance of the instructor) an online poster presentation for the class.

Class Participation:

In addition to "text-based" curriculum unit assignments, each participant must actively participate in Topic Discussion Forums.  In the online learning environment, the Discussion Forums serve to enhance sharing, exploration, and discussion.

Punctuality:

Participants are expected to adhere to assignment due dates provided when the assignment is given/released. Participants should assume that they will have something due each week.

Course Ground Rules

Participants are expected to work actively within the framework of the Discussion Forums and to adhere to assignment deadlines.  Participants are also expected to work collaboratively (as assigned).  In addition, participants must become familiar with the WebCt format, navigation, and teleresearch. Participants are expected to use the WebCT site to communicate with each other and in contacting the instructor.  Campus email accounts and addresses will be the primary source of communication as opposed to personal email addresses.  Any technical problems should be reported immediately the instructor or the RODP staff.

Guidelines for Communications

Email:

• Remember to include a subject line
• Keep in mind that comments may be taken by some to be inappropriate.  Remember to be cordial and collegial at all times
• Use standard fonts
• If sending large files, please do so through the WebCT site and not via email attachments
• Avoid special formatting
• Respect the privacy of others
• Be clear and concise with questions and feel free to discuss assignments and course requirements with others
• Assume that all messages are sent in good faith and are well meaning unless someone says, "I am now going to insult you."

Discussion Groups:

• Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
• Try to maintain threads by using the "Reply" button rather starting a new topic.
• Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other's ideas.
• Be patient and read the comments of other group members thoroughly before entering your remarks.
• Respond in a thoughtful and timely manner.
• Be sure to read the directions carefully before posting
• If your response requires a good amount of text, save your response in MS Word, then paste to the Discussion Forum response
• Always maintain a professional manner with regard to responding
• Remember:  If you would not respond in person in a certain manner, then it is inappropriate to do so online
• Work collaboratively as directed and be courteous to your discussion leader
• Please adhere to posting deadlines

Chat:

• Introduce yourself to the other learners in the chat session.
• Be polite. Choose your words carefully. Do not use derogatory statements.
• Be concise in responding to others in the chat session.
• Be prepared to open the chat session at the scheduled time.
• Be constructive in your comments and suggestion

Web Resources:

• Columbia Guide to Online Style by Janice R. Walker and Todd Taylor
• Citation Styles Online http://www.bedfordstmartins.com/online/cite6.html

Helpful web sites will be posted with each unit.  Remember that these are there to assist you in completing assignments.  You do not have to read through each article, resource, or site in order to successfully complete assignments, but rather refer to the materials as needed.

Library

The Tennessee Virtual Library is available to all students enrolled in the Regents Degree Program. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading must be included in all courses.

Students With Disabilities

If you have a disability that may require assistance or accommodation, or if you have any questions related to accommodations testing, note takers, etc., please email me with that concern as soon as possible.  Participants may also contact the Office of Disabled Students Services (901.678.2880) at the University of Memphis with questions about such services.  If UofM is not your home institution, please contact your own university for additional assistance.

Syllabus Changes

The instructor reserves the left to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.

Technical Support

Telephone Support:

If you are having problems logging into your course,
timing out of your course, using your course web site tools, or other technical problems, please contact the AskRODP Help Desk by calling

1-866-550-7637 (toll free)

or go to the AskRODP website at:

http://help.rodp.org