logo_slogan_bw_med

 

English Language Learner: Linguistics

 

Instructor Name:          Dr. Karen Lea

Phone:                         509-891-7219

Office Hours:               8 a.m. to 5 p.m. PST Monday - Friday

Email:                          karen_lea@virtualeduc.com

Address:                      Virtual Education Software

                                    16201 E Indiana Ave, Suite 1450

                                    Spokane, WA 99216

Technical Support:       support@virtualeduc.com

                                                                                                                                                                                   

English Language Learner: Linguistics was written to help teachers understand concepts and terms related to educating students whose first language is not English. This course discusses how to understand theoretical foundations of linguistics and how to apply the knowledge and skills in linguistics in ELL classrooms and content classrooms.

 

This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer.  Technical support information can be found in the Help section of your course.

                                                                                                                                                                                   

Course Materials (Online)

Title:                English Language Learner: Linguistics

Instructor:       Dr. Karen Lea

Publisher:        Virtual Education Software, inc. 2020

                                                                                                                                                                                   

Academic Integrity Statement

The structure and format of most distance-learning courses presume a high level of personal and academic integrity in completion and submission of coursework. Individuals enrolled in a distance-learning course are expected to adhere to the following standards of academic conduct.

 

Academic Work

Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.

 

Aiding Honesty in Others

The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.

 

Violation of these academic standards will result in the assignment of a failing grade and subsequent loss of credit for the course.

                                                                                                                                                                                   

Level of Application

This course is designed as an informational course for K–12 teachers, administrators, parents, and related service personnel. Information discussed is designed to help you better understand linguistics.

                                                                                                                                                                                   

Expected Learning Outcomes

As a result of taking this course, participants will be able to demonstrate their ability to:

1.       Understand the origins, structure, and development of language and its application to other areas of humanistic and scientific knowledge.

2.       Understand the general characteristics of the structure of language, including its phonological sound system, word structure, and phrase and sentence patterns.

3.       Identify the terminology used to describe and analyze the structure and systems of language.

4.       Identify basic principles of linguistic theory.

5.       Consider linguistic diversity a wealth, not a problem.

                                                                                                                                                                       

Course Description

Information provided in this course has been divided into four chapters, which should be completed in the order in which they are presented in the program. Once you have completed these four chapters, you should have a better understanding of linguistics. This course will give you the knowledge and skills to create morphological trees and use the International Phonetic Alphabet. This course will include discussions on phonetics, phonology, morphology, syntax, semantics, and pragmatics.

You are strongly encouraged to read additional journal articles, books, and research materials outside the course material to gain a better understanding of current issues related to educating students who are learning English as a second language.

 

Chapter 1: What Is Linguistics?

This chapter focuses on the science and principles of linguistics, including sociolinguistics, pragmatics, structural linguistics, systemic-functional linguistics, discourse analysis, text linguistics, deep grammar, and current trends.

 

Chapter 2: Phonology & Phonetics

Chapter 2 focuses on the knowledge and skills of phonology, phonetics, phonemes, the International Phonetic Alphabet, and best practices in the classroom.

 

Chapter 3: Morphology, Semantics, Pragmatics

This chapter focuses on morphology, semantics, pragmatics, and instructional methods for teaching these in the ELL classroom and the content classroom.

 

Chapter 4: Syntax & Pragmatics

This chapter focuses on syntax, pragmatics, and instructional methods for teaching these in the ELL classroom and the content classroom.

                                                                                                                                                                       

Student Expectations 

As a student you will be expected to:

·         Complete all four information sections showing a competent understanding of the material presented in each section.

·         Complete all four section examinations, showing a competent understanding of the material presented.  You must obtain an overall score of 70% or higher, with no individual exam score below 50%, and successfully complete ALL writing assignments to pass this course. *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.

·         Complete a review of any section on which your examination score was below 50%.

·         Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.

·         Complete all course journal article and essay writing assignments with the minimum word count shown for each writing assignment.

·         Complete a course evaluation form at the end of the course.

                                                                                                                                                                                   

Examinations

            At the end of each course section, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score.  After your third attempt, each examination will lock and not allow further access.  The average from your exam scores will be printed on your certificate.  However, this is not your final grade since your required writing assignments have not been reviewed.  Exceptionally written or poorly written required writing assignments, or violation of the academic integrity policy in the course syllabus, will affect your grade.  As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.

                                                                                                                                                                                   

Writing Assignments

All assignments are reviewed and may impact your final grade.  Exceptionally or poorly written assignments, or violation of the Academic Integrity Policy (see course syllabus for policy), will affect your grade. Fifty percent of your grade is determined by your writing assignments, and your overall exam score determines the other fifty percent.  Refer to the Essay Grading Guidelines which were sent as an attachment with your original course link. You should also refer to the Course Syllabus Addendum which was sent as an attachment with your original course link, to determine if you have any writing assignments in addition to the Critical Thinking Questions (CTQ) and Journal Article Summations (JAS).  If you do, the Essay Grading Guidelines will also apply.

 

Your writing assignments must meet the minimum word count and are not to include the question or your final citations as part of your word count.  In other words, the question and citations are not to be used as a means to meet the minimum word count.

 

Critical Thinking Questions

There are four CTQs that you are required to complete. You  will need to write a minimum of 500 words (maximum 1,000) per essay. You should explain how the information that you gained from the course will be applied and clearly convey a strong understanding of the course content as it relates to each CTQ.   To view the questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will bring up a screen where you may enter your essay.  Prior to course submission, you may go back at any point to edit your essay, but you must be certain to click SAVE once you are done with your edits.

 

You must click SAVE before you write another essay or move on to another part of the course.

Journal Article Summations

You are required to write, in your own words, a summary on a total of three peer-reviewed or scholarly journal articles (one article per JAS), written by an author with a Ph.D., Ed.D. or similar, on the topic outlined within each JAS section in the “Required Essays” portion of the course  (blogs, abstracts, news articles or similar are not acceptable). Your article choice must relate specifically to the discussion topic listed in each individual JAS. You will choose a total of three relevant articles (one article per JAS) and write a thorough summary of the information presented in each article (you must write a minimum of 200 words with a 400 word maximum per JAS). Be sure to provide the URL or the journal name, volume, date, and any other critical information to allow the facilitator to access and review each article. 

 

To write your summary, click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A writing program will automatically launch where you can write your summary. When you are ready to stop, click SAVE.  Prior to course submission you may go back at any point to edit your summaries but you must be certain to click SAVE once you are done with your edits. For more information on the features of this assignment, please consult the HELP menu.

 

You must click SAVE before you write another summary or move on to another part of the course.

                                                                                                                                                                                   

Instructor Description

Karen Lea holds a Ph.D. in education. Dr. Lea has fifteen years’ experience teaching at the K-12 level and another fourteen years’ experience teaching education courses at the undergraduate and post-graduate level. Currently she is a coordinator for a cadre of instructional developers and project manager for aerospace online training. Dr. Lea has been professionally published over fifteen times and has served on over a dozen panels and boards, including serving on the NCATE (CAEP) Board of Examiners.

                                                                                                                                                                                   

Contacting the Instructor

You may contact the instructor by emailing karen_lea@virtualeduc.com or by calling (509) 891-7219 Monday through Friday. Calls made during office hours will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per day, given that this is a self-paced instructional program. Please do not contact the instructor about technical problems, course glitches, or other issues that involve the operation of the course.

                                                                                                                                                                                   

Technical Questions

If you have questions or problems related to the operation of this course, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your course.

 

If you need personal assistance then email support@virtualeduc.com or call (509) 891-7219.  When contacting technical support, please know your course version number (it is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at the time of your call. 

                                                        

Minimum Computer Requirements

Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.

                                                                                                                                                                                   

 

Refer to the addendum regarding Grading Criteria, Course Completion Information, Items to be Submitted and how to submit your completed information. The addendum will also note any additional course assignments that you may be required to complete that are not listed in this syllabus.

                                                                                                                                                                                   

Bibliography (Suggested Reading)

Akmajian, A., Farmer, A. K., Bickmore, L., Demers, R. A., & Harnish, R. M. (2017). Linguistics: An introduction to language and communication. Cambridge, MA: Massachusetts Institute of Technology.

All About Linguistics. (2018). Branches of Linguistics. http://all-about-linguistics.group.shef.ac.uk/branches-of-linguistics/syntax/

All About Linguistics. (2018). What does semantics study? http://all-about-linguistics.group.shef.ac.uk/branches-of-linguistics/semantics/what-does-semantics-study/

Anderson, C. (2018). Essentials of linguistics. Pressbooks. https://essentialsoflinguistics.pressbooks.com/front-matter/introduction/

Anderson, S. R. (2019). Morphology. Encyclopedia of cognitive science. https://cowgill.ling.yale.edu/sra/morphology_ecs.htm

Antunez, B. (2018). English language learners and the five essential components of reading instruction. Reading Rockets. http://www.readingrockets.org/article/english-language-learners-and-five-essential-components-reading-instruction

Arntsen, T. (2018). How to teach prepositions of place (8 simple steps). Busy Teacher. https://busyteacher.org/3630-how-to-teach-prepositions-of-place.html

Balthazar, C. H., & Scott, C. M. (2018). Targeting complex sentences in older school children with specific language impairment: Results from an early-phase treatment study. Journal of Speech Language and Hearing Research61(3), 713–728. doi:10.1044/2017_JSLHR-L-17-0105

Beare, K. (2018). Intonation and stress in English: How intonation and stress will improve your pronunciation. ThoughtCo. https://www.thoughtco.com/intonation-and-stress-in-english-1212070

Beare, K. (2018). How to teach pronouns. ThoughtCo. https://www.thoughtco.com/how-to-teach-pronouns-1212115

Beare, K. (2018). A short guide to punctuation. ThoughtCo. https://www.thoughtco.com/guide-to-punctuation-1210356

Bishop, M. (2019). Defying description: 10 fun ways to teach adjectives. Busy Teacher. https://busyteacher.org/18397-how-to-teach-adjectives-10-fun-ways.html

Burton, S., Déchaine, R.-M., & Vatikiotis-Bateson, E. (2012). Linguistics for dummies. Ontario, Canada: John Wiley.

Calvo, X. P. (2017). Dealing with linguistic diversity in the classroom: A challenge for teachers. Making Literacy Meaningful. http://euliteracy.eu/dealing-with-linguistic-diversity-in-the-classroom-a-challenge-for-teachers/

Chou, E. (2019). 5 quick and fun verb games to liven up your ESL classroom. FluentU. https://www.fluentu.com/blog/educator-english/esl-verb-tenses-games-for-the-classroom/

Cleary, M. N. (2014). The wrong way to teach grammar. The Atlantic. https://www.theatlantic.com/education/archive/2014/02/the-wrong-way-to-teach-grammar/284014/

Collier, C. (2010). Asking the right questions: RTI and ELLs. Colorincolorado. http://www.colorincolorado.org/article/asking-right-questions-rti-and-ells

Crossman, A. (2017). Sociolinguistics. https://www.thoughtco.com/sociolinguistics-3026278

Crystal, D. (2008). Dictionary of linguistics and phonetics (6th ed.). Hong Kong: Blackwell.

Davies, E. C. (2014). A retrospective view of systemic functional linguistics, with notes from a parallel perspective. Functional Linguistics, 1(4). doi:10.1186/2196-419X-1-4

Donnchaidh, S. M. (2019). 9 ESL vocabulary activities to build up your students’ word stores. FluentU. https://www.fluentu.com/blog/educator-english/esl-vocabulary-activities/

Dyslexia. (2019). Morphological awareness: The power of morphology. http://dyslexiahelp.umich.edu/professionals/dyslexia-school/morphological-awareness

Ebbers, S. (Pub.). (2010). A morphological approach for English language learners. Vocabulogic: Bridging the Verbal Divide. https://vocablog-plc.blogspot.com/2010/08/morphological-approach-for-english.html

Eble, C. (2018). What is sociolinguistics? Sociolinguistics basics. http://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/

EbtBlue. (2017). Ideas for teaching parts of speed to English language learners. A World of Language Learners. https://aworldoflanguagelearners.wordpress.com/2017/12/16/ideas-for-teaching-parts-of-speech-to-english-language-learners/

ELLO. (2019). Penelope Brown and Stephen Levinson’s politeness theory. http://www.ello.uos.de/field.php/Pragmatics/PragmaticsPolitenessTheory

Emmiesahlan. (2019). Dynamic directions: Exciting ways to teach ESL students prepositions. FluentU. https://www.fluentu.com/blog/educator-english/teaching-prepositions-esl/

EnglishClub. (2018). Tips for teaching prepositions. https://www.englishclub.com/efl/tefl-articles/tips-for-teaching-prepositions/

ESOL. (2018). Verb story. ESOL online. http://esolonline.tki.org.nz/ESOL-Online/Planning-for-my-students-needs/Resources-for-planning/ESOL-teaching-strategies/Writing/Verb-story

Estrella, O. (2018). Fun activities to teach pronouns: First grade style. Bright Hub Education. https://www.brighthubeducation.com/lesson-plans-grades-1-2/103184-first-grade-activities-that-teach-pronouns/

Everyday ESL. (2018). Basic English grammar for the ESL teacher: Noun edition. https://everydayesl.com/blog/basic-english-grammar-nouns

Farrell, L. (2010). The difference between diphthongs and diagraphs. The Center for Development & Learning. http://www.readsters.com/wp-content/uploads/DigraphDiphthongDifference.pdf

FIS. (2018). Polysemy: A guide to learning English. http://esl.fis.edu/teachers/support/vocabPoly.htm

Florida Department of Education. (2018). Literacy for learning in the content areas. http://www.fldoe.org/academics/standards/subject-areas/literacy/language-and-style.stml

Fulcher-Rood, K., Castilla-Earls, A. P., & Higginbotham, J. (2018). School-Based speech-language pathologists' perspectives on diagnostic decision making. American Journal of Speech-Language Pathology, 1–17. doi:10.1044/2018_AJSLP-16-0121

Gallagher, K. L. (2016). 3 best practices for teaching English language learners. Getting Smart. https://www.gettingsmart.com/2016/03/3-best-practices-for-teaching-english-language-learners/

Geikhman, V. (2018). Intonation for English learners: When to change it and how to learn it. FluentU. https://www.fluentu.com/blog/english/english-intonation/

Gick, B., Wilson, I., & Derrick, D. (2013). Articulatory phonetics. Boston, MA: Wiley-Blackwell.

Gorman, B. K. & Kester, E. S. (2013). Phonological patterns of the English language learner. https://bilinguistics.com/wp-content/uploads/2013/01/abad_1001.pdf

GrammarBlog. (2018). Adverbs. [Blog post]. https://www.grammarly.com/blog/adverb/

Grammar Monster. (2019). What are prepositions? https://www.grammar-monster.com/lessons/prepositions.htm

Gussenhoven, C., & Jacobs, H. (2017). Understanding phonology (4th ed.). London, UK: Routledge, Taylor & Francis Group.

Hamawand, Z. (2011). Morphology in English: Word formation in cognitive grammar. New York, NY: Continuum International.

Hébert, L. (n.d.). The functions of language. Signo: Theoretical semiotics on the web. http://www.signosemio.com/jakobson/functions-of-language.asp

Hilliard, A. (2017). Twelve activities for teaching the pragmatics of complaining to L2 learners. https://americanenglish.state.gov/files/ae/resource_files/etf_55_1_p02-13.pdf.

Himmel, J. (2013). Language objectives: The key to effective content area instruction for English learners. Colorincolorado. http://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners

Horn, L. R., & Ward, G. (2006). The handbook of pragmatics. Malden, MA: Blackwell.

Ideas.Ted.Com (2014). 20 words that once meant something very different. https://ideas.ted.com/20-words-that-once-meant-something-very-different/

Ielanguages. (2019). What is semantics? https://ielanguages.com/semantics.html

Ingold, R. (2017). Language, Winnie-the-Pooh, and how linguistics can help you. Nativas. https://learningandteaching-navitas.com/language-winnie-pooh-linguistics-can-help/

International Phonetic Association. (2018). LinkedIn. https://www.linkedin.com/company/international-phonetic-association/

IPA Chart. (n.d.). The International Phonetic Alphabet and the IPA chart. http://www.internationalphoneticassociation.org/content/ipa-chart

Irujo, S. (2018). What does research tell us about teaching reading to English language learners? Reading Rockets. http://www.readingrockets.org/article/what-does-research-tell-us-about-teaching-reading-english-language-learners

ISFLA. (2018). What is systemic-functional linguistics? http://www.isfla.org/Systemics/definition.html

Joki, K. (2016). Confusing sentences that actually make sense. [Blog post]. Grammarlyblog. https://www.grammarly.com/blog/confusing-sentences-actually-make-sense/

Jones, C. (1989). A history of English phonology. New York, NY: Routledge, Taylor and Francis Group.

K12Reader. (2018). Best practices in phonics instruction. https://www.k12reader.com/best-practices-in-phonics-instruction/

Kahn, D. (2015). Syllable-based generalizations in English phonology. London, UK: Routledge, Taylor & Francis Group.

Kinsley, J. (2018). Saussaure’s basic principles of structural linguistics. Omniglot. https://www.omniglot.com/language/articles/structurallinguistics.htm

Hiser, N., & Kopecky, A. (2009). American Speechsounds. Portland.

Kosur, H. M. (2019). Teaching semantic meaning to English students. Brighthub. https://www.brighthubeducation.com/esl-lesson-plans/65974-teaching-semantic-meaning/

Ladusaw, W. (2018). Meaning (semantics and pragmatics). Linguistic Society of America. https://www.linguisticsociety.org/resource/meaning-semantics-and-pragmatics

Lenchuk, I., & Ahmen, A. (2013). Teaching pragmatic competence: A journey from teaching cultural facts to teaching cultural awareness. TESL Canada Journal, 30(7), 82–97. doi:10.18806/tesl.v30i7.1153

Levy, S. (2019). How to teach punctuation skills. Busy Teacher. https://busyteacher.org/14463-how-to-teach-punctuation-skills-best-practices.html

Levy, S. (2018). Excuse me (or please move): Teaching pragmatics in the classroom. Busy Teacher. https://busyteacher.org/9191-how-to-teach-pragmatics-esl-conversation-classroom.html

Lingnet. (2019). Morphology – Word construction and compositionality. http://www.linguisticsnetwork.com/morphology-word-construction-and-compositionality/

Linguistic Society of America. (2016). Guidelines for inclusive language. www.linguisticsociety.org

Linguistics for Teachers of ELLs. (2018). What is pragmatics? https://linguisticsforteachersofells.weebly.com/pragmatics-in-the-classroom.html

Lubin, M. (2019). A simple guide to teaching young ESL students about syntax. FluentU. https://www.fluentu.com/blog/educator-english/esl-syntax/

Mado, J. D. (2019). Communication first! Six best practices for the second language classroom. JDMLS. http://www.demado-seminars.com/archive/communication_first_the_six_best_practices_for_the_second_language_classroom.htm

Maimberg, B. (2012). Structural linguistics and human communication: An introduction into the mechanism of language and the methodology of linguistics. New York, NY: Springer-Verlag.

Mannell, R. (2011). Phonetics and phonology: Distinctive features. Macquarie University Department of Linguistics. http://clas.mq.edu.au/speech/phonetics/phonology/features/

Middlebury. (2015). Derivation, morphological trees. Morphology and syntax. http://sites.middlebury.edu/spring2015morphologysyntax/slides/

National Association for the Education of Young Children. (1995). Responding to linguistic and cultural diversity recommendations for early childhood education. Washington DC: Author.

National Institute of Child Health and Human Development. (2003). Report of the National Reading Panel: Teaching children to read – A summary report. https://www.cdl.org/articles/report-national-reading-panel-teaching-children-to-read/#over

Nativlang. (2018). Sounds in language: Basic phonology. http://www.nativlang.com/linguistics/ipa-phonology-lessons.php

Newmeyer, F. J. (2017). The history of modern linguistics. Linguistic Society of America. https://www.linguisticsociety.org/resource/history-modern-linguistics

Nordquist, R. (2018). Syntax? Definition and examples. ThoughtCo. https://www.thoughtco.com/syntax-grammar-1692182

Nordquist, R. (2018). Derivational morpheme in grammar. ThoughtCo. https://www.thoughtco.com/derivational-morpheme-words-1690381

Nordquist, R. (2017). Systemic functional linguistics (SFL). ThoughtCo. https://www.thoughtco.com/systemic-functional-linguistics-1692022

Nordquist, R. (2018). What is the definition of word? ThoughtCo. https://www.thoughtco.com/word-english-language-1692612

Nordquist, R. (2018). Inflectional morphology. ThoughtCo. https://www.thoughtco.com/inflectional-morphology-words-1691065

Ouelette, G., & Sénéchal, M. (2017). Invented spelling in kindergarten as a predictor of reading and spelling in grade 1: A new Pathway to literacy, or just the same road, less known? Developmental Psychology, 53(1) 77–88. doi:10.1037/dev0000179

Palumbo. A. (2015). Teaching vocabulary and morphology in intermediate grades. Preventing School Failure: Alternative Education for Children and Youth, 59(2), 109–115. doi:10.1080/1045988X.2013.850649

Pennington, M. C. (2013). Phonology in English language teaching: An international approach. New York, NY: Routledge, Taylor & Francis Group.

Pentzlin, K. (2011). Second revised proposal to encode characters for the English Phonotypic Alphabet (EPA) in the UCS. Working Group Document. http://unicode.org/L2/L2011/11153-epa.pdf

Perles, K. (2018). Useful lesson plan on adverbs. Bright Hub Education. https://www.brighthubeducation.com/lesson-plans-grades-3-5/50125-teaching-adverbs/

Pesce, C. (2018). 10 biggest ESL grammar mistakes and how to keep your students from making them. Busy Teacher. https://busyteacher.org/18253-10-biggest-esl-grammar-mistakes-students-make.html

Phonology. (2018). In Encylopedia Britannica. https://www.britannica.com/science/phonology

Potts, C. (2014). Pragmatics. In R. Mitkov (Ed.), Oxford handbook of computational linguistics (2nd ed.). https://web.stanford.edu/~cgpotts/papers/potts-pragmatics-oupcompling.pdf

Prath, S. (2016, April 12). Know these 4 areas of typical second language “errors.” ASHA Leader Magazine. https://blog.asha.org/2016/04/12/4-quick-ways-to-identify-typical-language-patterns-of-bilingual-children/

Prepositions. (2018). In Grammar book. https://www.grammarbook.com/grammar/probPrep.asp

Cirrus Teacher Exam Prep Team. (Eds.). (2019). Praxis English to speakers of other languages. The PRAXIS Series. Trivium Test Prep.

Pronunciation Studio. (2018). Diphthongs: A pronunciation guide. https://pronunciationstudio.com/pronunciation-guide-diphthong-vowel-sounds/

Rachel’s English. (2018). Why we need the IPA. https://rachelsenglish.com/ipa-heteronymns-homophones/

Reading Rockets. (2018). Tips for teaching your child about phonemes. http://www.readingrockets.org/article/tips-teaching-your-child-about-phonemes

Readwritethink. (2019). Common content area roots and affixes. http://www.readwritethink.org/classroom-resources/printouts/common-content-area-roots-30842.html

Redeker, G. (1992). Coherence and structure in text and discourse. https://www.researchgate.net/publication/259703731_Coherence_and_structure_in_text_and_discourse 

Rehbin, T. (2018). How to teach grammar effectively in schools and across disciplines. Sadlier School. https://www.sadlier.com/school/ela-blog/how-to-teach-grammar-effectively-in-schools-and-across-disciplines-free-printables

Reutzel, D. R. (2015). Early literacy research: Findings primary-grade teachers will want to know. Reading Teacher, 69(1), 14–24. doi:10.1002/trtr.1387

Rippel, M. (2018). How to teach prefixes. All About Learning Press. https://blog.allaboutlearningpress.com/prefixes/

Robertson, K. (2014). Five things teachers can do to improve learning for ELLs in the new year. Colorincolorado. http://www.colorincolorado.org/article/five-things-teachers-can-do-improve-learning-ells-new-year

Robertson, K. (2018). Supporting ELLS in the mainstream classroom: Language tips. Colorincolorado. http://www.colorincolorado.org/article/supporting-ells-mainstream-classroom-language-tips

Robertson, K. (2014). Reading 101 for English language learners. Colorincolorado. http://www.colorincolorado.org/article/reading-101-english-language-learners

Rosado, L. A. (2013). Praxis II English to speakers of other languages. Arlington, Texas, Research & Education Association.

Santa Barbara City College. (2018). Common error types for English language learners. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahUKEwjV3KDStITgAhVN-6wKHadGDJAQFjAAegQIChAC&url=https%3A%2F%2Fwww.sbcc.edu%2Fclrc%2Fwriting_center%2FCommon%2520Error%2520Types%2520for%2520English%2520Language%2520Learners.pdf&usg=AOvVaw2Qgf5yzMr5iiEBmkbi8j83

Schulze, J. (2015). Academic language, English language learners, and systemic functional linguistics: Connecting theory and practice in teacher education. CATESOL Journal, 27(1), 109–132. https://pdfs.semanticscholar.org/4bb8/8802260db016472a684973cf55e1e4778acf.pdf

Sedita, J. (2018). Using morphology to teach vocabulary. Literacy Lines. https://keystoliteracy.com/blog/using-morphology-to-teach-vocabulary/

Siegel, J. (2016). Pragmatic activities for the speaking classroom. https://americanenglish.state.gov/files/ae/resource_files/etf_54_1_pg12-19.pdf

Stevens, K. N. (2000). Acoustic phonetics. Cambridge: Massachusetts Institute of Technology.

Szczegielniak, A. (2017). Introduction to linguistic theory. Harvard Scholars. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&cad=rja&uact=8&ved=2ahUKEwjas_eNx4TgAhVHaq0KHR3SDUsQFjAKegQIAxAC&url=https%3A%2F%2Fscholar.harvard.edu%2Ffiles%2Fadam%2Ffiles%2Flanguage_acquisition.ppt.pdf&usg=AOvVaw1xaNisQPmfLyjQ2QU0CFrR

Tannen, D. (2018). Discourse analysis – What speakers do in conversation. Linguistic Society of America. https://www.linguisticsociety.org/resource/discourse-analysis-what-speakers-do-conversation

TedPower. (2018). Pronunciation. http://www.tedpower.co.uk/index.html

TESOL. (2017). Why K–12 teachers need to know about ESL grammar issues. Advancing Excellence in English Language Teaching. https://www.tesol.org/read-and-publish/journals/other-serial-publications/compleat-links/compleat-links-volume-6-issue-3-4-(october-2009)/why-k-12-teachers-need-to-know-about-esl-grammar-issues

Thomas, A. (2012). Building vocabulary through morphemes: Using word parts to unlock meaning. Center for Development & Learning. http://searkinstructionalfacilitation.pbworks.com/w/file/fetch/104146639/Phonics-Building%20Vocabulary%20Through%20Morphemes.pdf

University of Sheffield. (2017). All about linguistics. http://all-about-linguistics.group.shef.ac.uk/about-this-website/

Vajda, E. J. (2018). Syntax. https://works.bepress.com/edward_vajda/82/

Van Dijk, T. A. (2015). Some aspects of text grammars: A study in theoretical linguistics and poetics. Netherlands: Zuid-Nederlandsche Drukkerij N.V., Printers.

Varsity Tutors. (2019). Grammar and parts of speech: Useful resources. Web English Teacher. https://www.varsitytutors.com/englishteacher/grammar

Verner, S. (2019). Everything your ESL students need to know about nouns. Busy Teacher. Retrieved from https://busyteacher.org/20878-everything-your-esl-students-need-to-know-about.html

VIPKID. (2018). 9 ways to teach adjectives to ESL students. https://busyteacher.org/17877-teach-adjectives-9-creative-writing-idea.html

Warner, J. (2018). Why they can’t write: Killing the five-paragraph essay and other necessities. Baltimore, MD: Johns Hopkins University Press.

Watson, S. (2017). Dipthongs: The sliding vowels. ThoughtCo. https://www.thoughtco.com/sounds-in-spelling-the-dipthongs-3111059

Wolfram, W. (2017). Sociolinguistics. Linguistic Society of America. https://www.linguisticsociety.org/resource/sociolinguistics

Zacarian, D. (2011). Using RTI effectively with English language learners. Colorincolorado. http://www.colorincolorado.org/article/rti-and-english-language-learners

Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page.

11/17/20 JN