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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 Research, 61(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.

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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/

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

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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/

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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/

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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

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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/

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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

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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

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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

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11/17/20 JN