HU 210D – ED 540D Introduction to Linguistics

Instructor: Sue Alford

Semesters: Fall

Course Description 

This course is designed to introduce you to the terminology and concepts of modern linguistics, helping the student develop insight into the linguistic phenomena of one’s native language and beyond.  Sound systems of languages (phonetics, phonology, and phonemics), word formation (morphology), sentence formation (syntax), and language meaning (semantics) are introduced.  A history of the English language is included.  The course is intended to develop in you a curiosity and enthusiasm for language and language learning.

Required Textbooks 

·         Andrews, L. (1998).  Language Exploration and awareness:  A Resource for teachers.  New York:  Lawrence Erlbaum Associates.

Course Schedule

Unit

Topic

Learning Objective

1

Introduction

·         Students will introduce themselves to the class.

2

What It Is

·         The student will be able to compare and contrast the traditional language approach with a new sociolinguistic approach that focuses on language meaning and communication.

·         The student will construct a sociolinguistic framework for the study of language.

·         The student will define the language exploration and awareness approach and give real-life examples of each characteristics of this type of language study.

·         The student will apply what he/she knows about Language exploration by interviewing people about their experiences with language learning making generalizations about the best way to teach language based on the interviews.

3

Why It Is

·         The student will be able to identify and describe the two approaches to language exploration, the prescriptive approach, and the descriptive approach.

·         The student will be able to compare the two approaches and explain which approach is most effective and comprehensive in language learning and usage.

4

Three Prerequisites

·         The student will be able to describe and discuss the three prerequisites to successful language learning and apply them to the classroom setting.

·         The student will be able to identify essential long-term goals for language proficiency and demonstrate understanding by applying real-life classroom examples to each goal.

5

Properties of Communication & Language

·         The student will be able to identify theories of language origin choosing and supporting one as the most likely explanation.

·         The student will be able to distinguish between Interactional language and Transactional language and give examples from their own lives.

·         The student will classify and describe the four properties of communication giving examples of each property.

·         The student will be able to participate in language activities that demonstrate the use of language learning in a cooperative, collaborative social-communication way.

·         The student will be able to discuss and defend the idea that language proficiency is increased with in a social-communicative setting.

6

Words & Lexicography

·         The student will able to trace word origins and hypothesize about the different ways words are created.

·         The student will identify word formation processes and give examples of words formed in each category.

·         The student will identify ways to use dictionary activities to gain a greater understanding of how to use words in language formation.

·         The student will explore and plan activities that illustrate how to use word origin to gain language understanding.

·         The student will be able to define lexicography and identify ways the use of dictionaries aid classroom learning.

7

Grammar, Spelling, & “Good English”

·         The student will be able to distinguish between good English usage and bad English usage and identify different settings that influence the type of usage.

·         The student will identify the best way to teach grammar in the classroom setting and will be able to defend their position on it.

·         The student will be able to distinguish between dialect and diatype and the implications of each type of language variation in the classroom.

·         The student will identify the most effective curriculum options for learning spelling and vocabulary skills.

·         The student will be able to discuss the use of the dialect of American English and it’s place in the classroom setting.

8

Discourse Routines and Social Conventions

·         The student will be able to identify social conventions that influence language use and the cultural influences that affect them.

·         The student will be able to identify discourse routines and give an example of each.

·         The student will be able to apply social conventions and discourse routines to classroom activities.

·         The student will design learning activities that help teach social discourse and discourse routines to language learners.

·         The student will be able to identify the reasons for discourse routines.

9

Regional, Social, & Historical Variations

·         The student will be able to compare and contrast the use of Standard American English (SAE) with language dialects in the classroom setting.

·         The student will be able to discuss the characteristics of dialect and how they shape one’s idiolect.

·         The student will be able to identify and describe how language and culture are related and how this affects classroom interactions.

·         The student will argue for or against Standard English usage in the classroom giving at least three supporting arguments in support of their position.

10

Meanings & General Semantics

·         The student will be able to explain how “word magic” controls objects, events and people and will be able to give real-life examples from their own life.

·         The student will be able to define the main language terminology used in English language teaching.

·         The student will discuss how euphemisms and jargon affect language learning.

·         The student will be able to compare and contrast grammar-based language learning with meaning-based learning and tell how this affects English language learning

11

The Language of Intolerance & Discrimination

·         The student will be able to discuss how intolerant, stereotyped, racist or sexist language affects learners in the classroom.

·         The student will be able to identify ways to deal with intolerant language usage in the classroom setting.

·         The student will be able to argue for or against judicious exploration of racist or sexist language or behavior in a classroom setting.

12

When Some of Them Don’t Speak English

·         The student will be able to identify characteristics of the English Language Learner population and how they affect the regular content classrooms.

·         The student will be able to discuss placement options for ELLs and how it affects their learning.

·         The student will be able to distinguish between different approaches to teaching second language learners and identify and support the best choice for teaching language proficiency.

13

Language Exploration and Awareness Activity Planning

·         The student will be able to rationalize an explanation for why the language exploration method of learning is a more effective methods of learning a language then more traditional models.

·         The teacher will be able to plan student-centered and inquiry-oriented LEAs that emphasize meaning.

·         The teacher will be able to design learning activities emphasizing authentic language in real-life contexts instead of artificial language settings.

14

Journal Research in Linguistic Topics

·         The student will be able to explore current research in the field of linguistics as it applies to the classroom and to teaching.

·         The student will summarize research findings of two articles into a PowerPoint Presentation.

·         The student will share the PowerPoint and interact with other class members reflecting on the research findings.

15

Final Linguistics Project and Presentation