Course Form
I. Summary of Proposed Changes
Dept / Program
Linguistics Program
Course Title
Second Language Developement
Prefix and Course #
LING UG 478
Short Title (max. 26 characters incl. spaces)
Summarize the change(s) proposed
Level Change Co-convening with LING 578
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Requestor:
Tully Thibeau
Phone/ email :
X2156/
Tully.thibeau@umontana.edu
Program Chair/Director:
Irene Appelbaum
Other affected programs
Dean:
Chris Comer
Are other departments/programs affected by this modification
Please obtain signature(s) from the
because of
Chair/Director of any such department/
(a) required courses incl. prerequisites or corequisites,
program (above) before submission
(b) perceived overlap in content areas
(c) cross-listing of coursework
III: To Add a New Course Syllabus and assessment information is required (paste syllabus into section
V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review (Department Chair Must Initial):
YES
NO
Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if
course is interdisciplinary. (http://www.mus.edu/Qtools/CCN/ccn_default.asp)
If YES: Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate
equivalent course/campus. 
If NO: Course may be unique, but is subject to common course review. Be sure to include learning outcomes
on syllabus or paste below. The course number may be changed at the system level.
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits, repeatability
(if applicable), frequency of offering, prerequisites, and a brief description.) 
Justification: How does the course fit with the existing curriculum? Why is it needed?
Are there curricular adjustments to accommodate teaching this course?
Complete for UG courses (UG courses should be assigned a 400 number).
Describe graduate increment - see procedure 301.30
http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx
Complete for Co-convented courses
Companion course number, title, and description (include syllabus of companion course in section V)
See procedure 301.20 http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
New fees and changes to existing fees are only approved once each biennium by the
Board of Regents. The coordination of fee submission is administered by Administration
and Finance. Fees may be requested only for courses meeting specific conditions
according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-12-1.pdf . Please indicate
whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
To be added
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
Co-convened
To:
Description Change
Change in Credits
From:
To:
Prerequisites
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
UG 478 Second Language Development 3 cr.
Offered spring. Prereq., LING 471 and 472 or
consent of instructor. Like studies in Second
Language (L2) Acquisition, this course considers
Interlanguage (i.e., a language system that develops
non–natively) and includes analysis of L2 data taken
from naturalistic and experimental setting.
x From:
To:
YES
NO
UG 478
478& 578
Repeatability
Cross Listing
(primary
program
initiates form)
Is there a fee associated with the
course?
2. Full and exact entry (as proposed) 
U
478
Second
Language
Development 3 cr. Offered spring.
Prereq., LING 471 and 472 or consent
of instructor. Like studies in Second
Language (L2) Acquisition, this course
considers Interlanguage (i.e., a
language system that develops non–
natively) and includes analysis of L2
data taken from naturalistic and
experimental setting. Co-convened with
LING 578.
3. If cross-listed course: secondary program & course number
4. If co-convened course: companion course number, title, and description
(include syllabus of companion course in section V) See procedure 301.20
http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
C 578 Second Language Development 3 cr. Offered spring. Prereq., LING 471 and 472 or consent of
instructor. Like studies in Second Language (L2) Acquisition, this course considers Interlanguage
(i.e., a language system that develops non–natively) and includes analysis of L2 data taken from
naturalistic and experimental setting. Co-convenes with LING 478. Graduate students must satisfy
requirements appended to LING 478, including work that involves deeper analyses, varieties of data,
and/or critical argumentation.
5. Is this a course with MUS Common Course Numbering?
http://www.mus.edu/Qtools/CCN/ccn_default.asp
If yes, please explain below whether this change will eliminate the course’s common course status.
6. Graduate increment if level of course is changed to UG.
Reference procedure 301.30:
YES NO
Have you reviewed the graduate
increment guidelines? Please check (X)
X
http://umt.edu/facultysenate/committees/
grad_council/procedures/default.aspx
(syllabus required in section V)
7. Other programs affected by the change
8. Justification for proposed change
space provided.
The Linguistics Program is proposing the
addition of co-convening graduate courses
to our program. In compliance with the
Graduate Council's Procedure 301.20 Coconvening course guidelines, the status of
our UG courses must change to U.
V. Syllabus/Assessment Information (must include learning outcomes)
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send
digital copy with form.
Linguistics 478
Second Language Development
Spring 2009
MWF, 10:05 to 11:05, Social Sciences 252
Tully J. Thibeau
Office: Social Sciences 208 (Ext. 2156)
Office Hours: MWF 11:10 to 12:00
E-mail: tully.thibeau@umontana.edu
COURSE MATERIALS
Mitchell, R., & Myles, F. (2004). Second Language Learning Theories, 2nd Edition. New York:
Hodder Arnold .
Towell, R., & Hawkins, R. (1994). Approaches to Second Language Acquisition. Bristol, PA:
Multilingual Matters.
Readings on Reserve {listen carefully for details, especially about midterm presentation readings}
COURSE DESCRIPTION
In the first half of the term, this course examines second language acquisition studies in breadth,
its origins in bilingual studies, its subsequent recognition by language-classroom methodologists, and its
coming of age (still in progress) as a discipline in the cognitive sciences (true to its roots). After midterm,
course content probes a specific theoretical framework for language development, an account based in
generative grammar. Generative grammar is a theory attempting to explain language knowledge (as
evidenced through our intuitions of well-/ill-formed phrases and clauses), not language use. At midterm,
we may examine at least one use-based account for how learners develop a second language. The
distinction between knowledge and use has pervaded linguistics since its inception as a modern science, and
second language acquisition studies have inherited it.
For linguists, language knowledge, or "competence" (coined in1965 by Chomsky, likely the 20th
century’s most influential linguist) is either distinctively central or highly controversial. Like de Saussure
(the founder of modern linguistics) 50 years before, Chomsky distinguished language as a system of
knowledge from language as a system of communication. Competence (like de Saussure's langue)
concerns mental symbols that are necessarily separable from spoken (and written) symbols that we use to
communicate. When communicating, we avail ourselves of "performance" skills that are, Chomsky
claims, distinct from our capability to know a language, or our native competence. But developing
knowledge of a language other than a native tongue cannot be easily explained in terms of competence;
thus, directing focus at language performance (de Saussure's parole) leads us to consider linguistic
knowledge as "communicative competence" (Hymes, 1972), a capability for using language appropriately
according to a situational context (settings, participants, relationships, topics, etc., normally understood
without very much regard for well-formedness in the language being learned, a more-or-less
communication-based theory).
As students in the course, you will survey to the extent possible leading yet diverse perspectives on
second language development, focusing your attention on how the empirical data (i.e., experimental and, to
a lesser degree, naturally occurring) reveal processes that are presumed to be involved in developing a
nonnative language. At midterm, groups will report to the class about some of these perspectives before
considering thoroughly the view that virtually equates
second language acquisition with first language acquisition (i.e., access to Universal Grammar).
COURSE ASSIGNMENTS
To pass this course, you must complete the midterm and the final exam; plus, you must complete the
various problem sets that I distribute in class (due dates to be announced). Also, you will write a few
position papers (undergrads 3; grads 4, plus 1 journal article review) on inquiries provided periodically
during the course of the term (or, problems you select and clear with me) . These papers amount to about
350 to 500 words each (or 3-5 paragraphs) and ought to synthesize reading material, lecture content, and
problem-sets to devise some sort of resolution (or thesis) for the query provided. There will be no term
paper due for the course, but all graduates must write a summary of a journal article (pertinent journal titles
in our library will be given to you) of your choice (see me for details and suggestions).
Regardless of class size, you all must make a class presentation for your midterm exam.
Presentation topics will concern a given approach to second language acquisition, and information for your
presentation covering brief passages from course readings will come from sets of readings in Library
Reserve. The midterm presentations involve groups of 2 to 4 students that are organized according to
topic. The final exam combines a take-home short-essay written in response to assigned reading
material(s) and two sit-down problem-sets (in-class analysis done
in groups, the first problem directed at undergraduates and graduates, the second at graduates).
COURSE DUE DATES
All the assignments are due on the day listed in the course outline (or announced during class). All late
assignments are reduced by two-thirds of a letter grade for each day that they are late. Any assignment that
is not turned in for a grade will receive a zero. Absences are not considered an excuse for turning in a late
assignment or for failing to turn in an assignment, unless of course the absence is related to a major illness
or major emergency.
A major illness or emergency is the only valid excuse, so I always require documentation
for these excuses (like a certification from a physician).
COURSE GRADES
I evaluate your final grade based on the midterm presentations and final exams, the problem sets, position
papers (and the article summary). The final grade breakdown for the assignments equals 35% for the final
exam, 25% for the midterm exam, 25% for all the writing assignments, with the final 15% coming from
problem-set assignments.
I assess final grades based on points earned from the activities, assignments, and exams described
above. I gauge points earned in several ways, according to percentage (points earned
divided by total points), percentile (points earned measured on a curve) and quartile (points earned
distributed in quarters, e.g., top 25%, etc). The various measures help me make an assessment
represented by traditional letter grades with +/-.
COURSE OUTLINE
The class schedule is subject to change according time constraints. You are responsible
for any schedule changes, even if you are absent for announcements.
Week Two
M
W
Intro – What is Second Language Acquisition (SLA)? An historical perspective
Read Mitchell and Myles (M&M), Chapter 1, sections 1.1 to 1.3; Sharwood Smith,
F
Chapter 1 (“A quick round tour”) of Second Language Learning (1994, pp. 3-21,
on reserve in electronic and traditional formats): On content relevant to the course.
Read M&M, Chapter 1, section 1.4; reread Sharwood Smith, Chapter 1: Prepare
for an in-class quiz on definitions and terminology covered in the reading material
Week Three
M
Read Towell and Hawkins (T&H), Introduction (pp. 1-6) and Chapter 1 (pp. 7-16):
On the approaches to and the characteristics of second language (L2) development
{Problem Set Zero due today}
W
Reread T&H Chapter 1 and read Chapter 2 (pp. 17 - 23): On how characteristics of
L2
development came to be observed and an early account (Contrastive Analysis)
for those observations
F
Read M&M, Chapter 2, sections 2.1 and 2.2; read Ellis, Chapter 8 (pp. 299-309, on reserve
in electronic and traditional formats) on behaviorism, L1 transfer, and
the Contrastive Analysis Hypothesis (CAH)
Week Four
M
W
F
Week Five
M
W
F
Week Six
M
W
F
PRESIDENTS' DAY HOLIDAY
Reread T&H, Chapter 2 (pp. 18-23, Evaluation of the CAH) and Ellis, Chapter 8 (pp. 306309, Difference and difficulty: the role of contrastive analysis): On bases
and limits of the CAH
Read Ellis, Chapter 8 (pp. 315-317, 324-327, Constraints on transfer, Language level and
Prototypicality, on reserve in electronic and traditional formats): Prepare
for problem-sets One and Two (due next week)
Read M&M, Chapter 2, section 2.3 (subsections 2.3.1 to 2.3.3); read T&H,
Chapter 2 (pp. 23-25, The Natural Order Hypothesis and The morpheme studies):
On the ascendance of "creative constructionist" models of L2 development
Read T&H, Chapter 2 (pp. 28-31, Evaluation of the Natural Order Hypothesis):
On SLA in the 80s and an example of "Krashen Bashin'" (Hulstijn & Hulstijn, 1984)
Read T&H, Chapter 3 (pp. 33, 37-39, Sociolinguistic Approaches and the
Pidginisation/Acculturation Approach); read M&M, Chapter 2 (subsection 2.3.5)
and Chapter 8, sections 8.1 and 8.2 (subsections 8.2.1 to 8.2.2): On processes of
L2 development pertaining to simple daily communication without complexities
of grammatical properties
{Problem-sets One and Two due today}
Read T&H, Chapter 3 (pp. 34-37, Tarone's Approach and Ellis' Approach); read
M&M, Chapter 8 (subsection 8.2.3): On understanding other ways to identify
sources of sociolinguistic variation
Read T&H, Chapter 3 (pp. 39-43, Evaluation of Sociolinguistic Approaches to SLA):
On the issue of extensive variability in L2 speech even though L2 development
appears relatively systematic
Read Ellis, Chapter 4 (pp. 134-151, on reserve in electronic and traditional formats):
On reconciling the variable L2 speech and systematic development; Ellis' model
of linguistic, social, and psychological (i.e., cognitive) factors
{Position Paper #1 due today}
Week Seven
M
Read T&H, Chapter 10, (pp. 154-159, Variability is a Pervasive Phenomenon):
On explaining an interlanguage (IL) system that permits variable speech while
also managing demonstrably consistent sets of developmental patterns in order to
W
F
Week Eight
M
W
F
prepare for problem-sets Three and Four (due next week)
Read Ellis Chapter 4 (pp. 130-133, on reserve in electronic and traditional formats);
read M&M, Chapter 4, subsection 4.2.2.1; and read T&H Chapter 10 (pp. 162-171,
Psychological Mechanisms): On the variability of learner language as determined
by on-line cognitive processes operating in real-time
Read M&M, Chapter 4, Section 4.1 and subsection 4.2.2. (not 4.2.2.3 to 4.2.2.5);
read T&H, Chapter 4 (pp. 45-50, Cognitive Approaches, Pienemann's and Wolfe
Quintero's account): On implementing on-line cognitive processes used to account
for variability to explain systematic development (and thus minimize modularity)
Read M&M, Chapter 4, section 4.4; read T&H, Chapter 4 (pp. 50-54, Evaluation of
Cognitive Approaches to SLA): On the issue of language comprehension as information
processing and its (lack of) reliance of grammatical knowledge
Read T&H, Chapter 10 (pp. 159-162, Three explanations for variability) and
Chapter 12 (pp. 201-209, Development of Language Processing and "Act star");
also read M&M, Chapter 4, subsection 4.2.1.2: On general psychological constructs
that manage L2 development without making reference to a linguistic system
Read T&H, Chapter 5 (pp. 57-60, UG Approach to SLA, Goals and Assumptions);
read M&M, Chapter 3, sections 3.1 and 3.2: On accounting for observed phenomena
by adopting a model of L1 acquisition known as Principles and Parameters (P&P)
{Problem-set Three and Four due today}
Week Nine
M
Read T&H, Chapter 5 (pp. 61-68, P&P, Phrase Structure and L1 acquistion); read M&M,
Chapter 3, sections 3.3 and 3.4: On understanding modularity and the role that language
input plays in the development of the child's linguistic system(s)
W
Read T&H, Chapter 5 (pp. 68-72, Phrase Structure and L2 acquistion); read
M&M, Chapter 3, subsections 3.5.1 and 3.5.3.1: On P&P's (im)probable role in SLA
in preparation for problem-sets Five and Six (due in two weeks)
F
Read T&H, Chapter 6 (pp. 74-87, Parameter Setting, Transferring an L1 Setting):
On language knowledge and variation in languages (esp. between two languages)
as explained by a UG framework (also an account for negative transfer)
{Position Paper #2 due today}
Week Ten
SPRING BREAK HOLIDAY
Week Eleven
M
Read T&H, Chapter 6 (pp. 87-102, Two Kinds of Parameter Settings in an L1);
On the impact of exclusive and inclusive parameter settings in a native language
on the development of a nonnative IL system, two learnability theories referred to
as markedness and the subset principle
W
Read T&H, Chapter 6 (pp. 103-108, Transferring/Resetting L1 Parameters); read
M&M, Chapter 3, subsections 3.5.3.2 and 3.5.3.3: On assessing learning principles
(i.e., the impact of the input on the developing system) within a UG framework
F
Read Ellis, Chapter 9 (pp. 350-355, on reserve in electronic and traditional formats);
read M&M, Chapter 3, subsections 3.5.4 and 3.5.4.1; and read T&H, Chapter 7
(pp. 110-113, Parameters and Fossilized ILs): On interpreting "incompleteness"
as learners' incapability of (i) accessing UG or (ii) resetting L1 parameters to L2
Week Twelve
M
Read M&M, Chapter 3, subsection 3.5.4.3; read T&H (pp. 114-120, Pro-Drop); interpreting
incompleteness as a seeming parameter resetting that is in actuality the learner fitting L2
input to L1 parameter settings
W
Read M&M, Chapter 3, subsection 3.5.4.2; read T&H (pp. 120-128, V0 Movement
F
in French and English): On reinterpreting incompleteness as a gradual resetting of
parameters based on the naturalistic input accessed by a learner's linguistic module,
and preparation for problem-set Seven (due in two weeks)
Read T&H, Chapter 8, (pp. 129-132, Logical and Developmental Problems); read
M&M, Chapter 4, subsections 4.2.2.3 to 4.2.2.5: On a parameter resetting model
that accounts for systematic developmental stages in L2 development
{Problem-sets Five and Six due today}
Week Thirteen
M
Read T&H, Chapter 8, (pp. 132-141, Logical and Developmental Problems in SLA):
On sorting through issues pertaining to cognitive models of stagiated development
and their linguistic counterparts
W
Read M&M, Chapter 3, section 3.6; read T&H, Chapter 9: On periods of transition
between systematic stages of IL development and the need for a cognitive model
to account for such stagiation (i.e., how does the IL system pass from stage to stage)
F
Reread M&M, Chapter 4, subsection 4.2.1.2; read T&H, Chapter 12, (pp. 209-213,
Production Memory and Tuning): On the ACT* model of language processing
and its function in L2 speech production/comprehension to explain development
{Position Paper #3 for Graduates due today}
Week Fourteen
M
Read M&M, Chapter 4, subsection 4.2.1.4; read T&H, Chapter 12 (pp. 213-218, Processing
Different Kinds of Knowledge and Evaluation): On arriving at a model
that resolves competence (mental representation) and performance (mental process)
W
Read M&M, Chapter 4, subsection 4.2.1.3; read T&H (pp. 218-225, Application
and Summary): On specifying one of the original Interlanguage concepts,
Selinker's strategies
F
Read T&H, Chapter 11 (pp. 174-183, Hypothesis Creation and Explicit Instruction):
On using classroom instruction in order to facilitate L2 speech and development
{Position Paper #3 for Undergraduates due today}
Week Fifteen
M
Read Ellis, Chapter 14 (pp. 617-627, 636-647, 657-660, on reserve in electronic
and traditional formats): On whether traditional methods of grammar instruction
lack durability, alternatives espousing cognitively-based grammar teaching, and
the 'necessity for instruction' (examined in White 1991)
W
Reread Ellis, Chapter 14 (pp. 617-627, 636-647, 657-660, on reserve in electronic
and traditional formats): On White & Trahey 1993, the reading for the take-home
final exam (due at the beginning of the in-class final exam period, Dec. 16th)
{Problem-set Seven due today}
F
{Position Paper #4 for Graduates due today}
Week Sixteen
X
Final Exam Period, from 0:00 to 0:00, xday morning
• take-home portion of the due at the very beginning of today's meeting
• first hour, both undergraduates and graduates working on a problem set
• second hour, only graduate students working on a different problem set