EDN 316
Second Language Acquisition
Spring 2008
Catalog Description: Investigations in the field of Second Language Acquisition
including basic concepts in first and second language acquisition and
relationships between the two. Topics include key research, theories and
principles in the field of English as a second language and how they relate to the
academic achievement of English language learners.
Conceptual Framework: This course is designed to focus on key components of
the Watson School of Education’s conceptual framework: The WSE develops
highly competent professionals to serve in educational leadership roles. All
educators must use data for decisions, reflect upon their practices, exemplify
their commitment to professional standards, implement appropriate
communication strategies, and strive to meet the needs of all learners and
constituents. Assignments in this course will assist students in preparing to be
competent professionals and effective leaders at the school district level and
beyond.
Course Objectives:
1. Students use their knowledge of the English language to facilitate the English
acquisition of others.
2. Students identify resources and avenues to advance their own knowledge of
the field.
3. Students reflect on their own practices to improve the academic outcomes of
English language learners.
4. Students use their knowledge of the history of the field of English as a second
language to improve educational opportunities and achievement of English
language learners.
5. Students serve as professional resources to colleagues and build
partnerships across their schools to facilitate educational opportunities and
achievement of English language learners.
6. Students assess and implement the most useful technologies to facilitate
educational opportunities and achievement of English language learners.
Course Outcomes/Projects:
1. Theory comparison project
2. First/Second language research project
3. Language learning diary
Instructional Methods and Activities:
Students will learn in teams as well as individually to enhance course outcomes.
Inquiry techniques will be employed to gain knowledge from school and
community sectors. Group projects and activities will be implemented to
increase student awareness of course issues, concepts and knowledge base.
Students will be expected to attend class either on-line or face-to-face dependent
upon the content delivery medium. Students will need to be proficient in their
understanding of computer access to enable them to interact with students,
access databases.
Evaluation and Grade Assignment:
Evaluation of student performance will include assessment of products including
on-line communication, projects, class activities, and tests.
Grading is based on the successful completion of the course requirements. The
grading scale will be based on the following percentages.
A = 90 - 100
B = 80 - 89
C = 70 -79
D = 60-69
F = < 59
Text
Gass, S. M., & Selinker, L. (2001). Second language acquisition: An introductory
course. (2nd edition). Mahwah, NJ: Erlbaum
Related Sources for Resource Access, Development and Implementation
Doughty, C. J., & Long, M. H. (Eds.). (2003). The handbook of second language
acquisition. Malden, MA: Blackwell.
Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University
Press.
Gass, S., Sorace, A., & Selinker, L. (1999). Second language learning: Data
analysis. (2nd ed.). Mahwah, NJ: Erlbaum
Hinkel, E. (2005). Handbook of Research in Second Language Teaching and
Learning. Mahway, NJ: Erlbaum.
Lantolf, J. P.(2000). Sociocultural theory and second language learning. Oxford:
Oxford University Press.
Lightbown, P. & Spada, N. (2003). How languages are learned. Oxford: Oxford
University Press
Pinker, S. (1994). The language instinct. New York: HarperCollins.
Saville-Troike, M. (2006). Introducing second language acquisition. New York,
NY: Cambridge.
Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.