Tatiana Sildus, Ph.D. ©2010
Pittsburg State University
College Of Education
Department of Curriculum and Instruction
Course Number: 852
Spring 2010
Title: Advanced Culture and Language
Acquisition for English Language Learners
(Room 308 Hughes Hall)-Jan.25-March 8
Credit Hours: 3
Course Time Schedule: 5-9 pm M
Instructor: Tatiana Sildus, Ph.D.
Office Hours: 1:30-5 pm. 9-9:30 pm. MON.
11:30-12:30; 1:45-3:30 TU; 11:30-12:30;
1:45-4:00 TH or by appointment
Office: 112-D Hughes Hall
Phone: 620-235-4505 (office)
e-mail: tsildus@pittstate.edu
HOW TO ACCESS COURSE INFORMATION ON THE WEBSITE
1. Access your internet service provider.
2. URL address: http//www.pittstate.edu
3. Click on ANGEL
4. Type in the following information:
Username: PSU ID Number (use all 7 digits)
Initial Password: First initial and entire last name (up to 12, characters, all lower case)
**You will be prompted to change this password after your first login.
5. Click on CURIN 852 : Advanced Culture and Language Acquisition for the English
Language Learner
6. Course Announcements – Watch for updated information
7. Lessons – Syllabus, course information, staff information, course documents,
assignments
8. Resources – Important web-sites for this class
I.
COURSE DESCRIPTION
An in-depth study of the fundamentals, similarities, and differences of first- and
second language acquisition; stages of second language acquisition; history and
development of second language instruction; foundations of second language
learning; and similarities between child and adult language acquisition. The
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Tatiana Sildus, Ph.D. ©2010
course is designed to assist the practitioner in exploring cross-cultural interaction
and socio-cultural factors necessary to communicate with students, parents, and
community members.
II.
PREREQUISITE
Graduate Status
III.
PURPOSE OF THE COURSE
Understanding of the principles of second language acquisition is crucial for
successful ESOL instruction. In order to maximize student learning and be able to
develop activities appropriate for different stages of language development, the
participants will examine both the theoretical and practical sides of a wide range
of issues central to language acquisition. The course emphasizes those aspects of
second language acquisition that are most applicable to classroom teaching and
provides opportunities for the participants to reflect on their own teaching and
learning experiences.
This is a required course in the ESOL endorsement program.
IV.
COURSE OBJECTIVES
Teaching Standards for Kansas Educators – English for Speakers of Other
Languages (ESOL)
Standard 3 (Graduate Knowledge Base) Diversity
The educator demonstrates the ability to provide different approaches to
learning and creates instructional opportunities that are equitable, that
are based on developmental levels, and that are adapted to diverse
learners, including those with exceptionalities.
Standard #2
The teacher of English for speakers of other languages understands the
fundamentals, similarities, and differences of first- and second-language
acquisition.
Knowledge
1. The teacher understands the process of and differences between first- and
second-language acquisition.
2. The teacher understands the stages of second-language acquisition.
3. The teacher understands the similarities and differences between child and
adult language acquisition in the first and second language.
Performance
1. The teacher develops and uses curricula that demonstrate an understanding of
the processes of and differences between first- and second-language acquisition.
2. The teacher develops and uses curricula that demonstrate an understanding of
the stages of second-language acquisition.
3. The teacher stimulates students’ reflection on their first-language acquisition
process as it compares with the second-language acquisition process.
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Standard #3
The teacher of English for speakers of other languages acknowledges the diverse,
historical tapestry of cultures that make up the United States and the role language
plays in the development of cultural identities.
Knowledge
3. The teacher understands the role language plays in the development of cultural
identities.
Performance
3. The teacher creates an instructional environment, which enables students to
understand the role language culture play in cross-cultural understanding.
Standard 3 (Graduate Knowledge Base) Professional Characteristics
The educator demonstrates the ability to provide different approaches to
learning and creates instructional opportunities that are equitable, that
are based on developmental levels, and that are adapted to diverse
learners, including those with exceptionalities.
Standard #5
The teacher of English for speakers of other languages understands the
importance of using language in socially and culturally appropriate ways by
developing communication skills in speaking, listening, reading, writing, viewing,
and representing visually across the curriculum.
Knowledge
1. The teacher understands theories of communication, second language
development, and the role of language in learning.
3. The teacher understands how culture, language, and gender can influence
communication in the classroom.
Performance
3. The teacher models effective communications strategies that are appropriate for
the language proficiency and age of the English language learners.
Standard 5 (Graduate Knowledge Base) Management of Educational
Environment
The educator uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.
Standard #8
The teacher of English for speakers of other languages demonstrates a high level
of proficiency in English commensurate with the role of an instructional model.
Knowledge
1. The teacher knows the grammar, usage, and conventions of standard English.
Performance
1. The teacher uses the grammar, usage, and conventions of standard written and
oral English.
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2. The teacher models a high level of English language proficiency in reading,
writing, listening, speaking, viewing, and presenting visually.
Standard 6 (Graduate Knowledge Base) Management of Educational
Environment
The educator uses a variety of effective verbal and nonverbal
communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
Standard #9
The teacher of English for speakers of other languages understands and uses a
variety of methods and techniques suitable for second-language instruction for
English language learners with special needs, including the ability to adapt
existing materials in collaboration with teachers of students with exceptionalities
to meet the needs of all English language learners.
Knowledge
1. The teacher understands how English language learners with special needs
construct knowledge, acquire skills, and develop proficiency in academic settings.
2. The teacher understands the importance of using multiple forms of instructional
approaches to address native language proficiency, English language proficiency,
cultural and cognitive learning styles, and educational backgrounds.
3. The teacher knows how to collaborate with special needs teachers to adapt
existing learning materials to meet the needs of all English language learners in a
school setting.
4. The teacher understands the developmental progression and range of individual
variations that can be expected in English language learners ranging from students
with special needs to students who are gifted and talented.
5. The teacher understands the range of services available to students with
exceptional learning needs.
6. The teacher understands the effect of the learning environment on individual
needs.
7. The teacher understands the differences between second language acquisition
(psycholinguistic, subconscious learning) and second language learning
(conscious learning) and how these two contribute to learner outcomes.
Performance
1. The teacher identifies and designs instruction appropriate to English language
learners’ special needs.
2. The teacher identifies and designs instruction appropriate to English language
learners’ diverse learning styles, cultural background experiences, and
performance modes.
3. The teacher collaborates with special needs teachers to effectively adapt
learning materials and instructional techniques to meet the needs of all English
language learners in a second language academic setting.
4. The teacher can identify when and how to access appropriate services to meet
exceptional learning needs beyond the scope of the regular second-language
education program.
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5. The teacher establishes a learning environment respective of individual
differences.
Standard 5 (Graduate Knowledge Base) Management of Educational
Environment
The educator uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.
Standard 9 (Graduate Knowledge Base) Professional Characteristics
The educator is a reflective practitioner who continually evaluates the
effects of his/her choices and actions on others, actively seeks out
opportunities to grow professionally, and participates in the school
improvement process.
Standard 12 (Graduate Knowledge Base) Technology
The educator understands the role of technology in society and
demonstrates skills using instructional tools and technology to gather,
analyze, and present information, enhance instructional practices,
facilitate professional productivity and communication, and help all
students use instructional technology effectively.
V.
REQUIRED TEXTS
1. Scovel, T. (2001). Learning new languages: A guide to second language
acquisition. Boston, MA: Heinle and Heinle. (S).
2. Watkins-Goffman, L. (2001). Lives in two languages: An exploration of
identity and culture. Ann Arbor, MI: University of Michigan Press. (W).
VI.
VII.
INSTRUCTIONAL RESOURCES
Handouts from instructor
ANGEL
Notebooks/Folders
Internet Resources
TEACHING STRATEGIES
Reading (text and other sources)
Inquiry Method
Lecture and demonstration accompanied by student feedback
Cooperative learning and small group activities
Modeling
Use of audiovisual technologies
Internet/ANGEL
VIII. REQUIREMENTS AND EVALUATION
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Tatiana Sildus, Ph.D. ©2010
A.
ATTENDANCE
Attendance in class is required of all students. Because of the nature of this class
(compact format) students are NOT allowed any absences. Any student who
misses 1 class section will be dropped from class. The instructor must be notified
of absences (for any reason) via e-mail before the beginning of the class session.
It is the students’ responsibility to make sure that the assignments are submitted
by the beginning of the class session for which they are due. Otherwise, the
assignments are considered late. When an assignment is submitted by e-mail (for
partial absence), the date/time stamp on the e-mail will determine if the
assignment is on time. Please submit assignments to the graduate assistant via
regular e-mail (NOT ANGEL).
B.
PROFESSIONALISM
Students are expected to maintain a positive, professional attitude at all times by
showing respect for the instructor and classmates, actively listening to them,
taking notes when appropriate, actively participating in class discussions, being
punctual and remaining in class for the entire time. Cellular phones should be
turned off for the duration of the class.
C.
ASSIGNMENTS
Format: Unless otherwise specified, please use regular (not bold or italic) Times
New Roman font, size 12, single space, 1 ½ inch margin on each side. Make sure
your name appears on all submitted assignments and your assignments are
properly titled, including the name of the class, CURIN 852. Save your
assignments in Word (for example, question1.doc).
Student Questions: based on the assigned readings, lectures and discussions (text
and/or notes and handouts) each student is asked to develop thought provoking,
application questions which will assist in clarifying important concepts (5 points
each). Due dates: marked with a Q. Late questions will NOT be graded.
What does it mean to me as a teacher? During or after class students will reflect
on their learning and write one or two paragraphs. Research shows that
“processing” information, i.e., taking the time to think about new information and
how it relates to you personally, is an important step in being able to retain and
use what you have learned. The entries may be shared with classmates.
Due dates: marked with an R. Late reflections will NOT be graded.
Teaching ELLs with the Brain in Mind (30 pts): For this assignment students
will determine their own sensory preferences and learning styles with special
tests. Then, students will identify the types of future learners most likely to
benefit from their teaching styles, as well as most ignored learners, with a special
focus on English Language Learners. Students will share their findings with
classmates.
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Tatiana Sildus, Ph.D. ©2010
**NOTES:
 To do well, you will need to address ALL rubric categories.
 Keep all your course assignments and documents. You will
need them during your practicum class.
D.
EXAMINATIONS
The final project requires a power-point presentation to class and a paper report.
This assignment content should be created by the student alone without outside
help.
Final Examination (100 pts)
Comparative ELL interview. For this assignment you have to find two English
Language Learners with different cultural/language/age background. Please make
sure that nobody else in your class interviews the same people and ask your
subjects if they have already been interviewed prior to starting your interview.
You will need to prepare 10 questions for the interview ahead of time to help you
identify the crucial factors that contributed to the subjects’ language acquisition.
After presenting the questions and the answers given by the subjects, you will
provide a paragraph where you compare/contrast the two subjects and identify at
least 2 major factors that determine the difference in the language acquisition
levels between the two subjects.
E.
GRADING
Questions 9 @ 5
Reflections 5@5
Comparative ELL interview
Teaching ELLs with the Brain in Mind
Total
45
25
100
30
200
GRADING SCALE:
200 - 180
A
179 - 160
B
159 - 140
C
139 - 120
D
119 - 0
F
IX.
CONTENT/ASSIGNMENT SCHEDULE *
January 26 Introduction PPT
Acculturation vs. Assimilation
Important Terms for TESOL
Language, Identity and Culture: Cross-Cultural Interaction
Communication and Gender PPT
Sociocultural Factors PPT
Order of final presentations
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Tatiana Sildus, Ph.D. ©2010
February 1
Due February 1: Ch. 1-5 W; Q1, Q2, R1
The American Identity and Education: How Cultural Ideals PPT
towards Education Vary from Culture to Culture
Cultural Stereotyping and Academic Expectations
Sociolinguistic Factors in SLA
Identity, Class, and Race PPT
The Acculturation Model PPT
February 8
Due February 8: Ch. 6- 8 W Q3
pp.viii-10 S, pp. 23-30 S; Q4, R2
Public and Private Language
Models of First Language Acquisition
SLA and Bilingual Education PPT
First and Second Language Acquisition
Stages of Second Language Acquisition (Handout)
Transfer and Interference
Final requirements explained
February 15 Due February 15: R2, pp. 13-22 S, pp. 32-42 S; Q5; R3
Fundamental Concepts in Language Acquisition Theory: PPT
Input, Intake, Output, The Input Hypothesis
Review session
Speech Accommodation Model: PPT
International Panel of speakers (local community members representing
different cultures will share their acculturation experiences)
February 22
March 1
Due February 22: Ch. 3 S; pp. 30-31 S; pp. 84-85 (Krashen)S;
Prepare 10 written questions with answers for comprehensive
review = (Q6+Q7+Q8=15 pts); Class Notes
Comprehensive Review
Cognitive Factors in SLA PPT
Information Processing Model
The Age Factor in SLA
Windows of Opportunity: the Critical Period Hypothesis
Individual tests in class and computer lab
Due March 1: Handout info; Prepare to share the “Brain”
assignment in class; Q9; R4
Brain Assignment Presentations
The Role of Attention in SLA PPT
Emotion as a Natural Part of Language Acquisition
The Affective Filter Hypothesis
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March 8
X.
Due March 8: pp. 71-83 S, pp. 86-90 S, Ch.6 S. R5; prepare for
final presentations
Final presentations
NOTES
Academic Honesty: Students are expected to follow the PSU Academic Honesty
Policy which speaks to unethical acts associated with coursework or grades. Full
text of the policy can be found in the University catalog, pp. 36-37. Examples of
academic dishonesty include, but are not limited to, plagiarism – presenting work
by others as your own, such as not quoting or providing incomplete references;
cheating of any kind, including text messaging during class.
For any instance of academic honesty policy violation, the student will receive
zero credit on the entire test/assignment in question, and both the student and the
department chair will be notified in writing by the instructor.
Violations of this policy may be presented by course instructors to the University
Academic Honesty Committee for review and action.
Assignments: Points of equivalent to one letter grade will be deducted for each
day the assignment is late. Questions and final and midterm exams are
accepted ONLY on or before the day they are due.
The class ends on March 8. After this date, no assignments are going to be
accepted from students who plan to finish the session and receive grades for the
Spring 10 semester.
The instructor will provide grading rubrics in addition to conveying expectations
for the big assignments. Please look at the rubrics and check the grading
categories to make sure the requirements are satisfied before turning in
assignments.
The instructor may find it necessary to modify assignments as the course
progresses.
Incompletes: According to the policy concerning incomplete grades adopted by
the Faculty Senate, the students are granted an extension of time (up to a year) to
complete the course work ONLY if the course work could not be completed for
reasons beyond the student’s control, due to outstanding circumstances. An
incomplete not removed within one year shall be regarded as a failure and the IN
grade will be changed to F and included in the computation of the student’s GPA.
Academic Accommodations: If you have any condition, such as a physical or
learning disability, which will make it difficult for you to carry out the work as
outlined or which will require academic accommodations, please notify the
instructor by the second class session.
PLEASE make and keep copies of your work. It does not happen often, but
papers can be misplaced or lost.
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Tatiana Sildus, Ph.D. ©2010
Always make sure that all assignments submitted to the instructor are titled,
dated (to avoid confusion, put the due date instead of the date completed),
and your name is written on each assignment. Keep track of your graded
assignments by periodically checking the syllabus and the electronic gradebook.
Hope you have a productive and enjoyable semester.
Sincerely,
Dr. Sildus
(Last updated: 01/10)
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