KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 7782 TESOL
Department Special Education
Degree Title (if applicable) M.Ed. in Special Education – Collaborative Practices/TESOL
Proposed Effective Date January 2006
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
X Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
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Vice President for Academic Affairs Date
Approved
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog p. 112
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
In this course students will examine principles of linguistics systems
(phonological, syntactic and semantic) and their acquisition as it occurs both in
first and additional languages. Students will also explore the relationship of oral
and written language and become familiar with assessment techniques and
devices for evaluating the development of English as an additional language.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ________________________________
Course Title _________________
________
Credit Hours
Prerequisites
Description (or Proposed Degree Requirements)
Principles of linguistic systems and their acquisition as they occur in first and second
languages. Candidates will explore the relationship of oral and written language and
become familiar with assessment techniques and devices for evaluation of the
development of English as an additional language.
.
III.
Justification
The Department of Special Education at Kennesaw State University has
historically offered a program in Collaborative Practices, with endorsement in
ESOL. The proposed changes in this course are necessary to bring the exiting
endorsement program into alignment with national TESOL standards. Many of
the research-based practices for students with disabilities are also efficacious for
students who are culturally and linguistically diverse. This effort will pave the
way for classroom teachers in Georgia to educate all students within the Georgia
Performance Standards, including those who have disabilities and those who are
culturally and linguistically diverse.
The purpose of this course is for candidates to increase their understanding of first and
second language acquisition by studying and utilizing the terms and principles from
general linguistics. Candidates will develop their own principled approaches to formal
language instruction based on the facts and current theories regarding second language
acquisition.
.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
I.
EDUC 7782 Applied Linguistics for the ESOL/Bilingual Teacher
Department of Special Education
Kennesaw State University
Spring 2006
II.
Instructor:
Name:
Office:
Phone:
e-mail:
III.
Class Sessions:
Day and Time: M 5:00-8:00 pm
Place:
KH
IV.
Texts:
Andrews, L. (2001). Linguistics for L2 teachers. Mahway, New Jersey: Lawrence
Erlbaum.
Bauer, L. & Trudgill, P. (1998). Language Myths. London: Penguin.
Lightbrown, P., & Spada, N. (1999). How languages are learned. Oxford: Oxford
University Press.
V.
Catalogue Description:
Principles of linguistic systems and their acquisition as they occur in first and second
languages.
Candidates will explore the relationship of oral and written language and
become familiar with assessment
techniques and devices for evaluation of the development of English as an additional language.
VI.
Purpose/Rationale:
The purpose of this course is for candidates to increase their understanding of first and second language
acquisition by studying and utilizing the terms and principles from
general linguistics. Candidates will
develop their own principled approaches to formal language instruction based on the facts and current theories
regarding second language
acquisition.
VII.
Conceptual Framework Summary & Related Requirements
Collaborative Development of Expertise in Teaching and Learning.
The Kennesaw State University teacher education faculty is committed to preparing
teachers who demonstrate expertise in facilitating learning in all students. Toward that
end, the KSU teacher education community strongly upholds the concept of collaborative
preparation requiring guidance from professionals inside and outside the university. In
tandem with this belief is the understanding that teacher expertise develops along a
continuum which includes the stages of preservice, induction, in-service, and renewal;
further, as candidates develop a strong research-based knowledge of content and
pedagogy, they develop their professional expertise in recognizing, facilitating, assessing,
and evaluating student learning.
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, actively serving on or
chairing school-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational
experiences, you are encouraged to explore every opportunity to learn by doing.
Knowledge Base. Teacher development is generally recognized as a continuum that
includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and
Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central
to analyzing the teaching-learning process, the teacher education faculty at KSU believes
that the concept of expertise is central to preparing effective classroom teachers and
teacher leaders. Researchers describe how during the continuum phases teachers progress
from being Novices learning to survive in classrooms toward becoming Experts who have
achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is
not an end-state but a process of continued development.
The knowledge base for methods of teaching students with disabilities continues to develop rapidly. The
historical framework included perceptual training, behavior modification and task analysis. Current
directions include multiple intelligence models, systematic instruction, strategy approaches to teaching and
learning, and direct instruction. The field draws on research literature from educational psychology,
medicine, psychology and special education. The emphasis in this class will be on developing skills in
application of research-based best practice in the area of behavior management, documenting impact on
student learning, and reflective practice.
Technology Standards
Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the
courses, candidates will be provided with opportunities to explore and use instructional
media, especially microcomputers, to assist teaching. They will master use of productivity
tools, such as multimedia facilities, local-net and Internet, and feel confident to design
multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Candidates in this course will be expected to apply the use of educational technology in classrooms for
students in their classrooms. Specifically, candidates will use spreadsheet software to develop graphs, charts,
and tables, word processing to write papers, and e-mail to communicate with the instructors and their peers.
Diversity Standards
A variety of materials and instructional strategies will be employed to meet the needs of
the different learning styles of diverse learners in class. Candidates will gain knowledge
as well as an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background
for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities within their academic program. In order to make arrangements
for special services, students must visit the Office of Disabled Student Support Services
(ext. 6443) and develop an individual assistance plan. In some cases, certification of
disability is required. Please be aware there are other support/mentor groups on the
campus of Kennesaw State University that address each of the multicultural variables
outlined above.
Professional Portfolio Requirements
As you know…”..a required element in each portfolio for the Graduate Program is the portfolio narrative.
The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies
on the CPI with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio,
you need to include a narrative, which includes descriptive, analytic and reflective writing in which you
reflect on each of the proficiencies and how you make the case that the evidence you have selected in your
portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. The narrative
should be comprehensive, documenting research-based best practices. In this class you will do projects
that have been specifically designed to assist you in portfolio development. For example, you will
videotape you and a co-teaching engaging in one of the five most common approaches to co-teaching in a
general education classroom. A videotaped lesson, along with critical analysis, is a required element for
graduation from the Bagwell College of Education. Therefore, attend carefully to the assignments in this
course and how they will assist you in meeting future college requirements.
Extensions. Candidates should keep ongoing documentation of ways in which they extended their learning
and skills from this and other courses. For this course, this could include identifying students who gain
access to more inclusive educational environments, actual changes implemented in the school as a result of
the Building Plan, changes in student behavior or learning that results from co-teaching, interactions with
parents, committees formed or served on related to inclusive education, peer mediated strategies
implemented in your class or other classrooms, workshops on co-teaching conducted at the school, the
establishment of additional co-teaching teams at your school and etc.
Graduate Field Experience Requirements
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, actively serving on or
chairing school-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational
experiences, you are encouraged to explore every opportunity to learn by doing.
VIII.
Course Standards, Outcomes, Performance Indicators & Objectives
The KSU teacher preparation faculty is strongly committed to the concept of teacher
preparation as a developmental and collaborative process. Research for the past 25 years
as described this process in increasingly complex terms. Universities and schools must
work together to successfully prepare teachers who are capable of developing successful
learners in today’s schools and who choose to continue their professional development.
For the purposes of this syllabus, course goals and objectives are first delineated
according to development of candidate knowledge, skills & dispositions and then crossreferenced to the national professional standards of the Council for Exceptional Children
and Teachers of Speakers of Other Languages.
TESOL*
Performance Indicators
1.a.6. Demonstrate ability to
help ESOL students develop
social and academic language
skills in English.
1.b.11. Help ESOL students
communicate in socially and
culturally appropriate ways
Apply knowledge of:
1.a.1. Phonology
1.a.2. Morphology
1.a.3. Syntax
1.a.4. Semantics
1.a.5. Pragmatics
1.b.12. & 13 Help ESOL
student develop academic
language and language
learning strategies.
1.b.5. Understand and apply
current theories & research in
language development.
CPI CPI Outcomes &
Proficiencies
NCATE Standards
CPI Outcome 1: SME
1.1; 1.2; 1.3;.l.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
Course Objectives
Dispel Language Myths
Understand general
linguistic principles and
terminology
Evidence of
Mastery
Discussion
Short essay answers
Group project
Quizzes
Understand and
demonstrate principles and
practices
Examine second language
theories and pedagogical
methods
Discussion
Short answer essays
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
1.a.8. Understand of World
English, dialect variation, etc.
1.b.7. Recognize the ESOL
student’s home language and
language varieties and build
on skills as foundation for
learning English.
1.a.9. Use linguistic resources
to learn about English and of
student’s home language.
1.a.10. Serve as good
language model.
1.a.8. Understand World
English, dialect variation, etc.
1.b.7. Recognize the ESOL
student’s home language and
language varieties and build
on skills as foundation for
learning English.
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
Describe the impact of the
numerous variables in
second language
acquisition
Short answer essays
Understand the linguistic
and cultural challenges of
language minority students
Discussion
Written paper
Group project
Analyze the relationship
between formal language
instruction and language
acquisition
Discussion
Short answer essays
Examine teaching
strategies during field
experience
Participation in field
experience &
reflective paper
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
1.a.9. Use linguistic resources
to learn about English and of
student’s home language.
1.a.10. Serve as good
language model.
1.a.5. Apply knowledge of
pragmatics to help students
use English appropriately….in
formal and informal settings.
1.a.6. Demonstrate ability to
help ESOL students develop
social and academic language
skills in English.
Apply knowledge of:
1.a.1. Phonology
1.a.2. Morphology
1.a.3. Syntax
1.a.4. Semantics
1.a.5. Pragmatics
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
CPI Outcome 3: CP
3.2
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
* TESOL Standards addressed in this course:
1.a.
Describing Language
1.b.
Language Acquisition and Development
IX.
Course Requirements:
Assignment
Quizzes (2)
One reflective paper
2 in-class writing assignments
Points Assessed
20%
20%
20%
Group project
Participation/Field Experience
20%
20%
Quizzes
Quizzes will consist of short definitions or short questions.
Reflective Paper
This will be a two-page double-spaced typed paper. Think of it as a chance to say what you agree with
most from our discussions and readings and/or what you disagree with most from our discussions and
readings.
In-class Writing Assignments
We will begin and end with a writing-to-think assignment. The topic will be your philosophy of language.
What is your definition of language? How does language work?
You are limited to one page double-spaced page.
Group Project
This project will be simple in nature but profound in implications. In teams you will
devise a simple survey to test “popular” views of language. Here are the areas that I am
proposing, but these areas are negotiable.
 Views of different languages (German, Italian, Arabic etc.)
 Role of grammar instruction in education
 Rate of speech in different language
 The “best” brand of English
 Issues of gender and language
X.
Evaluation and Grading:
A 100 to 90
B 89 to 80
C 79 to 70
D 69 to 60
F 59 and below
XI.
Academic Honesty Statement
Page 116 of the KSU Graduate catalog (2000 - 2001) states: KSU expects that graduate candidates will
pursue their academic programs in an ethical, professional manner. Any work that candidates present in
fulfillment of program or course requirements should represent their own efforts, achieved without giving
or receiving any unauthorized assistance. Any candidate who is found to have violated these expectations
will be subject to disciplinary action.
XII.
Class Attendance Policy
Since we only have six class days, it is vital that you attend each day.
XIII.
Course Outline
This is a tentative outline. The reading assignments assigned as homework are to be completed before
coming to class on the assigned day (except for the first day and those marked “during class”).
Reading abbreviations:
A = Andrews, L. Linguistics of L2 Teachers
B & T = Bauer and Trudgill. Language Myths
L & S = Lightbown, P. and Spada, N. How languages are learned.
Date
Topics/Activities/In-Class Assign.
Readings or Assign. Due
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Introductions/Course Policies/Course Overview
Information sheet
Language philosophy
Overview of language
Sociolinguistics
Language myths: Change and Aesthetics
Words
Syntax
Grammar Issue
Language myths: Correctness and Superiority
Social conventions
Semantics
Phonetics
Language Myths: Gender
Learning a first language
Theory and second language learning
Language myths: Difficulty and Media
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Factors affecting second lang. learning
Observing Second language teaching
Language myth: Speed
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Second language learning in the classroom
Myths and SLA
Presentation of group projects
Language philosophy
A pp. 1-14
A pp. 87-115
B & T pp. 1-8
B & T pp. 85-93
A pp. 17 – 34
A pp. 37 – 55
B & T pp. 113 – 121 (during class)
B & T pp. 139 – 148 (during class)
A pp. 57 - 84
A pp. 118 - 134
B & T pp. 41-49 (during class)
Quiz
LS pp. 1 – 26
LS pp. 31 – 46
B & T pp. 50 – 57 (during class)
B & T pp. 123 – 130 (during class)
LS pp. 49 - 69
LS pp. 91 – 115
B & T pp. 150-156 (during class)
Reflective Paper
LS pp. 117 – 153
LS pp. 161-170
Quiz
XIII. Bibliography
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring,
background information. In S. J. Odell & L. Huling (Eds.), Quality mentoring
for novice teachers (pp. 3-14). Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up.
Educational psychology review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What
makes an expert student? Instructional Science, 26, 127-140.
Asher, J. (1977). Learning another language through actions: The complete teacher's
guidebook. Los Gatos: Sky Oaks Publications.
Brown, H. D. (2000). Principles of language learning and teaching. White Plain, N.Y.:
Prentice Hall.
Bialystyok, E. & Hakuta, K. (1994). In other words: The science and psychology
of second-language acquisition. New York: Basic Books.
A. Suresh Canagarajah. (1999). Resisting Linguistic Imperialism in English Teaching.
Oxford: Oxford University Press, 1999.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to
second language teaching and testing. Applied linguistics, 1, 1-47.
Brown, H. D. & Gonzo, S. (Eds.). (1995). Readings on second language acquisition.
Englewood Cliffs, NJ: Prentice Hall.
Brown, J. D. (Ed.). (1998). New ways of classroom assessment. Alexandria, VA:
TESOL.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford
University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University
Press.
Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language
learning. Rowley, Mass.: Newbury House.
Hadaway, N. , Vardel, S. & Young, T. (2002). Literature-based instruction with English
language learners. Boston: Allyn and Bacon
Krashen, S. & Terrel, T. (1983). The natural approach: Language acquisition in the
classroom. Oxford: Pergamon.
Lightbrown, P. (2000). Classroom SLA research and second language teaching.
Applied linguistics 21 431-462.
Savignon, S. (1983). Communicative competence: Theory and classroom practice.
Reading: Addison-Wesley.
Selinker, L. (1972). Interlanguage. International review of applied linguistics, 10, 209231.
Trudgill, P. (1995). Sociolinguistics. London: Penguin Books.