KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name FLED 7703: Research in Second Language Acquisition
Department Foreign Languages
Degree Title (if applicable) Master of Arts in Teaching (Foreign Languages)
Proposed Effective Date Fall 2008
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
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:
Approved
Anja Bernardy
Faculty Member
August 15, 2007 _____
Date
Not Approved
Department Curriculum Committee Date
Approved
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Approved
Approved
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Department Chair
Date
School Curriculum Committee
Date
School Dean
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GPCC Chair
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Dean, Graduate Studies
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Vice President for Academic Affairs Date
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President
Date
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KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number FLED 7703_______________
Course Title Research in Second Language Acquisition
Credit Hours 3-0-3
Prerequisites Admission to the MAT program (Foreign Languages)
Description (or Proposed Degree Requirements)
A survey of second language acquisition theory and current research. This course also explores
the cognitive, affective, and biological mechanisms that underlie acquisition and their
implications in the classroom. Includes observations of foreign language classrooms in
elementary, middle, and high schools. Proof of professional liability insurance is required for
field experience.
III.
Justification
The national standards set forth by the American Council on the Teaching of Foreign Languages
(ACTFL) for the preparation of foreign language teachers requires that candidates
 demonstrate an understanding of language acquisition at various developmental levels
and use this knowledge to create a supportive classroom learning environment that
includes target-language input and opportunities for negotiation of meaning and
meaningful interaction. (Standard 3a)
This course links theories of second language acquisition to their practical application in
contemporary American classrooms. In order to facilitate learning of another language, teachers
must familiarize themselves with the growing body of knowledge specific to the acquisition
process. Teachers must also observe in classroom settings to understand the process of acquiring
another language. These observations will inform discussions of theory, multiculturalism and
diversity within American schools.
IV.
Additional Information (for New Courses only)
Instructor: see attached syllabus
Texts:
Prerequisites:
Objectives:
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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
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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
FLED
7703
L2 Acquisition
3-0-3
Fall 2008
Regular
n/a
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
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VII Attach Syllabus
DEPARTMENT OF FOREIGN LANGUAGES
I.
Course:
FLED 7703
Research in Second Language Acquisition
Instructor: TBA
Office:
Office hours:
Phone:
E-mail:
II.
Collaborative Development
of Expertise in Teaching,
Learning and Leadership
Meeting times:
Location:
Last day to withdraw without academic penalty:
Required texts:
(1) Brown, D. (2000). Principles of Language Learning and Teaching. (4th ed.) White Plains,
Longman. ISBN: 0-13-017816-0
(2) Kay, S. L. (2006) Researching second language classrooms. Mahwah, NJ: Lawrence Earlbaum
Associates, Inc.
(3) ACTFL Revised Proficiency Guidelines-Speaking (Revised 2001). Available for free at
www.actfl.org.
(3) NCATE/ACTFL Standards for the Preparation of Foreign Language Teachers. Download for
free at www.actfl.org.
III. Catalog course description: Prerequisites: Admission to the MAT in Foreign Languages.
A survey of second language acquisition theory and current research. This course also explores the
cognitive, affective, and biological mechanisms that underlie acquisition and their implications in the
classroom. Includes observations of foreign language classrooms in elementary, middle, and high schools.
Proof of professional liability insurance is required for field experience.
IV. Purpose/rationale: In order to facilitate learning of another language, teachers must familiarize
themselves with the growing body of knowledge specific to the acquisition process. Teachers must also
observe in classroom settings to understand the instructional processes that foster the acquisition of
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another language. These observations will inform discussions of second language acquisition theory,
multiculturalism and diversity within American schools.
This course links theories of second language acquisition to their practical application in contemporary
American classrooms. Discussions and assignments in this course are guided by the Conceptual
Framework of the Bagwell College of Education:
Collaborative Development of Expertise in Teaching, Learning and Leadership
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures that
support all learning. To that end, the PTEU fosters the development of candidates as they progress
through stages of growth from novice to proficient to expert and leader. Expertise is viewed as a process
of continued development, not an end-state. To be effective, teachers and educational leaders must
embrace the notion that teaching and learning are entwined and that it is only through the implementation
of validated practices that all students can construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU fully recognizes,
values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. For we feel strongly that it is only through the collaboration of
professionals in the university, the public and private school sectors, parents and other professional
partners that we can truly meet the goal of assisting schools in bringing all students to high levels of
learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four
phases: pre-service, 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.
Use of Technology: Technology Standards for Educators are required by the Professional Standards
Commission. 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.
Diversity: 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
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student. Among these attributes are ethnicity, race, socioeconomic status, gender, giftedness, disability,
language, religion, family structure, sexual orientation, and geographic region. 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 (770-423- 6443) and develop an individual assistance plan. In some cases,
certification of disability is required. Please be aware that there are other support/mentor groups on the
campus of Kennesaw State University that address each of the multicultural variables outlined above. For
more information contact the Student Life Center at 770-423-6280.
V. Course goals/objectives: The Professional Teacher Education Unit (PTEU) prepares learning
facilitators who understand their disciplines and principles of pedagogy, who reflect upon their practice,
and who apply these understandings to make instructional decision that foster the success of all learners.
This course addresses the following program learning outcomes:
American Council on the Teaching of Foreign Languages (ACTFL)
Program Standards for the Preparation of Foreign Language Teachers
Initial Level: Graduate
Standard 3: LANGUAGE ACQUISITION THEORIES AND INSTRUCTIONAL PRACTICES
3a: Understanding Language Acquisition and Creating a Supportive Classroom
Learners demonstrate an understanding of language acquisition at various developmental levels and use
this knowledge to create a supportive classroom learning environment that includes target-language input
and opportunities for negotiation of meaning and meaningful interaction.
3b: Developing Instructional Practices That Reflect Language Outcomes and Learner Diversity
Candidates develop a variety of instructional practices that reflect language outcomes and articulated
program models and address the needs of diverse language learners.
VI.
Evaluation, grading and performance assessment: Students enrolled in this course will earn a
letter grade of A (100-90%), B (89-80%), C (79-70%), D (69-60%), F (59% or lower) based on the
assessments listed below. Grading criteria and details of assignments will be given on the course outline
and/or in class. Students are expected to submit assignments on time or accept the consequences of
missing deadlines. Assignments are due no later than 5:00 on the due date. No late work will be
accepted.
15%
15%
20%
15%
10%
15%
5%
5%
Midterm
Final Exam
Written observation reports (2)
Homework reflections
Article review
Action research proposal
Power Point presentation of research
Portfolio
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On-line ACTFL Portfolio:
All candidates seeking certification in a foreign language are required to complete a portfolio based on the
NCATE/ACTFL Program Standards for Foreign Language Education and the PTEU Outcomes &
Proficiencies. MAT candidates present their final portfolio in FLED 7735. The portfolio will be evaluated
by the FLED faculty team using the rubrics provided in the Program Standards. To complete the program
successfully, all candidates must provide clear, convincing and coherent evidence that all ACTFL
standards and PTEU proficiencies have been met. Information about the portfolio is available on the
Foreign Language Department website: www.kennesaw.edu/foreignlanguage. The foreign language
curriculum is standards-based. Candidates are advised to keep all work from their MAT classes in order
to select their best work samples for the portfolio. In FLED 7703 candidates will complete assignments
that address outcomes related to Standards 3a and 3b.
Portfolio Narrative: A required element in each portfolio for TOSS, Student Teaching, and the Graduate
Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate
reflects on the ACTFL standards and PTEU proficiencies with regard to what evidence the candidate has
selected for his/her portfolio. Although none of the assignments for this course are “required” for your
portfolio, for this course you will need select evidence for Standards 3a and 3b and complete a brief
narrative grid in which you reflect on the elements of those standards and make the case that the evidence
you have selected supports a particular standard.
VII. Attendance policy: Classroom participation and attendance are crucial for student success in this
course. Absences should be taken for emergencies only. There are no make-ups for class work missed
due to absences or tardiness.
VIII. University Policies: The Department of Foreign Languages adheres to the principles and policies
formulated in the Statement of Student Rights and Responsibilities (KSU Graduate Catalog, pp. 237-259).
IX. Selected Bibliography
Andersson, S., & Cunningham-Andersson, U. (2004). Growing up with two languages: A practical guide.
New York, NY: Routledge.
Beeman, M., & Chiarello, C. (Eds.). (1997). Right hemisphere language comprehension: Perspectives
from cognitive neuroscience. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Birdsong, D. (Ed.). (1999). Second language acquisition and the critical period hypothesis. Mahwah, NJ:
Lawrence Erlbaum Associates, Inc.
Chamberlain, C., Morford, J. P., & Mayberry, R. I. (Eds.). (2000). Language acquisition by eye. Mahwah,
NJ: Lawrence Erlbaum Associates, Inc.
DeBot, K., Lowie, W., Verspoor, M. (2005). Second language acquisition: An advanced resource book.
New York, NY: Routledge.
Dörnyei, Z. (2005). The psychology of the language learner. Mahwah, NJ: Lawrence Earlbaum
Associates, Inc.
Flynn, S., Martohardjono, G., & O’Neil, W. (Eds.). (1997). The generative study of second language
acquisition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Freeman, D. (1998). Doing teacher-research: From inquiry to understanding. Boston, MA: Heinle.
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Gass, S. M., & Mackey, A. (2000). Stimulated recall in second language research. Mahwah, NJ:
Lawrence Erlbaum Associates, Inc.
Hall, J. K., & Verplaetse, L. S. (2000). Second and foreign language learning through classroom
interaction. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Haslett, B. B., & Samter, W. (1997). Children communicating: The first 5 years. Mahwah, NJ: Lawrence
Erlbaum Associates, Inc.
Hinkel, E., Ed. (2005). Handbook of research in second language teaching and learning. Mahwah, NJ:
Lawrence Erlbaum Associates, Inc.
Kazzazi, K. & Trauth, G., Eds. (1996). The Routledge dictionary of language and linguistics
Kecskes, I., & Papp, T. (2000). Foreign language and mother tongue. Mahwah, NJ: Lawrence Erlbaum
Associates, Inc.
Kormos, J. (2006). Speech production and second language acquisition. Mahwah, NJ: Lawrence Erlbaum
Associates, Inc.
Kouritzin, S. G. (1999). Face[t]s of first language loss. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Kumaravadivelu, B. (2005). Understanding language teaching. Mahwah, NJ: Lawrence Erlbaum
Associates, Inc.
Long, M. (2006). Problems in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates,
Inc.
Malmkajaer, K. (2004). The linguistics encyclopedia. New York, NY: Routledge.
MacWhinney, B. (Ed.). (1999). The emergence of language. Mahwah, NJ: Lawrence Erlbaum Associates,
Inc.
Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd ed.). New York, NY: Oxford
University Press.
Rosenthal, J. W. (Ed.). (2000). Handbook of undergraduate second language education. Mahwah, NJ:
Lawrence Erlbaum Associates, Inc.
Salaberry, R., & Lafford, B. A. (Eds.). (2006). The art of teaching Spanish: Second language acquisition
from research to praxis. Washington, DC: Georgetown University Press.
Schachter, J., & Gass, S. M. (Eds.). (1996). Second language classroom research: Issues and
opportunities. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Slobin, D. I. (Ed.). (1997). The crosslinguistic study of language acquisition (Vol. 5). Mahwah, NJ:
Lawrence Erlbaum Associates, Inc.
Spolsky, R. (1989). Conditions for second language learning, Oxford: Oxford University Press.
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Strozer, J. R. (1994). Language acquisition after puberty. Washington, DC: Georgetown University Press.
Tarone, E. E., Gass, S. M., & Cohen, A. D. (Eds.). (1994). Research methodology in second-language
acquisition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Thomas, M. (2004). Universal grammar in second language acquisition: A history. New York, NY::
Routledge.
Van der Lely, H. (G. Ed.). (1999). Special language impairment in children: A special triple issue of
language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Van Patten, B. (2004). Processing instruction. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
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Tentative Course Outline and Schedule of Assignments
CHECK WebCT Vista for WEEKLY UPDATES
Week 1
Introduction to course.
Schools of Thought in SLA (chapter 1)
Week 2
Theories in First Language Acquisition (chapter 2)
Issues in Language Acquisition (chapter 2)
Week 3
No class
Action research (Kay, S. L. 2006)
Week 4
Age and Acquisition (chapter 3)
Week 5
Human Learning (chapter 4)
Week 6
Styles & Strategies (chapter 5)
Week 7
Midterm exam
Personality Factors (chapter 6)
Week 8
Personality Factors (chapter 6)
Sociocultural factors (chapter 7)
Week 9
Sociocultural factors (chapter 7)
Cross-linguistic Influence and Learner Language (chapter 8)
Week 10
Cross-linguistic Influence and Learner Language (chapter 8)
Week 11
Communicative Competence (chapter 9)
Week 12
Research Review
Week 13
Theories of Second Language Acquisition (chapter 10)
Week 14
Theories of Second Language Acquisition (conclusion)
Thanksgiving recess – no class.
Week 15
Power Point Research presentations
Week 16
Power Point Research presentations
December XX Final Exam XX – XX p.m.
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