TESL 5030 SYLLABUS 1 Course Syllabus COURSE NUMBER: COURSE TITLE TESL 5030 Language History, Planning, and Policy SITE: INSTRUCTOR CONTACT INFORMATION: [To be filled in] Tashkent TERM: Spring 1 2019 CREDIT HOURS: Three 1. COURSE DESCRIPTION: This course provides an overview of nature language change and applies General Linguistics, Sociolinguistics, and World Englishes to language diversity in the United States and English around the world. With a focus on Language Planning and Policy, this course helps students explore relevant laws and policies that affect English language instruction and then prepares students to write their own original language planning and policy proposal in order to meet the needs of the learners they currently serve or will serve. 2. LEARNING OUTCOMES Primary Standards Objective Rationale Standard 2. Culture as it affects student learning To propose culturally sensitive approaches to instruction and demonstrate the belief that all learners can learn As classrooms become increasingly diverse in terms of culture, it is important to keep in mind the needs of all learners to ensure that they all have the opportunity to learn. Address how your proposal meets the needs of culturally diverse learners and contributes to the belief that all learners can learn. Assessed by which elements of the assessment Proposal Elements: 6a & 6b TESL 5030 SYLLABUS 2 Standard 5.a. ESL research and history To develop new policies based on research and other sources and demonstrate strong writing skills Standard 5.b. Professional development, partnership, and advocacy To serve as an advocate for diversity and the specific needs of linguistically and culturally diverse learners Secondary Standards Objective Standard 1.a Language as a system To describe the features of the target language that learners will most need to acquire Strong writing is based in strong research. Make use of course readings and outside research to support the methods and approaches you are proposing for your language policy. Attention to strong academic writing, including proper citation of all sources, shows a commitment to professionalism in the field of TESOL and language instruction. Classroom instructors and school administrators must advocate for the specific needs of culturally and linguistically diverse learners and advocate for policies and procedures that support the linguistic and academic success of all learners. Rationale A language policy at the classroom, institution, district, or even national level needs to describe the features of language that learners must acquire. This also requires specifying the target language and the variety/ies or register(s). Instructors must also be able to prioritize one or two specific features of language that learners will need based on assessments and academic or professional expectations. Proposal Elements: 1 (for demographics), 2 (for history), 5c (to support proposal), & general writing and use of research for the entire proposal Proposal Element: 6c Assessed by which Sections Proposal Element: 4 TESL 5030 SYLLABUS Standard 1.b. Language acquisition and developments Standard 4.a. Issues of assessment for English language learners 3 To propose effective methods to help learners acquire the language skills that will help them succeed Classroom instructors must be familiar with effective methods and approaches that are the most appropriate to meet specific language objectives. Instructors must also show an awareness of which methods are pedagogically sound, realistic, and practical for target learners to acquire identified target language features. To account for how Classroom instructors assessment(s) factor into must account for instructional methods assessments when and policies as they making all instructional relate to learners decisions. Language acquiring Standard policies must also American English reflect this knowledge and be geared to address and prepared learners for specific assessments (proficiency, achievement, standardized, etc.) that learners will or may encounter to assess their knowledge and use of Standard American English. Proposal Elements: 5a, 5b, & 5c Proposal Elements: 3 & 5d Required Texts - Barry, Anita K. Linguistic Perspectives on Language and Education. Upper Saddle River, NJ and Columbus, OH: Pearson, 2008. ISBN: 0-13-158928-8. PLUS: Other readings available on Canvas. TESL 5030 SYLLABUS 4 Assignments and Expectations Be certain to review Webster University’s Academic Honesty Policy, for which you are responsible, at http://www.webster.edu/students/handbook/academics.shtml#honesty. A special note on following directions and assessment - As graduate students and as current/future teachers, you are expected to be able to follow instructions. - Be certain to read all instructions carefully and to cover all the requirements for various assignments. If something is unclear, it is your responsibility to ask for clarification. - Plan ahead! Do not send an e-mail the night before an assignment is due with clarification questions and expect a quick response. - Assessment rubrics (when used) are based on the assignment descriptions. In the case that an assessment rubric is used for grading purposes, it will not be handed out in advance. You should focus your attention on the assignment descriptions and on writing thoughtful and complete assignments. o Note that in most graduate programs professors use holistic grading where a letter and/or number grade is given to a paper or an assignment without the use of a rubric. o Making your own list of what you need to cover in an assignment based on the assignment description is an important skill that should have been learned during your undergraduate work. If you find that you are having trouble with these skills, you may want to seek assistance from the Academic Resource Center (http://www.webster.edu/arc/). - Most low grades occur because: o A student ignores particular key elements of an assignment. When a required element is worth 10% of a grade and is missing, it automatically lowers the grade by 10%. Pay attention to elements in bulleted lists and that are bolded. o A student treats an assignment as simply a “display of knowledge” and simply lists off key terms, concepts, and definitions (treating the assignment as a check list of topics and concepts to cover) without making any connections between these ideas or showing any true comprehension or original thought. o A student fails to connect course readings and lecture topics to current, realistic educational situations and settings. Participation - In order to cover more material, we will be doing many jigsaw readings and group presentations - You will be expected to participate in small-group discussions, group presentations, and full-class discussion - Your instructor will assess your participation and assign a grade for this based on the relative quantity and quality of your participation throughout the term Weekly Reading Guides - To prepare you for weekly discussions, you will be asked to complete a Weekly Reading Guide before each class TESL 5030 SYLLABUS - - 5 Please bring a paper copy of this Weekly Reading Guide completed and ready to use for discussion You will receive a grade for completing these each week (10 points if fully completed, 0 points for incomplete, partial points may be assigned for partially completed reading guides) Your one lowest score will be dropped from the Weekly Reading Guides grades These Weekly Reading Guides take the place of graded quizzes used in the past Weekly Assignments - To help prepare you for the final Key Assessment, you will complete several shorter writing assignments - All assignments must be submitting on Canvas by the posted due date so that they can be assessed Turnitin - Late assignments may be penalized or may not receive a grade - If you receive a low grade on a writing assignment submitted (on time) during weeks 1 through 6, you may use the Second Chance policy once (but you must follow all directions for the Second Chance policy to have your assignment considered for a new grade) Final Key Assessment: Language Policy Proposal - See the Key Assessment assignment and rubric Academic Writing Expectations All TESL courses prepare teacher candidates to teach English language skills to students in diverse settings. Teacher candidates enrolled in this course are expected to use standard academic English for all written assignments. This ensures that you are prepared to help your current and future students with high-stakes tests and assessments, such as the TOEFL, IELTS ACT, SAT, and GRE. Assignments will be marked down appropriately for grammar, punctuation, and register (i.e., use of slang or informal language). Please note the following list of common writing issues: - Subject-verb agreement - “the author states” not “the author state” - Plural vs. possessive - “the man’s hat” not “the man hat,” “the mans hat,” or “the mans’ hat” - Word choice - “students are expected to study” not “students are accepted to study” - Run-on sentences - academic English prefers sentences with 10-20 words - Run-on paragraphs - each page should have 2-4 paragraphs; do not use page-long paragraphs - Fragments - each sentence requires a main verb; subordinate clauses must be properly attached to independent clauses - Punctuation o There is no space before a comma, but one space after it o Periods go after APA citations, not before o There is no space before a period, but there is one (or two) space(s) after it (notable exceptions are e.g., i.e., U.S., etc.) If you need assistance with academic writing, please contact the staff at the Academic Resource Center (webster.edu/arc). TESL 5030 SYLLABUS 6 APA Citations - In accordance with APA standards, all direct quotes must be in quotation marks and properly cited. - Additionally all material that is summarized from another source (even in your own words) must be cited properly. - All citations must include the author’s/s’ name(s) and the year of publication. If you include a direct quote, then you must also include a page reference. Examples: (Barry, 2008, p. 71); (Johnson & Ricento, 2013, pp. 10-11). - References should be primarily from the assigned course materials (our assigned readings) or outside research. References to lectures are only acceptable if that material is original to the instructor (i.e., not a summary of required course readings). If the lecture or Power Point refers to the required readings, you must cite the textbook (not the lecture or Power Point slides). - Never use Wikipedia, dictionary.com, about.com, or any general reference website. Any web sources used must be associated with an academic institution or a reputable organization. - Websites from government agencies, academic organizations, and major non-profit organizations are acceptable; personal blogs and websites from unknown authors are not acceptable sources for course assignments. - If you need assistance with APA citations, please contact the staff at the Academic Resource Center (webster.edu/arc). - See the following video on APA citations: https://www.youtube.com/watch?v=gMxc71m3Xkc PLAGIARISM - All work must be original. Please see Webster University’s page on Plagiarism Prevention at http://www.webster.edu/academic-resource-center/plagiarism_prevention/. - To assist with ensuring that all assignments are original and promoting fairness in grading, assignments are also assessed using TurnItIn (https://www.turnitin.com). VIEWING FEEDBACK FROM INSTRUCTORS Canvas (the WorldClassroom) allows instructors three different ways to provide feedback: 1. Comments written within a grading rubric 2. Comments sent directly to your inbox (like a mail message) 3. Comments written directly onto the document file you uploaded (similar to track changes or adding comments in Microsoft Word). IMPORTANT: Many students get lower grades simply because they do not read all feedback from their instructor. For instructions on how to view feedback on your assignments, please see http://olc.webster.edu/faq/index.php?action=artikel&cat=7&id=40&artlang=en. TESL 5030 SYLLABUS 7 Resources Library - You can access many library services online at http://library.webster.edu/. - Be certain to start your research early so that you can find the sources and resources that you need, and so that you can obtain assistance if needed. - The Emerson Library staff and librarians are there to help you, but they need time to help you. Many books and articles take several days or more than a week to acquire. So plan early. The Online Writing Center - Purdue’s Online Writing Center is one of the most cited and comprehensive online guides for academic writing. - Their website (http://owl.english.purdue.edu/) may serve as an invaluable reference for you. - This site includes many resources on APA citation so there should be no excuses about not knowing how to use APA properly. Attendance and Participation - - - - - We only have 8 class periods, so missing one class is missing more than 10% of the semester. Your attendance is expected at all 8 class sessions for the entire 4-hour session. You need to schedule all evening appointments, parenting duties, and travel around class time. Unexcused absences will result in your final grade being lowered a letter grade. Two unexcused absences will result in your final grade being lowered to a C. Please arrive on time and plan your schedule to stay for the full four-hour class. If an emergency or an extenuating circumstance comes up and you contact your instructor ahead of time or as soon as possible, you may make-up an excused absence by writing a five-page paper on the week’s material. This paper will be graded and count as the 10% of your final grade allotted to attendance. You are expected to come prepared to each class having completed the assigned readings. You should be underlining, highlighting, making notes, and writing questions. It becomes very clear who has come prepared and who has not. This is a discussion-based course. I am here to help you better understand the readings and provide you with examples from my studies, research, and experience both as a language teacher and learner. In the end, you all need to be able to articulate informed opinions on these topics. But you also come with a lot of your own experiences from teaching, learning, observing family members, friends, watching the news, etc. Please share those in class. Note that some topics may create strong opinions and that some topics may be more personal to some than they will be others. It is important to maintain respect for everyone and their opinions. For many of these topics, there is no consensus (and that is why we will be discussing them). TESL 5030 SYLLABUS - 8 You are expected to actively participate. If you remain quiet and wait to be called on, it may be interpreted as you not being prepared for class. So always come prepared and show that you are prepared by participating in these discussions. Grades - Attendance and Arriving on Time In-Class Participation Complete Reading Guides Academic Writing Quiz (on Canvas) Weekly Assignments Key Assessment 10% 10% 5% 5% 30% 40% CLASS SCHEDULE Week One Discuss the Course Syllabus Introductions Introduction to Language Change, Historical Linguistics, and Language Planning - Required Readings o Mihalic̆ek, V. & Wilson, C. (eds.). (2011). Language files: Materials for an introduction to language and linguistics (11th ed.). Columbus, OH: Ohio State University Press. [PDFs on Canvas: Chapters 10 and 12] 10.0 What is Language Variation? 10.1 Language Varieties 12.0 What is Language Contact? 12.1 Language Contact 12.2 Borrowings into English o Barry, A. K. (2008). Linguistic perspectives on language and education. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall. [Barry] Chapter 1 – The Linguistic Perspective (1-10) Chapter 6 – The Written Word (115-130) o Kaiser, D. (2018). Growing Your Own Onion: Teachers as Writers of Language Planning and Policy Proposals (draft article) [PDF on Canvas] Begin work on Week Two assignment Week Two Fundamentals of Language and Language Planning and Policy - Required Readings TESL 5030 SYLLABUS - o Mihalic̆ek, V. & Wilson, C. (eds.). (2011). Language files: Materials for an introduction to language and linguistics (11th ed.). Columbus, OH: Ohio State University Press. [PDFs on Canvas: Chapters 10 and 13] 10.2 Variation at Different Levels of Linguistic Structure 13.0 What is Language Change? 13.1 Introducing Language Change 13.2 Language Relatedness o Kaiser, D. (2013). English phonetics and phonology. Course packet. [PDF on Canvas] o Barry, A. K. (2008). Linguistic perspectives on language and education. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall. [Barry] Chapter 3 – Foundations of Linguistics: Phonology and Morphology (3346) Chapter 4 – Syntax and Grammar Teaching (51-69) Jigsaw Readings on English Language Teaching in Uzbekistan: o Hasanova, D. (2007). Teaching and learning English in Uzbekistan. English Today, 23(1), 3–9. [PDF on Canvas] o Azizova, G. (2014). Uzbekistan government policy towards teaching English language. The Advanced Science Journal, 2014(5), 25–28. [PDF on Canvas] o Hasanova, D., & Shadieva, T. (2007). Implementing communicative language teaching in Uzbekistan. TESOL Quarterly, 42(1), 138–143. [PDF on Canvas] Week Two assignment due in Canvas by the due date Week Three Language Change and Variety and LPP from Macro and Micro Perspectives - Required Readings o Mihalic̆ek, V. & Wilson, C. (eds.). (2011). Language files: Materials for an introduction to language and linguistics (11th ed.). Columbus, OH: Ohio State University Press. [PDF on Canvas] 13.3 Sound Change 13.4 Morphological Change 13.5 Syntactic Change 13.6 Semantic Change o Barry, A. K. (2008). Linguistic perspectives on language and education. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall. [Barry] Chapter 5 – Language Change and Variation (only 79-92) o Kaplan, R.B. (2011). Macro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning: Volume 2 (924-935). New York: Routledge. [PDF on Canvas] o Siew Kheng, C. & Baldauf, Jr., R.B. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning: Volume 2 (936-951). New York: Routledge. [PDF on Canvas] 9 TESL 5030 SYLLABUS 10 Prepare for Week Four assignment. Week Four Linguistic Ideology and Histories of Policies in the USA - Required Readings o Mihalic̆ek, V. & Wilson, C. (eds.). (2011). Language files: Materials for an introduction to language and linguistics (11th ed.). Columbus, OH: Ohio State University Press. [PDF on Canvas] 10.3 Factors Influencing Variation: Regional and Geographic Factors 10.4 Factors Influencing Variation: Social Factors 10.5 Language and Identity o Lippi-Green, R. (2004). Language ideology and language prejudice. In Finegan, E., & Rickford, J. R. (Eds). Language in the USA: Themes for the twenty-first century (289-303). Cambridge: Cambridge University Press. [PDF on Canvas] o Linton, A. (2009). Language politics and policy in the United States: Implications for the immigration debate. International Journal of the Sociology of Language, 199, 9-37. [PDF on Canvas] Week Four assignment due in Canvas by the due date Week Five World Englishes - Required Readings o Mihalic̆ek, V. & Wilson, C. (eds.). (2011). Language files: Materials for an introduction to language and linguistics (11th ed.). Columbus, OH: Ohio State University Press. [PDF on Canvas] 12.3 Pidgin Languages 12.4 Creole Languages 12.5 Societal Multilingualism o Barry, A. K. (2008). Linguistic perspectives on language and education. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall. [Barry] Chapter 10 – Language Planning and Policy (213-231) o Kachru, B. (1990). World Englishes and applied linguistics. World Englishes, 9(1), 3-20. [PDF on Canvas] o Kirkpatrick, A. & Deterding, D. (2011). World Englishes. In J. Simpson (Ed.), The routledge handbook of applied linguistics (373-387). Milton Park, Abingdon, UK: Routledge. [PDF on Canvas] o Chua Siew Kheng, C. & Baldauf, Jr., R.B. (2011). Global language: (De)colonisation in the new era. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning: Volume 2 (952-969). New York: Routledge. [PDF on Canvas] TESL 5030 SYLLABUS 11 No Assignment for Week Five Week Six World Englishes and Language Planning Around the World - Required Texts o Mihalic̆ek, V. & Wilson, C. (eds.). (2011). Language files: Materials for an introduction to language and linguistics (11th ed.). Columbus, OH: Ohio State University Press. [PDF on Canvas] 12.6 Language Endangerment and Language Death 12.7 Case Studies in Language Contact o Hasanova, D. (2007). Broadening the boundaries of the Expanding Circle: English in Uzbekistan. World Englishes, 26(3), 276–290. [PDF on Canvas] - Jigsaw Readings on ELT and WE in Other Countries o Haryanto, E. (2013). Language policy: Administrators and teachers’ view on English as media of instruction implementation in Indonesia. Journal of Education and Practice, 4(2), 48-56. [PDF on Canvas] o Kaiser, D. (2017). English language teaching in Uruguay. World Englishes, 36(4), 744–759. https://doi.org/10.1111/weng.12261 [PDF on Canvas] o Mahboob, A., & Elyas, T. (2014). English in the Kingdom of Saudi Arabia. World Englishes, 33(1), 128–142. [PDF on Canvas] o Kuhlman, N. A., & Serrano, E. (2017). Teacher educational reform: The case in Ecuador. In English language teaching in South America: Policy, preparation and practices (pp. 95–108). Multilingual Matters. [PDF on Canvas] Week Six assignment due Sunday in Canvas by due date Week Seven Language Policy Workshop Day Newer Approaches and Opportunities Overseas - Required Readings: o Zhao, S. (2011). Actors in language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning: Volume 2 (905-923). New York: Routledge. [PDF on Canvas] – Read only pages 905-915 o Review and connect: Kaplan, R.B. (2011). Macro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning: Volume 2 (924-935). New York: Routledge. [PDF on Canvas] Siew Kheng , C.C. & Baldauf, Jr., R.B. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning: Volume 2 (936-951). New York: Routledge. [PDF on Canvas] TESL 5030 SYLLABUS Work on your final paper Week Eight The Practical Side of Language - Required Readings o Barry, A. K. (2008). Linguistic perspectives on language and education. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall. [Barry] Chapter 7 – Using Language in Context (137-152) - Information Presentations on LPP Proposals in Class Suggested Reading: - Wee, L. Language policy and planning. In J. Simpson (Ed.), The routledge handbook of applied linguistics (11-23). Milton Park, Abingdon, UK: Routledge. - Barry, A. K. (2008). Linguistic perspectives on language and education. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall. o Chapter 8 – Child Language Acquisition (161-183) o Chapter 11 – Linguistics and Literacy (237-253) - Peer-review Week Nine Final Paper due in Canvas using this link: https://worldclassroom.webster.edu/courses/1333128/assignments/5408632 - Individual presentations of Language Policy Proposals 12 TESL 5030 SYLLABUS 13 ACADEMIC HONESTY POLICY Students at Webster University are expected to practice academic honesty. Avoiding Plagiarism Plagiarism is intentionally claiming that another person’s work is his/her own or implying that another person’s work is his/her own (through inadequate or inaccurate citations of reference material.) Students: Should not copy whole portions of text from another source as a major component of papers or projects. Should identify the title, author, page number/webpage address, and publication date of works when directly quoting small portions of texts, articles, interviews, or websites. Should appropriately identify the source of information when paraphrasing (restating) ideas from texts, interviews, articles, or websites. Should follow the guidelines of the American Psychological Association Style Guide when referencing all research sources. Consequences of Academic Dishonesty: For further information about the consequences of academic dishonesty please consult the Webster University Student Handbook. ACCESSIBILITY/ACCOMMODATIONS POLICY If you have a disability that may have some impact on your work in this class and for which you may require accommodations contact the Director of the Academic Resource Center, Dr. Pat McLeese, at (314) 968-7495.
