ACADEMIC SENATE MINUTES 5-14-14 – ATTACHMENT 1
CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA
ACADEMIC SENATE
DATE:
07/11/12
TO:
General Education Committee
FROM:
Academic Senate Executive Committee
SUBJECT:
Academic Senate Referral
1. CLASSIFICATION: GE-003-123
2. TITLE: : ENG 214 Fundamentals of Language – New Course
3. BACKGROUND: Justification: Despite its significant value in helping students develop as
intelligent and creative members of their cultural and professional community, Cal Poly
Pomona does not currently offer a broad introductory GE course in basic language studies.
Basic linguistic analysis has practical applications in a variety of areas relevant to Cal Poly
Pomona students: computer science, language learning and teaching, engineering, K-12
education, ethnic studies, geography, communications, business, and so on. Language is a
uniquely human characteristic. As such, it enters almost every sphere of human activity.
Studying language from a scientific perspective helps us understand how it is structured, how
it is acquired, how it relates to thought, and how it functions in society. Taking a basic course
on language as a medium of communication and as a complex system equips students with
skills in logical reasoning, critical thinking, data analysis, use of information technology,
recognition and use of scientific evidence in support of an argument, and numeracy as it
applies in humanities. Moreover, in a place as multilingual and multicultural as Southern
California, the study of basic linguistics helps students appreciate society's rich diversity and
their own cultural heritage. It also allows students to become more self-aware by
understanding how their own language shapes them as individuals. Many universities,
including our sister campus at San Luis Obispo, offer this option at the lower-division level.
The proposed course, ENG 214, Fundamentals of Language, is designed to fill this gap in
Area C3. [Additional background provided by the EC: ]
4. RECOMMENDED RESOURCES: GE Area C Faculty, Associate Provost Pinter-Lucke
[Additional resources recommended by the EC: ] – Olga Griswold
For the Committee’s Report on this referral, please list in separate sections, the resources
recommended and resources actually consulted. If a resource was not consulted,
briefly state why.
5. REVIEW AND RECOMMEND: Review and recommend as appropriate.
6. DATE REQUIRED FOR PRESENTING COMMITTEE REPORT TO EXECUTIVE
COMMITTEE: November 14, 2012
GE-003-123, ENG 214 Fundamentals of Language New Course Proposal (GE Area C3)
ATTACHMENT 2
CALIFORNIA STATE POLYTECHNIC UNIVERSITY AT POMONA
COLLEGE OF LETTERS, ARTS, AND SOCIAL SCIENCES
DEPARTMENT OF ENGLISH AND FOREIGN LANGUAGES
EXPANDED COURSE OUTLINE
Subject Area/Course #
Course Title:
Units:
CS #:
Component:
Grading basis:
Preparation date:
Prepared by:
Date of last revision:
ENG 214
Introduction to English Linguistics
4
C2
Lecture, discussion
Graded
September 17, 2011
Olga Griswold
11/09/2012
I.
Catalogue description
ENG 214 – Introduction to English Linguistics
The study of the English language as a science and as a cultural phenomenon. The course
focuses on the exploration of fundamental properties shared by all languages and English in
particular as well as on ways in which English differs from other languages with respect to
structure and meaning. Topics also include comparison between spoken English and signed
languages, such as ASL, the linguistic systems of English, and dialectal variation in English. 4
units. Lecture and discussion. Pre-requisites: none. Fulfills GE area C3.
II.
Required background or experience
None
III.
Expected outcomes
Upon the completion of this course, the students will be able to:
 Understand and work with basic concepts in linguistic science
 Understand and use linguistic terminology confidently and appropriately
 Understand nature, structure, and uses of language
 Perform basic analysis of linguistic structures (sounds, words, and sentences)
 Understand and appreciate linguistic diversity
 Understand and critically evaluate own patterns and paths of language learning
 Discuss language issues in an informed way with both linguists and non-linguists
 Be ready to pursue the study of linguistic science in greater depth
 Develop skills in logical reasoning, critical thinking, and recognition and use of
scientific evidence in support of an argument.
IV.
Readings
A wide variety of resources may be available to the instructor. Textbooks to choose from
include but are not limited to:
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GE-003-123, ENG 214 Fundamentals of Language New Course Proposal (GE Area C3)
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Baker, A. & Hengeveld, K. (2012). Linguistics: the basics. New York:
Wiley-Blackwell.
Curzan, A. & Adams, M. (2011). How English works: a linguistic
introduction. Boston, MA: Prentice Hall.
Hudson, G. (1999). Essential introductory linguistics. New York: Wiley.
Matthews, P.H. (2003). Linguistics: a very short introduction. Oxford,
England: Oxford University Press.
Napoli, D. J. & Lee-Schoenfeld, V. (2010). Language matters. 2nd Edition.
Oxford, England: Oxford University Press.
Rowe, B. M. & Levine, D. P. (2012). A concise introduction to linguistics. 3rd
Edition. Boston, MA: Prentice Hall.
Parker, F. & Riley, K. (2009). Linguistics for non-linguists: a primer with
exercises. 5th edition. Boston, MA: Alyn & Bacon.
Pinker, S. (2011). Words and rules: the ingredients of language. New York:
Harper Collins.
Pinker, S. (1995). The language instinct: how mind creates language. New
York: Harper Collins.
Yule, G. (2010). The study of language. 4th edition. Cambridge, England:
Cambridge University Press..
V.
Minimum student materials
Required textbooks, note-taking instruments (paper and writing implements or a computer
with word-processing software), Internet and library access.
VI.
Minimum college facilities
Classroom with a white board or a chalk board, a computer with Internet access for in-class
research purposes, access to adio- and/or video- playback equipment for presenting linguistic
data.
VII. Course outline
Week 1: Nature of communication. What do linguists study?
Week 2: How do people acquire languages?
Week 3: Language and thought. Spoken English vs. ASL.
Week 4: The systems of English: sounds.
Week 5: The systems of English: words.
Week 6: The systems of English: sentences.
Week 7: The systems of English: meaning in context.
Week 8: The systems of English: speaking vs. writing.
Week 9: Language variation. What are dialects?
Week 10:The development of English over time.
VIII.
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Instructional methods
Lecture
Whole class discussion
Small group discussions
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GE-003-123, ENG 214 Fundamentals of Language New Course Proposal (GE Area C3)
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Student group projects and presentations
IX.
Evaluation of outcomes
a. Student outcomes assessment
Students’ performance will be evaluated using various assessment instruments:
examinations, homework and in-class assignments, and exploratory group projects (basic
research). Examinations will test the students’ understanding of the basic concepts and
terminology in linguistics. All exams will include an essay component, allowing the
students to develop skills in reasoning through scientific material, evaluating it critically,
and presenting their point of view in a cogent and concise manner in writing. Homework
and in-class tasks will be designed to help students develop basic understandings and skills
in linguistic analysis. Homework assignments will include reflective essays on language
diversity, paths in language acquisition, and other topics covered in the course.
Assignments related to linguistic analysis will incorporate written explanations of the
analytic tools and processes and their relevance to the assigned problem(s), thus allowing
students both to develop an understanding of how linguistic structures work and to discuss
analytical processes in writing using field-appropriate terminology. The exploratory group
projects will allow students to develop basic skills in researching a topic, thinking about it
critically, and presenting their topic to others orally and in writing. The presentation
component will address the skills in digital academic literacy (i.e. preparing visual and
electronic support for presentation) and traditional academic literacy (i.e. a draft of the
research report to be presented in class). All written assignments throughout the course
will receive the instructor’s feedback on both the content matter and the written
expression.
b. Course evaluation
Students will complete departmental evaluation forms. Students will also provide a brief
anonymous written assessment of the course aspects that were helpful to them and
suggesting areas that need improvement. Throughout the quarter the instructor will also
incorporate formative assessment techniques in order to detect students’ problems and
modify teaching strategies accordingly