LSLS6063
Course Name/Number: LSLS6063 Applied Linguistics for TESOL
Description: Focused on theoretical perspectives, major issues, and current controversies,
this course is designed to facilitate the candidate’s knowledge and understanding of the
linguistic structure as a system, including phonology, morphology, syntax, and semantics,
in order to be effective language teachers. It covers a detailed analysis of applied
linguistics and pedagogy derived from current research, theory, and practice. It is a goal of
this course that the candidates use knowledge of these interrelated aspects of language as
they support ESL students’ acquisition/learning of English.
Credit Hours: 3
Required or Elective: Required
Faculty Members who Teach the course: Hye Pae, Ph.D.
Prerequisites: None
Textbook(s):
Fromkin, R., Rodman, R., Hyams, N. (2011). An Introduction to Language. Boston, MA:
Wadsworth.
Resource Materials:
Lecture Note
Web Resources
Ohio and national TESOL Standards
Exam
Marker Assignments:
Exam
Reflection
Term Paper
Learning Outcomes:
Upon completion of this course, the student
will be able to:
How is this outcome assessed?
Student will be able to explain how the
components of language and language are
part of an integrative system.
Exam
Reflection
Online position post
Students will be able to apply knowledge of
phonology, morphology, syntax, semantics,
and pragmatics to help ESOL students
develop oral, reading, and writing skills in
English.
Teaching Tip Assignment
1
LSLS6063
Alignment with Transformation Initiative:
In view of this conceptual framework and our urban mission, the goal for our
Transformation Initiative is to improve the performance of students whose home language
is other than English by preparing educators who recognize the moral imperative to meet
the needs of each student. We will prepare educators who are committed to each student,
caring about each individual, and competent in evidence-based and data driven
instruction. Themes addressed:
 Theme: Helping candidates come to terms with unintentional barriers and bias.
 Theme: Implementing a reliable and valid Teacher Performance Assessment to
improve the consistency and quality of teacher effectiveness.
 Theme: Implementation of research-based strategies.
 Theme: Academic language development
 Theme: Reflection.
Alignment with Conceptual Framework:
Candidates of the University of Cincinnati are committed, caring, competent educators

with foundation knowledge, including knowledge of how each individual learns
and develops within a unique developmental context.

with content knowledge, able to articulate the central concepts, tools of
inquiry, and the structures of their discipline.

who successfully collaborate, demonstrate leadership, and engage in positive
systems change.

who demonstrate the moral imperative to teach all students and address the
responsibility to teach all students with tenacity.

able to address issues of diversity with equity and posses skills unique to urban
education including culturally responsive practice.

able to use technology to support their practice.

who use assessment and research to inform their efforts and improve student
outcomes.

who demonstrate pedagogical content knowledge, grounded in evidencebased practices, and maximizing the opportunity for learning, and
professionalism.
This course addresses these institutional standards:
-Students will become committed to issues of social justice, by caring about the diversity of
each student, and will support advocacy for ELLs and their families.
-Students will develop competence in evidence-based and transformative instructional
practice and data-driven pedagogical decisions for effectively serving ELLs in high-needs
urban schools.
-Students will develop professionalism in collaborating with educators and participating as
members of professional communities.
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LSLS6063
Alignment with Specialized Program Association:
This course aligns with the Ohio Standards for TESOL Endorsement in these ways:
Standard 2: Candidates demonstrate knowledge and understanding of English structure
and usage.
2.1. Candidates know and use theoretical-based approaches to describing language
structure and usage.
2.2. Candidates know and use English language variations, phonology, morphology, and
syntax.
2.3. Candidates demonstrate competence in English communication skills of listening,
speaking, reading, and writing.
Alignment with Ohio Standards for the Teaching Profession:
Ohio Teacher Standard 1: Teachers understand student learning and development and
respect the diversity of the students they teach.
Ohio Teacher Standard 2: Teachers know and understand the content area for which they
have instructional responsibility.
Ohio Teacher Standard 5: Teachers create learning environments that promote high levels
of learning and achievement for all students.
Alignment with State Requirements: TESOL Endorsement program
 The candidate masters the necessary content knowledge of the foundations of
TESOL.
 The candidate has knowledge of instructional strategies as he/she relates to
TESOL.
 The candidate can plan his/her teaching or fulfill other professional education
responsibilities.
 The candidate applies his/her knowledge in learning environments.
 The candidate focuses on student learning.
Attendance Policies: Asynchronous attendance for this class is required. Lack of
participation in online discussion will negatively affect the candidate’s final grade in the
course. For class preparation, the candidate is expected to complete the
reading/assignments, prepare answers to the questions in preparation of the online
discussion, complete assignments, and participate in a lively class discussion.
Academic Integrity Policy The University Rules, including the Student Code of Conduct,
and other policies of the department, college, and university related to academic integrity
will be enforced. Any violation of these regulations, including acts of plagiarism, cheating,
or falsifying field work will be dealt with according to the severity of the misconduct.
Dishonesty in any form may result in a failing grade in a course and/or suspension or
dismissal from a program (e.g., graduate or undergraduate).
Electronic Communication Policy; All communication outside of class will be conducted via
email to the student’s bearcat online account. Replies will be within 72 hours, whenever
possible. At times I am engaged in national activities that preclude access to email.
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LSLS6063
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Grading: Description of Assessment and/or Evaluation of Student Learning:
Grading Scale
A =
94 - 100
A- =
90 – 93.9
B+ =
87 – 89.9
B =
84 – 86.9
B- =
80 – 83.9
C+ =
77 – 77.9
C =
74 – 76.9
C- =
70 – 73.9
F =
<69.9
Topics:
Week
1
2
3
4
5
6
7
What is Language?
Morphology
Syntax
Semantics
Phonetics and Phonology
Language Acquisition and Language Processing
Language and Society
Special Needs Policy – ―If you have a disability (e.g., visual impairment, hearing impairment, physical
impairment, communication disorder, and/or specific learning disability, etc.) which may influence your
performance in this course, you must meet with the Disability Services Office (DSO) to arrange for
reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this
course. If you require accommodations due to disability, please contact DSO at 513-556-6823, Campus
Location: 210 University Pavilion. You will be provided an Accommodation Form indicating your
accommodation needs for the quarter. Please present this form to me AS SOON AS POSSIBLE to ensure
your accommodation needs are discussed, agreed upon, and provided.‖ (see
http://www.uc.edu/aess/programs_services/disability.html).
Religious Observance and Class Attendance – ―Any UC student who is unable to attend classes or
participate in any examination, study or work requirement on some particular day(s) because of his or
her religious belief should be given the opportunity either to make up the work that was missed or to do
alternative work that is intrinsically no more difficult than the original exam or assignment — provided
that the makeup work does not create an unreasonable burden upon University of Cincinnati and its
faculty. Upon request and timely notice, students should be provided reasonable accommodation.‖ (see
http://www.uc.edu/registrar/policies_and_procedures/religious_observances_statement.html).
"I" (Incomplete) – No grades of ―Incomplete‖ will be assigned unless there are extreme circumstances
AND a contract to complete the work is developed and signed by the student and the instructor prior to
the last week of class. It is the student’s responsibility to approach the instructor with the request for an
incomplete. Please note that a grade of ―I‖ will automatically be converted to an ―F‖ grade one
calendar year after the initial grade was assigned. (see
http://www.uc.edu/registrar/faculty_resources/grading_scales.html).
LSLS6063
5
Copyright – ―Copyright infringement is a violation of the Student Code of Conduct - Misuse of
Information Technology. Students who are found to be illegally sharing files will be subject to a
procedural review to determine responsibility under the Code. If responsible, this offense will become
part of each student's permanent judicial file with the University.‖ (see
http://www.uc.edu/conduct/Copyright_Infringement.html).
“AESS (Academic Excellence & Support Services) provides comprehensive, student-centered and
university-wide programs, resources and services designed to promote transformative academic
excellence through individual and group support. AESS comprises Disability Services and the Learning
Assistance Center. We encourage any student with a disability who needs academic assistance to
contact Disability Services. Learning Assistance is here to help all students who need help with tutoring,
study skills, or other services. Additionally, our services are designed to help all UC students become
successful independent learners, as well as assist in the retention and graduation of all students.
Disability services, tutoring, and other learning resources are free to students!‖ (see
http://www.uc.edu/aess.html).