LINGuistics 417
Language Development and Acquisition
Summer 2014 May 28-July 7th
J(erome) R(ichfield) 130
I.
Background:
LING 417 addresses a range of objectives and goals, and—importantly—it serves more than one program.
Students preparing to teach in multiple subject classrooms (K-5) take it for the perspectives and
understanding (as well as new questions) about language, children—and school—that linguistic inquiry
provides. Linguistics majors take LING 417—whether they’re undergraduate majors, or graduates who,
whether they’re planning on an MA in Linguistics or an MA in TESL—because it looks at the second of
the three fundamental questions about human language (questions that have always been with us, but that
linguists have been asking in a systematic way since the middle of the 20th century):
a.
b.
c.
What is it that a speaker knows when s/he knows a language?
How does a speaker come to know this?
How does this knowledge come to be used?
It’s a bit challenging to separate these questions, so, even as we focus our attention to the topics related to
(b) above, we’ll be referring to (a) and (c).
We’re also looking at two topics related to speakers coming to have linguistic knowledge. One we refer as
language development and the other as language acquisition. Whence the course title. What would you
say are the messages that these two different words—development and acquisition--carry?
This intersection of objectives, goals, groups of students, sets of questions, and the topics related to such
questions—topics that inform the course title—takes us to this long and involved set of descriptions—
coming from the distinct perspectives defining the various—but not completely disparate—sets of
objectives, goals, and outcomes. (Why do we have all three of these words? What do you think might be
differences among them? They’re used differently in sports, right? Think about how they’re used).
We begin with the catalog description. You can find a briefer—more terse--version here:
http://catalog.csun.edu/courses/ling-417-language-development-and-acquisition-3/
Catalog Description for LING 417
This course introduces students to the study of language development and acquisition, including such
topics as approaches to the development of children's grammars, the development of communicative
competence, definitions of bi- and multilingualism, relationships between language development and
learning to read, issues particular to the multilingual nature of California, and issues related to exceptional
language development. The course is required for both ITEP and Linguistics/TESL students, and
addresses topics linked to language arts and (T)ESL methods courses for students preparing to teach.
Prerequisites: upper division standing, and an introduction to the study of language.
LING 417:
Course Objectives—Ours in particular
Students completing LING 417 should be able to demonstrate that they can
 Recognize and discuss the questions about language development that have both challenged and
guided researchers;
 Understand and use the language and terminology used in the fields of language development and
language acquisition;
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Describe what we know about language development in relation to all components of children's
grammars (linguistic systems: phonology, morphology, syntax, semantics, and—interfacing with, but
not a component of, grammar--pragmatics);
Recognize the distinct roles of the development of communicative competence (related to pragmatics);
Discuss questions and research about the acquisition of subsequent language(s)
Understand and communicate the definitions, interpretations and critical role(s) of bilingualism;
Begin to understand the relationship between language development and learning to read;
Recognize and discuss issues particular to the multilingual nature of California; and
Be aware of important issues related to exceptional language development.
Formulate and ask questions about language, children’s language development, bi (and
multi)lingualism, and about the acquisition of subsequent languages.
Liberal Studies Program Student Learning Outcomes
i.
Students will acquire a breadth of knowledge across the range of disciplines included in the major
and will pursue greater depth in their area of specialization
ii.
Students will explore how knowledge across multiple disciplines can be connected.
iii.
Students will develop the ability to formulate their own goals for continued learning and inquiry
based on a foundation of intellectual curiosity.
iv.
Students will understand and appreciate the positive value and essential role of diversity.
v.
Students will be able to think critically and creatively.
vi.
Students will be able to write and speak clearly, coherently, and thoughtfully
Students will be able to read, understand, and evaluate all forms of text.
Student Learning Outcomes of the Undergraduate Program
Graduates of the B.A. in Linguistics will:
1. Understand what linguists mean by “knowing a human language” by demonstrating knowledge of
such core fields as phonetics, phonology, morphology, syntax, semantics, and pragmatics.
2. Understand what is involved in the acquisition and development of language including its
biological and social foundations.
3. Demonstrate a familiarity with the study of language in context in such fields as sociolinguistics,
pragmatics, and discourse analysis.
4. Demonstrate an ability to read, evaluate, and write about linguistic topics.
5. Understand the connections between linguistic study and its practical applications.
6. Recognize and understand how sociocultural diversity manifests itself in language.
Student Learning Outcomes of the Graduate Program
Graduates of the M.A. in Linguistics will:
1. Demonstrate a solid knowledge in core of linguistic theory.
2. Demonstrate understanding of how linguistics applies to a range of professional settings and to
general issues at large.
3. Demonstrate understanding of how such fundamental knowledge in core disciplines of linguistics
can be applied to a range of issues such as teaching language.
4. Demonstrate the ability to read, analyze and critically evaluate linguistic research and demonstrate a
high level of critical thinking and problem solving.
5. Demonstrate the ability to conduct original research, analyze data, and make appropriate
conclusions.
II.
What we plan for the next several weeks
A.
Texts
Recommended:
William O’Grady. How children learn language. Cambridge University Press. 2005.
Required:
Muriel Saville-Troike. Introducing Second Language Acquisition. 2nd edition.
Cambridge University Press. 2012. Library electronic access:
http://suncat.csun.edu/search~S9?/Xsaville-Troike&searchscope=9&SORT=DX/XsavilleTroike&searchscope=9&SORT=DX&SUBKEY=savilleTroike/1%2C10%2C10%2CB/frameset&FF=XsavilleTroike&searchscope=9&SORT=DX&1%2C1%2C
Also important to note will be the readings posted to our Moodle page. I will alert you
regarding which ones are recommended and which are required. Discussion of these, as they’re
assigned, will constitute much of our time in class. Understanding them—which includes
understanding vocabulary, goals of the pieces, reasons for our reading them in LING 417, and
their potential use in your futures as linguistics majors or teachers (or both!)—will be our goal.
Some of the readings are denser than others; please do not hesitate to ask about rough
spots—paragraphs, points a writer is making, vocabulary—whatever has established a wall.
B.
Videos
“Playing the Language Game”
Patricia Kuhl, “TED Talk”
http://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies
“Through Your Child’s Eyes”
http://www.youtube.com/watch?v=FV69iJuXwP4
“Secrets of the Wild Child”
“Speaking in Tongues”
The schedule for reading and discussion will follow what’s on Moodle, which we will adjust as we need
to.
C.
Exams and Assignments
Reading is your most important assignment. It involves annotating, questioning, and
preparing for class discussion. When you hit a wall—an incomprehensible word, or sentence, or
paragraph, stop. Take a breath. And make a note. You might want to go back and read it again, or you
might want to circle the word to look up, or ask about. Don’t try to spend more than an hour at a time
reading material for this class—get up, walk around (check media…), and come back.
Written work for evaluation:
There will be three sets of questions—you’ll receive them
Wednesday, June 4th
Wednesday, June 18th
Wednesday, July 2nd
They will be submitted on the subsequent Mondays—June 9th, June 23rd, and July 7th.
D.
Grades
This section of LING 417 uses the +/- system. Each submitted set of questions will be worth 30
points, and 30 additional points will be distributed among participation and written activities in class (not
“quizzes.”).
E.
Varia
Please do not hesitate to ask questions about what we’re reading, what you’re thinking, or what you’re
hearing about; we won’t discover the questions we need to ask unless we practice asking questions.
This class runs through dinner. Please make sure you have something to keep you nourished—our brains
will need all the help we can give them. Of course, all trash (and may it be sustainably little) we create will
be carefully deposited or recycled.
Tablets and smart phones are welcome—I may need you to search something out. You may find
something you want to talk about. But please stay focused on our topics—there will, I trust, be more than
enough to occupy us for the times we meet. Emergencies occur, and of course, when you need to, you
may step out to respond to any such emergency—just send me a look; I can see students when they’re in
the classroom, and will try to be aware.