Syllabus
Course Prefix/Number: TSL 4251
Course Title: Applied Linguistics
Course Credit Hours: 3
Lead Instructor Name and Contact Information:
Amany Habib, Instructor, Division of Teacher Education,
Bldg. 85, Room 191; Phone: (850) 474-2818; Email: ahabib@uwf.edu
Prerequisites: TSL 4080
Course Description: This course aims to provide the basic linguistic knowledge of phonetics.
semantics, pragmatics, syntax, and grammar considered necessary to teach English to English
Language Learners (ELL). Students will study the evolution of language, it forms and
stratification, and review the theories of first and second language acquisition. Students will
participate in the process of applying the linguistics, psycholinguistics, and sociolinguistics to
teaching English as a second language with emphasis on methods of instruction related to
pronunciation, intonation, structural analysis, morphophonemic, and decoding from print to
sound. In addition, students will apply the knowledge gained to perform contrastive analysis
and will use error analysis on the interference problems found with the ESOL students. The
course addresses cross cultural understanding and methods of teaching English to speakers of
other languages but focuses on the role of applied linguistics in second language teaching and
the assessment of ESOL students.
Purpose of Course:
The Empowered Person and Professional Making a Difference is theme of the Professional
Education Unit conceptual framework. This theme focuses learning experiences on activities
that permit the candidate to examine what he/she does and to take an active role in the
instructional process. The subject matter, class activities, and skill development of this course
were selected to assist your personal growth in one or more of the following Empowered
Person and Professional Making a Difference characteristics: a) critical thinker, b) lifelong
learner, c) counselor/mentor, d) decision maker, e) problem solver, and f) ethical/moral
professional.
The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of educators. Florida's
Uniform Core Curricula outline the knowledge, skills, and dispositions that candidates require
to be successful in Florida's educational system.
To monitor your progress in this teacher preparation program, Key Assignments are required.
Key Assignments are specific learning activities that directly relate to the course and program
learning outcomes. A passing grade (70% or higher) is required on each of the student learning
outcomes identified on the assignment in order to receive a grade for the course and advance
in the teacher education program. (Specific details are provided in your Teacher Education
Handbook.)
Program Student Learning Outcomes:
1.2 Content – Identify the cognitive, linguistic, emotional, and physical needs of middle school students
and match them appropriately to instructional plans.
6.2 Diversity Skills – Create educational climates that foster openness, inquiry, and concern for others.
Course Student Learning Outcomes:
Upon completion of this course, students will be able to:
1.
2.
3.
4.
5.
6.
7.
Develop experiential and interactive literacy activities for ELL students, using current
information on linguistic and appropriate methodology.
Analyze student language and determine appropriate instructional strategies, using
knowledge of phonology, morphology, syntax, semantics, and discourse analysis.
Apply current and effective ESOL teaching methodologies in integrating the four
language domains: listening, speaking, reading and writing.
Consider current trends and issues related to the testing of linguistic and culturally
diverse students when using testing instruments and techniques.
Assume instructional and leadership roles in teaching English to speakers of other
languages, including being able to analyze student language development and
impediments to English second language acquisition.
Develop activities for ELLs that target areas of difficulties employing Whole Language
instead of phonics.
Evaluate, design and employ instructional methods and techniques as they apply to
language components in relation to SLA.
Course Alignments by Assessments, Outcomes, and Standards:
Project Name
and
Assessment
Tool
Conceptual
Framework
Outcomes
(Characteristics)
Course NCATE
SLOs
FEAPs
Subject Area ESOL Performance
Reading
Competencies
Endorsement
Standards
Competencies
and Skills
& Indicators
Critical Task:
Language
Analyses
Ethical/Moral
Professional
2, 5
1c
5.3, 7.4
47 – 1.2,
1.5, 1.12,
2.13, 3.1, 3.4
Counselor/Mentor
3.3, 10.5,
10.6,10.8, 10.11
n/a
8.5, 10.1,
10.2,10.3,
10.4,10.7, 11.4
n/a
00 – 5.1,
14.1
Power points Critical Thinker
presentations
Ethical/Moral
Professional
3, 4
1c
5.4, 5.6,
7.5,9.4,
47 – 1.1,
1.3, 1.4,
1.6, 1.9,
1.10, 1.12,
2.13, 6.9,
8.2
00 – 8.1,
8.3, 14.1
Weekly
Assignments
and
Discussions
Critical Thinker
Ethical/Moral
Professional
1, 2,
3, 4,
5, 6,
7
1c
1.1,1.9,
3.8,4.6,5.3,5.4,
5.5,7.4,7.5,
7.6,9.4,9.8,9.10,
11.1,11.8, 11.10
47 – 1.3,
1.5, 1.7,
1.11, 2.1,
2.2, 2.3,
2.4, 3.1,
3.4, 3.5,
6.2, 6.7,
6.9, 6.10,
8.2, 8.8
3.3, 5.1, 5.2, 6.1, n/a
6.7, 7.2, 8.5, 9.2,
9.3,
10.9,10.10,10.12,
13.4, 13.5
00 – 8.1,
8.3, 14.1
Essay Test
Ethical/Moral
Professional
2, 3,
7
1c
1.1, 1.4,5.1,
5.3, 5.4, 7.6
47 – 2.1,
2.2, 2.3,
6.2, 6.7
00 – 8.1,
14.1
Topics Covered:



Introduction and Overview of Course
Pragmatics
Semantics
5.1, 6.7, 7.2, 9.2, n/a
13.1










Syntax
Morphology
Phonology (phonics vs. whole language)
Language Processing
Language Variation
Language Change
Methods of Instruction for Written Language
First Language Acquisition
Methods of Instruction for Second Language Acquisition
Final Exam
Tentative Schedule:
Date
Week 1 –
Week 2 –
Due: (Discussion #1)
Week 3 –
Due: (L. A. Assign # 1)
Week 4 –
Due: (Discussion # 2)
Week 5 –
Due: (L. A. Assign # 2)
Week 6 –
Due: (L. A. Assign # 3)
Week 7 –
Due: (PPt – Phonology)
Week 8 –
Due: (Discussion # 3)
Week 9 –
Due: (PPt – Lang Variation)
Week 10 –
Due: (Discussion # 4)
Week 11 –
Due: (PPt–Written Lang)
Week 12 –
Due: (Discussion # 5)
Week 13 –
Due: (Essay Test)
Weekly Readings and Assignments
Introduction and Overview of Course
See Discussion topic
Pragmatics
See Language Analysis description
Semantics
See Discussion topic
Syntax
See Language Analysis description
Morphology
See Language Analysis description
Phonology
See Pr Pt Presentation description
Language Processing
See Discussion topic
Language Variation
See Pr Pt Presentation Description
Language Change
See Discussion topic
Methods of Instruction for Written Language
See Pr Pt Presentation Description
First-Language Acquisition
See Discussion topic
Methods of Instruction for Second-Language
Acquisition - Last Week of semester
Week of Finals
The above schedule is subject to change with notice.
Required Text: Parker, F. & Riley, K. (2005). Linguistics for non-linguists: A primer with
exercises 4th ed.). Boston: Allyn and Bacon.
Required: TK20 Subscription available directly at http://uwf.tk20.com or through the UWF
campus bookstore - Student Access Kits (ISBN 0-9774408-1-8)
Recommended Resources:
“TESOL Journal”
“Sunshine State TESOL Journal”
“The Messenger” A publication of Sunshine State TESOL of Florida
“TESOL Matters” A publication of Teachers of English to Speakers of Other Languages
Relevant Websites:
American Association for Applied Linguistics: http://www.aaal.org/
Center for Applied Linguistics: http://www.cal.org/
International Reading Association: www.reading.org/
Teachers of English to Speakers of Other Languages: www.tesol.org/
National council of Teachers of English: http://www.ncte.org/
US Department of State Office of English Language Programs:
http://www.exchanges.state.gov/education/engteaching/index.htm
Florida state TESOL organization www.sunshine-tesol.org
Office of Multicultural Student Language Education www.fldoe.org
Grading / Evaluation:
Course Requirements:
Assignments must be word processed and submitted on or before scheduled due dates to be
credit. It is the responsibility of the student to keep aware of deadlines and to plan his/her
workload accordingly. No extra credit will be offered. All assignments are graded according to
the specific assignment criteria. I adhere firmly to the University’s statement on academic
conduct/plagiarism. Based on these evaluation criteria, your final grade will be determined by
the following:
GRADING SCALE:
A = 100-96
B- = 84-82
D+ = 71-68
A- = 95-92
C+ = 81-78
D = 67-65
B+ = 91-88
C = 77-75
B = 87-85
C- = 74-72
Incompletes are only offered in extreme circumstances.
Grading Criteria:
A. Assignments are due on or before the assigned date. Half the value of the assignment
will be deducted per day for late work. Assignments are due on Tuesdays at 11:59pm.
B. Mechanics (deduction will be made for errors in grammar, usage, spelling, and
organization). Edit/proofread your work to avoid unnecessary deductions.
C. Accuracy matters. This means that when you make a statement you need to be ready to
“back it” up with proof otherwise you should indicate that it is your feeling, personal
opinion, a friend shared it with you, etc. As educators, we should be responsible for what
we say or write.
D. Please do not cut and paste from other resources. Always provide work you created and
wrote in your own words. Quotations are allowed of course but they should not constitute a
significant part of your work. Instructor will utilize turnitin.com for plagiarism.
Course Grade Determination:
Discussions 5@4 pts each
3 Linguistics Analysis Assignments
3 Power Point Presentations
Final Exam
20 points
30 points
30 points
20 points
Total
100
points
Description of Student Evaluation and Assignments
1. Weekly Assignments:
DISCUSSIONS (5 discussion X 4 points each = 20 points)
Participation = Participate academically and contribute positively to class discussions. Attitude =
Respect classmates and their input. You are expected to place high value on learning and to
attempt to understand the viewpoints of others.
Readiness = Be prepared. Check weekly postings and for instructor-sent emails on a regular
basis for messages and/or course updates.
Read weekly sessions and submit detailed answers to the questions or discussions provided.
Specific directions will be given each week. Due dates will vary.
For discussions, the topics are associated with the subjects of the chapters in the textbook as
well as any additional e-lectures or articles we cover. Students gain points for responding to
these discussions.
In order for these discussions to be meaningful to all students, your initial postings should be
completed by Saturday (11:59 PM). You should respond to your classmates by Tuesday (11:59
PM). I understand sometimes you are unable to make these deadlines but this could result in
deductions of your grade for that discussion. These guidelines are meant to help you build a
learning community with your classmates. Your contributions to the discussions are valuable
and a critical element of online learning.
A topic or issue will be assigned and you are required to submit your original thoughts or
comments in response to the topic. These comments should be reflective and meaningful.
These should be well written and indicate a thorough reflection and examination of the issues
in discussion.
You should respond to two or more of your classmates’ postings. These should also contribute
to the discussion and be of significance. (Poor examples: I agree. Good idea. I did not think
about this. You go girl.) Remember that this is not a personal diary or journal. Your comments
should reflect your thoughts and academic comprehension of the issues represented in the
discussions.
You will receive 2 pts for your original posting and 2 points for your meaningful comments on
two or more entries made by classmates.
The time in which you can post or share your comments about a discussion topic will generally
by limited to one week.
2. LINGUISTIC ANALYSIS ASSIGNMENTS (10 points each, total 30 points)
There are 3 linguistic analysis assignments. Students will follow the directions to each of the
assignments, which will be provided in the coming weeks, and submit a written response on or
before their due date.
3. POWER POINT PRESENTATIONS (3 X 10 points each, total 30 points)
Students will present three of the weekly responses in the form of power points. The topics are
Phonology, Language Variation, and Written Language. The first two subjects require
interviewing someone who is learning English as an additional language, recording him/her, and
analyzing the speech based on studied issues. Due dates will be following the examination of
these prospective chapters. You will also need a writing sample of a person who is learning
English as an additional language and evaluate it based on issues discussed in the Written
Language chapter. Further information will be provided in the coming weeks. Please look into
the possibility of creating power points with added sound. They are easy to learn so start to
practice. Also, find one or more individuals who are ELLs and see if they agree to be
interviewed.
4. FINAL EXAM (essay test) (20 points) There is an essay test at the end of the term. The
questions will be under Quizzes and they will be available for 24 hours. You are allowed one
attempt and you will have 3 hours to answer 4 questions. Due on Tuesday, Dec 8th.
Please check the Class Schedule for due dates and make sure to mark your calendar.
If you have any questions related to the above requirements, email me and I will explain
further.
NOTE: Weekly sessions will be posted on Wednesdays and all assignments are due on the
following Tuesdays unless you are instructed otherwise.
It is your responsibility to submit your work into the proper dropbox. Do not email work. If
your work is late, you can submit it into the late assignments folder in the dropbox for
partial credit. Half the value of the assignment will be deducted per day for late work.
P.S. Your instructor will evaluate ALL assignments before posting grades and feedback.
Cooperative learning is a wonderful tool, however, I expect you to work alone unless you are
instructed to do otherwise. You should also give credit to all your sources.
References/Bibliography:
O’Grady et al. (2010). Contemporary Linguistics: an introduction. 6th Ed. Boston: MA. Bedford.
Denham, K. & Lobeck, A. (2010). Linguistics for Everyone: an Introduction. Boston: MA.
Wadsworth Cengage Learning.
Brown, S. & Attardo, S. (2008). Understanding Language Structure, Interaction, and Variation,
an Introduction to Applied Linguistics and Sociolinguistics for Nonspecialists. 2nd Ed. Ann
Arbor :MI. University of Michigan Press.
Fromkin, V. Rodman, R. & Hyams, N. (2003). An Introduction to Language. 7th Ed. . Boston :
MA. Thompson Heinle.
Flaitz et al. (2003). Understanding your International Students: An educational, cultural, and
Linguistic Guide. Ann Arbor: MI. University of Michigan Press.
Peregoy, S. & Boyle, O. (2001). Reading, Writing, and Learning in ESL. New York: NY. Longman.
Omaggio Hadley, A. (2001). Teaching Language in Context. 3rd Ed. Boston: MA. Heinle & Heinle/Thomson
Learning.
Ellis, R. (2010). The Study of Second Language Acquisition. New York : NY. Oxford University Press.
Larsen-Freeman, D. & Long, M. H. (1991). An Introduction to Second Language Acquisition
Research. New York : NY. Longman.
Special Technology Utilized by Students:
Each UWF Student is expected to:




Activate a UWF ArgoNet email account
Access email two to three times weekly
Have basic word processing knowledge
Purchase and activate a TK20 account
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code
of Conduct and conduct themselves accordingly. You may access the current Student Code of
Conduct at http://www.uwf.edu/judicialaffairs.
Expectations for Academic Conduct/Plagiarism Policy: Academic Conduct Policy: (Web
Format) | (PDF Format) (RTF Format)
Assistance: Students with special needs who require specific examination-related or other
course-related accommodations should contact the Student Disability Resource Center (SDRC),
sdrc@uwf.edu, 850.474.2387. SDRC will send an email to the instructor that specifies any
recommended accommodations.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text matching service
called TurnItIn. At my discretion I will use the TurnItIn service to determine the originality of student
papers. If I submit your paper to TurnItIn, it will be stored in a TurnItIn database for as long as the
service remains in existence. If you object to this storage of your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of appropriate
authorship practices.
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and
incorporates the minimum course criteria, the content of this syllabus may change based on
individual instructor’s specifications. Any modifications to this syllabus will be announced
during the first week of the semester.
ESOL Performance Standards:
1. Conduct ESOL programs within the parameters, goals and stipulations of the Florida Consent
Decree.
2. Recognize the major differences and similarities between the different cultural groups in the
United States.
3. Identify, expose and re-examine cultural stereotypes relating to LEP and non-LEP students.
4. Use knowledge of the cultural characteristics of Florida's LEP population to enhance
instruction.
5. Determine and use appropriate instructional methods and strategies for individuals and
groups, using knowledge of first and second language acquisition processes.
6. Apply current and effective ESOL teaching methodologies in planning and delivering
instruction to LEP students.
7. Locate and acquire relevant resources in ESOL methodologies.
8a. Present appropriate content according to student levels of proficiency in listening, speaking,
reading and writing.
8b. Understand and plan for a wide range of language functions that students must perform in
mainstream classrooms, both social and academic.
9. Develop experiential and interactive literacy activities for LEP students, using current
information on linguistic and cognitive processes.
10. Analyze student language and determine appropriate instructional strategies, using
knowledge about phonology, morphology, syntax, semantics and discourse.
11. Apply essential strategies for developing and integrating the four language skills of listening
comprehension, oral communication, reading and writing.
12. Apply content-based ESOL strategies to instruction.
13. Evaluate, design and employ instructional methods and techniques appropriate to learners'
socialization and communication needs, based on knowledge of language as a social
phenomenon.
14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity,
socioeconomic status and religion on the results.
15. Evaluate, select and employ appropriate instructional materials, media and technology for
ESOL at elementary, middle and high school levels.
16. Design and implement effective unit plans and daily lesson plans to meet the needs of LEP
students within the context of the regular classroom.
17. Evaluate, adapt and employ appropriate instructional materials, media and technology for
ESOL in the content areas at elementary, middle and high school levels.
18. Create a positive classroom environment to accommodate the learning styles and cultural
backgrounds of students.
19. Consider current trends and issues related to the testing of linguistic and culturally diverse
students when using testing instruments and techniques.
20. Administer tests and interpret test results, applying basic measurement concepts.
21. Use formal and informal methods of assessment/evaluation of LEP students, including
measurement of language, literacy and academic content metacognition,
22. Develop and implement strategies for using school, neighborhood and home resources in
the ESOL curriculum.
23a. Identify major attitudes of local target groups toward school, teachers, discipline and
education in general that may lead to misinterpretation by school personnel.
23b. Identify ways to reduce cross-cultural barriers between students, parents and the school
setting.
24. Develop, implement and evaluate instructional programs in ESOL, based on current trends
in research and practice.
25. Recognize indicators of learning disabilities, especially hearing impairment (and dyslexia), as
they relate to limited English proficiency.