TSL 640 Second Language Acquisition
Dr. Sandra Kroh
Office: AB 305
Office hours: TBA
Phone: 789-5073
Email: slkroh@campbellsville.edu
Credit hours: 3
Course Description:
This course is designed to introduce issues, models and methods in second language acquisition
(SLA) research. There will be an emphasis on the impact of the theories of second language
acquisition on ESL/EFL pedagogy. Field hours are required.
Course Objectives:
Upon completing this course, students should be able to:
 Discuss the history of SLA (ETS Standards 1, 2, 9, 10)
 Discuss the different SLA theories (ETS Standards 2, 7, 8, 9, 10)
 Apply the Sociocultural Theory of SLA to ESL pedagogy (ETS Standards 2, 4, 6, 7, 8)
 Develop a presentation based on a particular SLA theory (ETS Standards 1, 2, 4, 6, 7, 8,
10)
 Develop scaffolding activities for the differentiated classroom (ETS Standards
2,3,4,6,7,8,9)
Required Text:
A Philosophy of Second Language Acquisition. (2004). Johnson, M. Yale
University Press.
Topics Covered:
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Behaviorism
The Cognitive Tradition
Information Processing Models
Communicative Competence
Sociocultural Theory
Dialogized Heteroglossia
Course Requirements and Grading Scale
Participation in online group work
Midterm Project
Final Project
Field Hours
100 points
100 points
200 points
100 points
A 90-100% = 450-500
B 80-89% = 400-449
C 70-79% = 350-399
D 60-69% = 300-349
Total:
500 points
F ▼60%
=below 300
Field Experience:
The student will participate in 6 hours of site-based classroom field experience for ESL/EFL
children and youth. This should include at least two ESL/EFL classes, preferably in two different
skill/knowledge areas, at two different levels, P-12, and taught by two different instructors. The 6
hours of field experience for this course must comprise observation, assisting, tutoring,
instruction of small/large groups and analyzing the classroom environment. Before participating
in field experiences, a discussion of the Code of Ethics will be given and each student must sign
the Code of Ethics (704 KAR 20:680) form. Each student will present an oral report of their field
experiences when they return to class. Recorded documents should be typed and submitted to the
professor. This will fulfill 6 hours of the 30-hour field experience required for students seeking
endorsement from the state of Kentucky.
The following elements are to be included in the field experiences report:
1. Place/Institution where you observed the classes
2. Instructor(s)
3. What you did in addition to observing
4. Students’ age. Proficiency level, and educational background
5. Students academic orientation, if applicable
6. Program/Curriculum orientation
7. Textbook(s) being used
8. Class size
9. Topic(s)/ Skills/Grammatical points covered/lessons objectives
10. How the material is presented
11. How the material is practiced
12. How the feedback is provided
13. Things you like the most about the classes you observed
14. Things that you would do different if you were to teach the classes
15. Any suggestions for the instructor and others in this class
Assessment:
Projects:
The student will be assessed upon the completion of an online group project that
analyzes an ESL/EFL classroom case study. The student will also be required to
do a midterm project and a final 8-10 page research paper.
Participation: Students must participate in group activities and be prepared for online
discussions based on outside readings, research and/or homework assignments.
Class Policies:
Participation: On-time posting of work is required. A late posting will result in a grade of zero.
If you know you will be posting latet, you must email or call the instructor before
the deadline. You are responsible for making up missed work.
Late Work:
Late work will be accepted only for excused absences. Otherwise, late work will
not be accepted and result in a zero for the assignment.
Grades:
Grades are not curved.
Supplemental instruction aids: At various times, audio visual aids may be used in classroom and
placed in the Resources folder.
Academic Honesty:
Any evidence of academic dishonesty will be dealt with severely. You are expected to do your
own work which reflects your learning and understanding of the topic. Plagiarism will result in a
zero on the assignment.
Instructional Modification:
Campbellsville University is committed to reasonable accommodations for students who have
documented physical and learning disabilities, as well as medical and emotional conditions. If
you have a documented disability or condition of this nature, you may be eligible for disability
services. Documentation must be from a licensed professional and current in terms of
assessment Please contact the Coordinator if Disability Services at 270-789-5197 to inquire
about services.
Booklist
Aljaafreh, A. & Lantolf, J. (1994). Negative Feedback as Regulation and Second Language
Learning in the Zone of Proximal Development. Modern Language Journal, 78. 465-483.
Antón, M., & DiCamilla, F. (1998). Socio-cognitive Functions of L1 Collaborative Interaction in
the L2 Classroom. The Canadian Modern Language Review/ La Revue canadienne des
langues vivantes, 54, 3 (April/avril), 314-342.
Cole, M., & Scribner,S. (1978). Introduction. Mind in Society: The Development of Higher
Psychological Processes. Cambridge, MA: Harvard University Press. 1-14.
DeGuerrero, C., & Villamil, OS. (2000). Activating the ZPD: Mutual Scaffolding in L2 Peer
Revision. The Modern Language Journal, 84, i, 51-68.
Diaz, R., Neal, C., & Amay-Williams, M. (1990). The Social Origins of Self-Regulation. In L.
Moll (Ed.). Vygotsky and Education: Instructional Implication and Applications of
Sociohistorical Psychology. Cambridge: Cambridge University Press.
Donato, R. (1994). Collective Scaffolding in Second Language Learning. In J. Lantolf,
& G. Appel (Eds.), Vygotskian Approaches to Second Language
Research (33-56). Norwood, New Jersey: Ablex Publishing Corporation.
Donato, R. & McCormick, D. (1994). A Sociocultural Perspective on Language Learning
Strategies: The Role of Mediation. The Modern Language Journal, 78, iv, 453-464.
Grenfell, M. & Harris, V. (1999). Modern Languages and Learning Strategies: In Theory and
Practice. New York: Routledge.
Han, Z. (2004). Fossilization in Adult Second Language Acquisition. Buffalo Multilingual
Matters.
Johnson, M. (2004). A Philosophy of Second Language Acquisition. New Haven:
Yale University Press.
Ohta, A. (2000). Rethinking Interaction in SLA: Developmentally Appropriate Assistance in the
Zone of Proximal Development and the Acquisition of L2 Grammar. In J. Lantolf (Ed.).
Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
Ohta, A. (2001). Second Language Acquisition Processes in the Classroom : Learning Japanese.
Mahwah, N.J.: Lawrence Erlbaum Associates.
Schinke-Llano, L. (1993). On the Value of a Vygotskian Framework for SLA Theory and
Research. Language Learning, 43:1, March, 121-129.
Singleton, D. & Ryan, L. (2004). Language Acquisition: The Age Factor.
Clevedon, Buffalo: Multilingual Matters.
Tort-Moloney, D. (1997). Teacher Autonomy: A Vygotskian Theoretical Framework. CLCS
Occasional Paper (No. 48). Dublin, Ireland: Centre for Language and Communication
Studies.
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes,
M. Cole, V. John-Steiner, S. Scribner, and E. Souberman (Eds.), Cambridge, MA:
Harvard University Press.
Vygotsky, L.S. (1981). The Genesis of Higher Mental Functions. In J. Wertsch, (Ed. & Trans.).
The Concept of Activity in Soviet Psychology. New York: Sharp.
Wertsch, J. (1985). Vygotsky and the Social Formation of Mind. Cambridge: Harvard University
Press.
Wertsch, J. & Sohmer, R. (1995). Vygotsky on Learning and Development. Human
Development, 38, 332-337.
Wood, D., Bruner, J., & Ross, G. (1976). The Role of Tutoring in Problem Solving. Journal of
Child Psychology and Psychiatry, v. 17, 89-100.
FIELD EXPERIENCE SUMMARY FORM
Campbellsville University
PLEASE STAPLE FIELD ASSIGNMENT TO THIS FORM
Student Name ___________________________
ID Number ___________________
Trimester ______________________________
Course Number _______________
Summary of Field Visits
Date of
Visit
Field Setting
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Grade
Level
Hours Type**
Cooperating Teacher Signature
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(Please continue log of hours on back if necessary.)
TOTAL TRIMESTER HOURS ___________
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Student Signature
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Professor
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Date
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Date
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Director of Field Experiences
Date
**Field Experience Type:
O---Observation;
A---Assist;
T---Tutor;
R---Conduct Research
I---Instruct Small/Large Group