Kennesaw State University
COURSE SYLLABUS
Course Title: Applied Linguistics for ESOL/Bilingual Teachers
Instructor: Sarah Anne Shope, M.A.P.W., M.S. Ed. TESOL
Text Name & ISBN #: 1) How Languages are Learned (revised edition, 1999) by Patsy
Lightbown and Nina Spada, ISBN 0 19 437000-3. 2) Language Myths by Laurie Bauer, L.
and Peter Trudgill, P. (Eds.) (1998). ISBN 014 02 6023 4.
Course Description: This course is designed for ESOL Endorsement candidates. Group
discussions and activities will immerse participants into the fundamental elements of
linguistics: the nature of language, language varieties, phonology, morphology, phonetics,
syntax, semantics, the history of English, and the experience of first and second language
acquisition across age levels.
Course Requirements:
Class Attendance Policy
Since we only have six class days, it is vital that you attend each day.
Readings, Study Guides and Discussions
After lectures on major topics, participants will join in interactive study sessions designed to
reinforce the concepts and terminology of the nature of language, the elements of linguistics
and the issues of teaching English language learners. They will also complete the study
guides that correspond with lectures.
Group Project
Each group of two or more participants will select an area for expertise and opinion, and
present the issues of that area to the entire class in a twenty-minute workshop session. Some
suggested areas are: language variations, the teaching of grammar in ESL classrooms, the
articulation system, the phonetic transcription key, the history of the English language, issues
of gender and language, language alphabets, instrumental versus integrative learner
motivation, bilingual education, and the emergence of English as a global language.
Alternative topics ideas may be entertained.
Language Myths Presentations
“Language Myths” promotes awareness of issues of language locally, nationally and globally.
Participants will examine a language myth and write a short commentary that helps to dispel
the myth and invite discussion of the topic.
Field Work and Linguistic Journals
Participants will select two from the following three options:
1. The participant will create an autobiographical 3 to 5 pages essay on family linguistic
heritage by making use of his or her knowledge of the fundamental elements of
linguistics, and present the study to the class. The instructors will evaluate the essay
to verify that key concepts and terms of linguistics have been competently used such
that the essay reveals an understanding of the nature of language.
2. The participant will do in-depth linguistic case study of an individual who has
learned/is learning English as an additional language, or someone who speaks a nonstandard dialect. The participant will do an observation of the individual and make a
20-minute recording of his or her natural speech (not an interview), and then
transcribe the recording and describe the language variations, and possible causes for
these variations (e.g., first language influence) in a 3 to 5 page analysis. The
participant will turn in the essay, and make a short oral presentation on the findings to
the class.
3. Participants will observe or tutor English language learners for 2 to 4 hours in a real
teaching situation and report findings in a 3 to 5 page journal. The participant will
turn in the journal, and make a short oral presentation to the class.
A component of any teacher-training program is a practicum that provides you with
opportunity to observe and reflect on teaching in the real world. Locate an ESL program
or Pre-K—through 12th grade classroom and get permission to sit in on at least two
hours of time class time. Make notes of your observations and plan to share them with
our class. Look for ways that language is being taught in the classroom.
Written Assessment
Participants will be assessed on their class contributions and group participation; also
they will take a final 45 yes/no-question assessment on terminology and general concepts
of the course.
Portfolio
Participant will complete a portfolio made up of study guides, language myth essay, field
work or linguistic journals, and written assessment as described above.
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Learning Objectives:
1. Examine the nature and structure of language, including general principles and
terminology of linguistics
2. Recognize and dispel myths about language and language learning
3. Develop understanding of language varieties
4. Examine the processes of and the relationships between languages acquisition and
language instruction and assessments in listening, speaking, reading and writing
Learning Outcomes:
Participants will
1. have knowledge of the nature and structure of language, including general principles
and terminology of linguistics
2. be better able to recognize and dispel myths about language and language learning
3. have an understanding of language varieties
4. be better able to recognize relationships between languages acquisition and language
instruction and assessments in listening, speaking, reading and writing
Methodology:
1. Each session consists of lectures on the session topics.
2. Most sessions contain a small-group study activity focused on the session topics.
3. Each session consists of a conversation session between activities.
4. Most sessions have a component of participant performance centered on the topics.
Evaluation and Grading:
Assignment
Study guides & discussions
Group Project
Field work
Linguistic journals
Myth presentation
Written assessment
Points Assessed
Grades
100 to 90
89 to 80
79 - 70
69- 60
60 –
20%
20%
20%
20%
10%
10%
A
B
C
D
F
Academic Honesty Statement
Participants will pursue their academic programs in an ethical, professional manner.
Any work that students present in fulfillment of program or course requirements
should represent their own efforts, achieved without giving or receiving any unauthorized
assistance. Any student found to have violated these expectations will be subject to
disciplinary action.
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Detailed Course Outline –six sessions, 9:00 a.m. – 3:30 p.m.
June 14 Monday
Session 1a: What is Language?
 The nature of language
 The brain and language
Session 1b: Structural Aspects of Language
 Morphology: the study of word structure
 Syntax: the analysis of sentence structure
June 15 Tuesday
Session 2a: Theories of language learning
 Morphology: the study of word structure
 Syntax: the analysis of sentence structure
Session 2b: The Analysis of Meaning
 Semantics and culture
 Pragmatics and real life
June 16 Wednesday
Session 3a: Non-verbal Influences
 Language case studies
 The affective domain
Session 3b: The Sounds of Language
 Phonetics
 Phonology
June 17 Thursday
Session 4a: The Psychology of Language
 First and second-language acquisition across age levels
 Psycholinguistics: language in the mind
Session 4b: Language and Society
 Language varieties
 Historical linguistics: Study of language change
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June 21 Monday
Session 5a: Reading and Writing
 Reading and writing
 Assessments, oral and written
Session 5b: Learning and Teaching Strategies
 Language myths
 Facts and opinions about language learning
June 22 Tuesday
Session 6a: Getting Personal
 Workshops,
 Self-assessment
Session 6b: Reflections
 Linguistic essays and observation journals
 Reflections
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