Section 11A - Course Syllabus
Part I – Course Outline
School/Department Name: Cambridge College School of Education
Program: English as a Second Language
Course Number and Title: ESL 631 Second Language Acquisition and Culture
Instructor:
Course Dates:
Course Time: 11 sessions of 3.5 hours each
Course Catalog Description:
This course provides participants with an overview of the study of language as it applies to second language
acquisition and second language learning. It enables participants to understand the principles of language
acquisition and language learning to facilitate the learning of English for students with various language skills and
cultural backgrounds in content classrooms. The course will focus on different analytical levels of language and
their impact on cognitive academic language proficiency. This course will explore educational theory of language
development and address how to best work with students from various language skills. Participants will discuss
how culture influences our attitudes and approaches to education. Issues of language and culture will be covered
as they relate to the academic development of second language learners in a sheltered instruction classroom.
Participants will also have an opportunity to put into practice their personal awareness of social, political, and
cultural constraints on teaching ELLS. Culturally relevant pedagogy for the academic development of English
language learners will be strongly emphasized.
Course Outline
Purpose:
The course is designed to examine the principles of language acquisition and language learning, to
consider how they are connected to cultural background and cultural identity, and to explore effective
approaches to instruction. The goal is to prepare participants to apply those principles in the content
classroom, to promote the academic achievement of English Language Learners at all grades and levels
of English proficiency. Participants will have multiple opportunities to read, discuss, and explore issues
of theory, instruction, and learning.
Course Content and Design:
This course content will focus on two major areas. The first area encompasses the theory of second language
acquisition and learning, and its application to the classroom. The second area addresses the impact of culture on
the teaching and learning process. The course will present various theories of second language learning that
Section 11A - Course Syllabus (Course Outline)
ESL 631 SLA and Culture
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support students’ academic development in the Sheltered English Instruction (SEI) classroom. Participants will
examine how diverse societal and environmental factors influence second language acquisition and language
learning. Participants will have an opportunity to put into practice their personal awareness of social, political and
cultural constraints on teaching ELLs. This design will prepare students to understand and apply key factors in a
Participants will have multiple opportunities to experience the sheltered instruction strategies through the use of
interactive lectures, small and large group instruction, lesson plan presentations, reflections, analysis of videos
and podcasts, and cooperative learning activities. Course assignments are designed to enable students to target the
grade level (PreK-6, 5-12, or Adult) at which they teach, or plan to teach.
Course Outcomes
Knowledge Outcomes







Discuss the role of students’ home culture, personal identity, and adaptation to the U.S.
Recognize language varieties, structures and use, and their significance to language
development.
Identify classroom culture and practices that foster language development for ELLs.
Compare the historical theories of language development with SEI instruction today.
Describe psychological and sociocultural factors that influence second language acquisition, and
their implications for SEI instruction.
Differentiate between social and academic language.
Explain the purpose of the WIDA English Language Development Standards OR Massachusetts
Curriculum Framework for ELA and Literacy Incorporating the Common Core State Standards
and its implications for instruction.
Skill Outcomes
 Analyze and discuss a language sample from an ELL.
 Analyze their own learning of a second language, and discuss its implications for instruction.
 Examine their own classroom as a site for second language acquisition, determine potential
problem areas, and identify appropriate adjustments.
 Interpret ELL and teacher behavior from a cultural perspective.
 Reflect critically on key points presented in assigned readings and videos.
 Participate in varied grouping formats, and discuss appropriate uses with ELLs at different
English proficiency levels.
 Use the Massachusetts Curriculum Framework for ELS and Literacy and the WIDA Can Do
Descriptors to write lesson plans with appropriate content and language objectives.
Required Texts:
Diaz-Rico, Lynne T. & Weed, K. (2010). 4th Edition. The Cross-Cultural, Language, and Academic
Development Handbook: A Complete K-12 Reference guide. Boston MA: Allyn and Bacon. ISBN 9780-13-715409-8.
WIDA (World-Class Instructional Design and Assessment) English Language Development Standards, 2012, and
‘Can Do’ Descriptors P-12; available at www.wida.us/standards/CAN_DOs/
Massachusetts Curriculum Framework for ELA and Literacy Incorporating the Common Core State
Standards available at www.doe.mass.edu
Section 11A - Course Syllabus (Course Outline)
ESL 631 SLA and Culture
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Highly Recommended:
Brown, D. (2007). Principles of Language Learning and Teaching, 5th Edition. White Plains NY:
Longman Publishing. ISBN 0-13-199128-0.
Recommended Texts:
Freeman, D.E. & Freeman, Y.S. (2004). Essential Linguistics – What You Need to Know to Teach
Reading, ESL, Spelling, Phonics, Grammar. Portsmouth NH: Heinemann.
Andrews, Larry (2001). Linguistics for L2 Teachers. Mahweh NJ: Lawrence Erlbaum Associates.
Urdaneta Hernandez, L.A. (2002). Linguistic and Cultural Dimensions of Second Language Acquisition:
A Venezuelan Case Study. USA: Xlibris Corporation.
Krashen, S.D. (2003). Explorations in Language Acquisition and Use. Portsmouth NH: Heinemann.
Krashen, S.D. & Terrell, Tracy D.(2000). The Natural Approach: Language Acquisition in the
Classroom. Harlow, England: Longman Publishing.
Course Requirements:
For each class session, you will need to read thoroughly the assigned readings to be prepared to actively
contribute to class discussions and interactions, including individual tasks and small group activities.
Participation will be part of your final grade. Your course participation includes: preparation of assigned
readings, completion of reading-related activities, completion of course assignments, and the
presentation of a final product. Assignments are to be submitted on time and professionally presented.
Attendance (Mandatory) and Participation - 10%
Class attendance and participation are important. Participants are expected to prepare in advance for
class discussion of assigned readings. Each day, there will be a number of opportunities to work actively
in groups and it is important that everyone take an active role in the group work.
Representational Study of a Language and Culture – 10%
Participants will select a language and culture to study. A project-based action research project will be
done on that language and culture and shared with the class. The purpose of this project is to better
understand a culture of a current or future student group. Choices for what you might do will be
discussed in class.
Language Sample Analysis – 10%
Participants will be given a case study of a second language learner. They will analyze the learner’s data
using linguistic and sociolinguistic concepts from the readings and class discussion. Based on their
analysis, they will consider implications for teaching.
Reading Reflection Summaries – 15%
Reading reflection summaries are one-page, single-spaced written responses to readings from textbooks,
packet of Internet articles. These summaries are intended to help focus your reaction to the course
readings and to facilitate our in-class discussion of them. A reading reflection summary consists of two
Section 11A - Course Syllabus (Course Outline)
ESL 631 SLA and Culture
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parts: Part 1 summarizes, in your own words, the content of the article. Part 2 provides a reflective
response, i.e., your personal comments, questions, counter-arguments to the specific ideas and details in
the reading. You will complete 6 reading reflections on second language acquisition and learning and
culture.
Second Language Learner Interview – 10%
Instructions will be given in class.
Final Paper – 30%
Instructions will be handed out the second week in class.
Journal – 15%
There will be many opportunities in class for students to respond to a topic being addressed. The journals will be
the place for you to keep your thoughts. The grading criteria for the journal writing will be based on how your
reflection connects to the topic. The journal will be given to the instructor on the last day of class.
Topics for Discussion
 Culture and Cultural Diversity
What is culture? What are the principal characteristics of culture? How does our own cultural background affect
how we approach second language learning and teaching? As an educator how, when and why would you
integrate language and culture in the content area classroom?
 Language Acquisition and Language Learning
What are the principles of language, and how does the primary language influence English acquisition/ What role
does the teacher have in creating a positive classroom climate to facilitate ELLs’ l anguage development? How
can we empower ELLs to optimize their learning experience n the SEI classroom?
Pre-Practicum: Early field based experiences in a variety of diverse settings, integrated into
courses or seminars that address either the Professional Standards for Teachers as set forth in 603
CMR 7.08 or the Professional Standards for Administrators as set forth in 603 CMR 7.00. For
candidates serving an apprenticeship or employed as educator of record, these experiences may
occur simultaneously with the practicum or the practicum equivalent
Pre-Practicum Assignment
Classroom observations and assignments will total 15 hours.
1. Observe in an ESL or SEI classroom, or a general education classroom that includes ELL
students. If possible, before the lesson begins, ask the teacher about the cultural/linguistic
composition of the class. During your observation, take note of factors such as:
a.
b.
c.
d.
What is the general climate/mood of the classroom?
Does the teacher call on students, or wait for volunteers?
Are the ELLs able to participate?
Note the body language and behavior of teacher and students, and compare this with what
you learned in your language and culture study. Do you see interactions that support the
students’ cultural background knowledge?
e. How does the teacher respond when a student gives an answer that is correct? Incomplete
or incorrect?
Section 11A - Course Syllabus (Course Outline)
ESL 631 SLA and Culture
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2. Write a reflection that discusses a-e above.
3. Interview an ELL about family members, friends, favorite subjects, etc. Ask if s/he sometimes
has trouble understanding what to do in school, and what s/he does when that happens?
4. Write a separate report about:
(a) A description of the strategies and activities you observed that provided cultural support for
ELLs.
(b) Strengths and challenges of the lesson for ELLs.
(c) How well the ELLs were able to participate in the lesson.
(d) How the teacher checked for understanding throughout the lesson.
(e) Your questions and suggestions for the lessons you observed.
Strategies for Integrating English Language Learners in the Classroom
English language learners will be integrated in the classroom using a variety of learning formats, including
graphic presentation of information, oral discussion, hands-on activities, and small group projects.
Strategies for Integrating Students with Disabilities in the Classroom
Students with disabilities will be integrated in the classroom based on individual needs, in accordance with advice
of the Disabilities Support Services office.
Strategies for Integrating Instructional Technology
Students will utilize a variety of instructional technology including laptop computers, PowerPoint projection
slides, webinars and internet resources for teaching language and content (science, mathematics, and history),
email, CDs/DVDs, and flash drives.
Strategies for Integrating Diversity into the Curriculum
Students will be encouraged to use their individual background experiences, and their reflections on course
readings, as the basis for contributing to class discussions and for treating the contributions of others with respect.
Class presentations and recommended readings will provide examples from varied countries, linguistic and
cultural groups, and racial and ethnic groups in the U. S.
Licensure Standards Assessed:
This course specifically targets the following Professional Licensure Standards and ESL Subject Matter
Knowledge requirements from the Massachusetts Department of Elementary and Secondary Education.
Professional Licensure Standards: 7.08
Course: ESL 631 Second Language Acquisition and Culture
Professional
Description
Evidence Covered in this Semester
Standards
Standard A
Plans Curriculum and Instruction
Standard B
Delivers Effective Instruction
Reading reflections and class discussions will discuss
factors for planning. To integrate language and culture
into the classroom
Language and culture study, interview, and language
analysis will discuss key issues to be part of
instructional planning.
Language sample analysis will consider appropriate
linguistic and sociolinguistic factors in building
vocabulary, and syntax.
Language and culture study, language sample analysis, and
student interview will show understanding of cultural
influences on teaching and learning.
Pre-practicum observation notes and report include
Section 11A - Course Syllabus (Course Outline)
ESL 631 SLA and Culture
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Standard C
Manages Classroom Climate and
Operation
Standard D
Promotes Equity
Standard E
Meets Professional Responsibilities
discussion of linguistic and cultural factors.
Pre-practicum observation notes and report may discuss
observation of teacher’s role in setting a positive
classroom climate.
Reading reflections and class discussions will demonstrate
awareness of the teacher’s role in maintaining a setting
of respect and civility.
Readings and research in language acquisition and learning
include discussion of implications for classroom
practice.
Collaboration with course colleagues to improve
instruction, assessment, and student achievement.
Critical reflection on students’ own teaching experience,
through course assignments, discussions, and final
paper.
MA Subject Matter Standards Assessed 7.06: (9)
Standard
Assignment
Evidence Covered in this Semester
7.06: (9)(a) 1.a. Language as a
system: functions and registers of
language.
7.06: (9)(a) 1.c. Language variation
and change.
ELL interview
Language sample analysis
Language-culture study
ELL interview
Language sample analysis
Language-culture study
7.06: (9)(a) 2.a. Theory and research
in second language acquisition.
7.06: (9)(a)4. Socio-cultural and
socio-economic considerations in
teaching ESL.
Readings
Final paper
ELL interview
Language sample analysis
Language-culture study
Reading reflections
Class discussions
The language-culture study, interview reflection,
language analysis, and class discussions will
show understanding of language as a system.
The language and culture study will show
awareness of relevant factors; the interview and
language sample analysis will reinforce these
factors.
The reading reflections and final paper will
demonstrate understanding of key theories.
The language-culture study, interview reflection,
language analysis, reading reflections, and class
discussions will demonstrate understanding of
socio-cultural and socio-economic
considerations.
Strategies for Assessing Student Performance and Awarding a Letter Grade:
Rubric for Class Participation
Does Not Meet
Standard
1-3
Approaches
Standard
4-6
Meets
Standard
7-9
Exceeds
Standard
10
1. Comments in class discussions show
understanding of concepts presented
in class and readings.
2. Participation in class activities
shows collaboration and respect.
3. Application assignments,
observations, and other
contributions are focused, relevant,
expressed clearly, and connected to
instruction.
4. Observation reflections (if
applicable) are thorough and
connected to instruction.
Section 11A - Course Syllabus (Course Outline)
ESL 631 SLA and Culture
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Rubric for Written Assignments
Does Not Meet
Standard
1-3
Approaches
Standard
4-6
Meets
Standard
7-9
Exceeds
Standard
10
1. Format follows course guidelines.
2. Information is provided in a well
organized manner.
3. Ideas are expressed clearly using
correct mechanics of writing.
4. Lesson plans/research assignments
include a required number of
sources and appropriate citations.
Grading Policy:
1. 10%
2. 10%
3. 10%
4. 15%
5. 10%
6. 30%
7. 15%
Attendance (Mandatory) and Participation
Representational Study of a Language and Culture
Language Sample Analysis
Reading Reflection Summaries
Second Language Learner Interview
Final Paper
Journal
Attendance Policy. Because class participation is integral to establishing our own community of
learners, you are required to attend all classes and engage in class discussions to receive credit for
the course. If lateness becomes a chronic problem, your grade for the class will be lowered.
Punctuality is always professional. Class will begin promptly. Thank you for joining us in
maximizing our time together by honoring this time frame.
Assessment /Grading Policy: Full credit can only be received for assignments submitted on
time. Absenteeism and chronic lateness will lead to a lower grade.
Academic Integrity
Students are expected to maintain integrity in all academic work. They will not attempt to get grades by any
means other than honest academic effort. All work must be completed by individual students except for group
projects. It is not permissible to hand in the same work for different courses. Plagiarism is the use of another’s
work, thoughts, or language without giving credit. Cambridge College students will not summarize, copy, or use
the work of another person or source without proper acknowledgement. Plagiarism is dishonest and a serious
academic offense.
Any breach of academic integrity is grounds for a grade of “No Credit” in academic courses and/or dismissal from
the College.
Disability Support
In compliance with Cambridge College policies and the Americans with Disabilities Amendments Act,
the Office of Academic & Disability Support Services arranges access to facilities and academic
programs for students with physical, psychological, or learning disabilities of permanent or temporary
duration. Accommodations are determined on an individual basis and include, but are not limited to,
Section 11A - Course Syllabus (Course Outline)
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note takers, sign language interpreters, accessible texts, classroom modifications, and parking. Any
student who feels s/he may be eligible for accommodations that provide equal access to educational
programs at Cambridge College should contact the Coordinator of Academic and Disability Support
Services at 617-873-0191 or disabilitysupport@cambridgecollege.edu for an appointment.
Students with disabilities are responsible for identifying themselves, and for providing documentation
from qualified and licensed medical or testing personnel. Any expense incurred in obtaining such
documentation is the student's responsibility. This documentation must present a specific diagnosis of
the disability, explain its limiting effects, and make recommendations for accommodations. It is
important to provide this documentation as early as possible so that timely and appropriate arrangements
can be made. New students must contact us at least three weeks prior to the beginning of the term, since
many services must be arranged far in advance. Each term, faculty are notified of any students with
disabilities in their courses and are told of the accommodations required. All students are expected to
fulfill essential course requirements in order to receive a passing grade, with or without reasonable
accommodations.
Accommodations cannot be granted retroactively.
Library
Online Library Services:
What are the Cambridge College library resources?
For a description of all library services and resources, see “All About Library Services and
Resources at Cambridge College” at http://www.cambridgecollege.edu/student/research.cfm
For instructions for using library services, see
www.cambridgecollege.edu/student/research.cfm

Cambridge College Online Library (CCOL) provides an extensive collection of full-text
articles from thousands of scholarly journals and full-text books, live reference librarian
support 24 hours every day, and instruction and resources for doing research in all our
subject areas. It’s free, it’s always available, and it is at www.cambridgecollege.edu/library/
For information about traditional library arrangements for your campus site, see
http://www.cambridgecollege.edu/library/traditional.cfm
To find an appropriate traditional library in your local area, see "Find a local Library,
Anywhere"
http://www.cambridgecollege.edu/student/research.cfm
For instructions and resources for researching and writing your research papers, see
www.cambridgecollege.edu/student/research.cfm
If you need the current username/password to use the Cambridge College Online Library, please ask
me in class or in a personal email, as I cannot post it in any manner. You can also get the
username/password by following the instructions on the page
http://www.cambridgecollege.edu/library/students.cfm
Section 11A - Course Syllabus (Course Outline)
ESL 631 SLA and Culture
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