Course Syllabus – Part I – Course Outline
School/Department Name: Graduate School of Education
English as a Second Language
Program:
Course Number and Title: ESL 610 Linguistics and Language Variation
Instructor: James Backer, Ph.D.
Course Dates & Times:
September 13, 2012 – December 20, 2012
Online (24/7)
This course introduces the study of language as it applies to the professional preparation of
teachers. Participants will examine the different analytical levels of language and consider their
role in the development of linguistic and academic proficiency in English of language-minority
students. The will explore how various factors (regional, socioeconomic and developmental
factors) play a role in language variation and bilingualism or multilingualism. In addition,
participants will demonstrate their understanding of the structure of language (phonology,
morphology, semantics, syntax, and discourse analysis). Participants will also apply linguistics
concepts to assess second language learners’ proficiency levels to guide how to differentiate their
instruction for ELLs of varying proficiency levels.
Course Outline
Purpose:
The purpose of this course is to provide participants with an overview of the study of language as
it applies to their professional preparation. Participants will have the opportunity to discuss the
different analytical levels of language and consider their role in the cognitive academic language
proficiency of English language learners. Participants will also examine how diverse societal and
environmental factors influence language variation, bilingualism and multilingualism.
Course Content and Design:
This course is organized in two sections. The first section encompasses the structure of language
and the ways in which we use language effectively to interact, in person and electronically, with
speakers of the same language or different linguistic backgrounds. Part II stresses language
variation, the features of a language that vary considerably among speakers of diverse social and
ethnic backgrounds, and how to distinguish language variation from a language disability.. The
following topics will be addressed in each section.


Part I – The Structure of Language
What is linguistics? Languages across the world
Phonology & Phonetics




Morphology
Syntax
Semantics
Pragmatics & Discourse Analysis




Part II – Language Variation
Language in Society: Bilingualism and Multilingualism
Issues of gender and social class
Dialects in school
Language Policies and Planning
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 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 the Language Watch and Interview. Assignments are to be
submitted on time and to be professionally presented. It is important that all participants attend
all class sessions. Please note: assignments submitted late will receive a 15% penalty on their
normal grade.
Attendance and Participation - 20%
Class attendance and participation is important. Participants are expected to prepare in advance
of each session and participate fully in each session.
Journal Responses - 20%
Participants will hand in 2 reflection journals (mid-term and final). Journals consist of the
participant’s own reflective responses to the readings and multi-media material. These journals
are meant to help the participants critically reflect on linguistics and language variations as they
relate to English language learners. Journal Reading Response should not exceed more than 2
pages long.
Language Analysis - 20%
Using linguistic and sociolinguistic concepts from the readings and class discussion, participants
will analyze a sample of language produced by an English language learner in a natural
environment. Based on their analysis, participants will consider implications for teaching.
Homework - 15%
Participants will be assigned sets of linguistics exercises that are aligned with their textbook to
help them in their understanding of language structure and language variation.
Final Paper - 25%
Participants will choose two linguistic concepts covered during the class and prepare a minilesson plan for each, preferably geared to the student’s own teaching environment. In the
introduction of the project, the student will identify the two linguistic concepts and justify the
content and structure of the mini-lessons. This justification will most probably be based on
readings done during the semester or supplementary readings for the project. A.P.A. citation and
reference formats will be used to indicate all source material for the justification or the minilesson plans. The A.P.A. reference list will be the last page of the project, unless there are
appendices.
The final project will be submitted as a WORD attachment to Dr. Backer at
james.backer@go.cambridgecollege.edu . The introductory and descriptive content should use
Times New Roman 12-point fonts, be double-spaced, and have a one-inch margin on all
sides. Any material created for pupil use should be an easy-to-read san-serif font. A
heading is to appear on page one of the project. Please note: the project will be judged by its
quality, not its quantity. There is a grading rubric that will assist you in structuring the paper.
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, group discussions, 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.
Instructional Technology Knowledge Requirements
Students will utilize a variety of instructional technology including computers, PowerPoint
presentation slides, email, CDs/DVDs, flash drives, webinars and internet resources for teaching
language and content.
Required Readings:
Brown, S., & Salvatore, A. (2005). Understanding Language Structure, Interaction, and
Variation: An Introduction to Applied Linguistics and Sociolinguistics for Nonspecialists,
2nd Edition. Michigan University Press.
Brown, S., Salvatore, A. and Vigliotti C. (2005). Workbook for Understanding Language
Structure, Interaction, and Variation: An Introduction to Applied Linguistics and
Sociolinguistics for Nonspecialists, 2nd Edition, Michigan University Press.
English Language Proficiency Benchmarks and Outcomes for English Language Learners,
Massachusetts Department of Education, June 2003. (Can be obtained on line from
www.doe.mass.edu) PDF file.
Recommended Readings:
Agar, Michael (1994). Language Shock: Understanding the Culture of Conversation . Harper
Collins Books, New York:NY
Andrews Larry (2001). Linguistics for L2 Teachers, Lawrence Erlbaum Associates, Mahwah:
NJ.
Freeman D.E. & Freeman Y.S. (2004). Essential Linguistics – What you need to know to teach
reading, ESL, Spelling, Phonics, Grammar. Heinemann, Portsmouth: NH.
Parker, F., & Riley, K. (2000). Linguistics for Non-linguists. A Primer with Exercises, 4th Edition.
Allyn & Bacon.
Additional readings are available at the following websites:
Linguistics Society of America http://www.lsadc.org/
All About Linguistics http://www.recipeland.com/encyclopaedia/index.php/Linguistics
Linguistics Enpsychlopedia http://psychcentral.com/psypsych/Linguistics
Outcomes of the Course:
Course: ESL 610 Linguistics and Language Variation
Professional Description
Evidence Covered in this Semester
Standards
Standard A
Standard B
Plans Curriculum and Instruction
Delivers Effective Instruction
Standard C
Manages Classroom Climate and
Operation
Promotes Equity
Standard D
Standard E
Meets Professional
Responsibilities
Participate in linguistics exercises
Individual and group presentations on
course readings
Conduct and report on a language sample
Paper on a topic which is relevant to
equitable teaching of ELLs
Analysis of journal articles and multimedia materials
Subject Matter Knowledge Licensure Standards Assessed
This course specifically targets the following knowledge requirements7.06: (9)
b. Linguistics (phonology, morphology, syntax, semantics, and pragmatics) of English as well as
other languages and language variations.
c. Regional, socioeconomic, and developmental factors influencing language variation and
bilingualism or multilingualism.
Participants are advised to retain a copy of this syllabus in their personal files for use when
applying for certification, licensure, or transfer credit.
Knowledge Outcomes:
 The basics of phonetics and phonemic (e.g., distinguishing among classes of sound);
 Use of morphology and lexicon to analyze a word’s structure, function, and meaning;
 Syntactic features (e.g., a verb phrase) and discourse features in oral and written text
(e.g., cohesion);


The use of semantics and pragmatics in determining meaning in connected discourse;
Sociolinguistic concepts (e.g., dialect diversity in English; factors that affect language
variation, register, and style; intercultural differences in communication styles).
Skill Outcomes:
 Discuss and analyze the assigned readings
 Participate in a series of activities that promote understanding of linguistics and language
variation
 Discuss language variations and its implications on English language learners.
 Write assigned reflection papers
 Critically reflect on the assigned readings
 Analyze a language sample
Attitudinal Outcomes:
 Explain the importance of regional, socioeconomic, and developmental factors affecting
language variation, bilingualism and multilingualism.
 Explain how language is structured (phonology, morphology, semantics, syntax and
discourse).
 Understand that a student’s English proficiency level affects the way the student will
learn new academic concepts.
Behavioral Outcomes:
 Modify lessons to help ELLs at different levels of English proficiency learn academic
language and content concepts
 Use semantics and pragmatics in determining meaning in connected discourse
Strategies for Assessing Student Performance and Awarding a Letter Grade:
Rubric for class
participation
1. Attendance/Promptness
2. Level of Engagement
3. Listening/Interacting
4. Preparation
Below Average
Rubric for written
assignment
1. Format
2. Mechanics of writing
3. Organization/Structure
4. Creativity
5. Demonstrates
knowledge
Below Average Satisfactory
0-7
0-7
0-7
0-7
0-7
0-7
0-7
0-7
Satisfactory Excellent Outstanding
8
8
8
8
8
8
8
8
8
9
9
9
9
10
10
10
10
Excellent
Outstanding
9
9
9
9
9
10
10
10
10
10
NB – All written assignments are to be word-processed, double-spaced and single sided.
A heading is to appear on page one of all assignments.
Grading Policy:
Attendance & Participation
Journal Reading Response
Language Sample Analysis
Homework
Final Paper
20%
20%
20%
15%
25%
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 Services
Cambridge College complies with the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act to provide equal access to educational programs at Cambridge College. Any student
who feels s/he may need an accommodation based on the impact of learning, psychological, and/or
physical disabilities and has appropriate documentation may be eligible for accommodations.
Students should contact the Coordinator of Academic and Disability Support Services as soon as
possible at
(617)873-0191 or disabilitysupport@cambridgecollege.edu.
Requests for accommodations should be made within the first week of the term so that timely and
appropriate arrangements can be made. All students are expected to fulfill essential course
requirements in order to receive a passing grade in a class, with or without reasonable
accommodations. Accommodations cannot be granted retroactively. All requests are confidential.
Online Library Services:
What are the Cambridge College library resources?
Cambridge College Online Library (CCOL) provides an extensive collection
of full-text articles from thousands of scholarly journals and 70,000+ full-text
books; live reference librarian support 24/7/365; instruction and resources for
doing research in all of our subject areas, and more. It’s free and always available.
For information and instructions about Cambridge College library services and
resources:
go to http://www.cambridgecollege.edu/library/instructions.cfm
click the link How to Use CCOL Handbook
For information about traditional library arrangements for your campus site,
go to
http://www.cambridgecollege.edu/library/traditional_libraries.cfm
Faculty Contact Information:
Dr. James Backer
E-mail:
james.backer@go.cambridgecollege.edu
Skype: drjamesbacker
Course Syllabus – Part II – Agenda
School/Department Name: Graduate School of Education
English as a Second Language
Program:
Course Number and Title: ESL 610 Linguistics and Language Variation
Instructor: James Backer, Ph.D.
Course Dates & Times:
September 17, 2012 – December 20, 2012
Online (24/7)
Week 1 – Orientation
This week students will:
 order the books, if they haven’t already.

read Chapter 1 in the textbook (as soon as they have it).

watch introductory online resources about Linguistics and English.

watch and respond to a video about Old English

begin forming an online learning community for ESL610.

subscribe to Skype and start using it as the main synchronous
communications tool of this course.

begin using the MyCC Web forums as the main non-synchronous
communications tool of this course.
Week 2 - Phonetics and Phonology
This week students will:
 begin developing, or strengthen, their formal knowledge of English
phonetics and phonology.

develop a working familiarity with the IPA (the International
Phonetic Alphabet) by using it in exercises.

begin studying the history of the English language.

discuss with the rest of the class how this week’s material could
influence in-class teaching procedures.

discuss with the rest of the class their experiences using Skype up
to this point.
Week 3 – Morphology
This week students will:
 begin developing, or strengthen, their formal knowledge of English
phonetics and phonology.

develop a working familiarity with the IPA (the International
Phonetic Alphabet) by using it in exercises.

begin studying the history of the English language.

discuss with the rest of the class how this week’s material could
influence in-class teaching procedures.

discuss with the rest of the class their experiences using Skype up
to this point.
Week 4 – Syntax
This week students will:
 begin developing, or strengthen, their formal knowledge of English
syntax.

be aware of the wide range of variety of syntactic structures in
English.

be able to diagram sentences to understand their meaning.

discuss with the rest of the class how this week’s material could
influence in-class teaching procedures.
Week 5 – Semantics
This week students will:
 begin developing, or strengthen, their formal knowledge of English
semantics.

consider the difference between descriptive and prescriptive
grammar.

discuss with the rest of the class how this week’s material could
influence in-class teaching procedures.
Week 6 - Sociolinguistics (Part 1)
This week students will:
 begin developing, or strengthen, their formal knowledge of English
sociolinguistics.

consider the renewed interest in the Sapir-Whorf hypothesis.

discuss with the rest of the class how this week’s material could
influence in-class teaching procedures.
Week 7 - Sociolinguistics (Part 2)
This week students will:
 continue developing, or strengthen, their formal knowledge of
English sociolinguistics.

understand the relationship between power and language.

continue learning about the history of the English Language.

discuss with the rest of the class how this week’s material could
influence in-class teaching procedures.
Week 8 – Dialects, Pidgins, & Creoles
This week students will:
 continue exploring English sociolinguistics, with a focus on
dialectology.

understand the difference between pidgins and creoles.

understand the historical roots and the development of regional
dialects in North America.

discuss with the rest of the class how this week’s material could
influence in-class teaching procedures.
Week 9 – Grammar
This week students will:
 consider the development of the concept of English grammar

systematically review their knowledge of contemporary English
grammar

discuss with the rest of the class how this week’s material could
influence in-class teaching procedures.
Week 10 - Literacy, Orthography, & Literature
This week students will:
 deepen their understanding of written language, focusing on
English

discuss with the rest of the class about how to use this week’s
material to improve their in-class procedures.
Week 11 – Language Policy
This week students will:
 deepen their understanding of the issue of language policy.

continue the study of the history of the English language.

discuss with the rest of the class about how to use this week’s
material to improve their in-class procedures.
Week 12 – Language Sample
This week students will:

analyze an oral language sample and suggest remedial action
based on the linguistic concepts learned during the course.

summarize much of the material of the course.

continue learning about the history of English.

discuss with the rest of the class about how to use this week’s
material to improve their in-class procedures.
Week 13 – Summing Up
This week students will:
 analyze an oral language sample and suggest remedial action
based on the linguistic concepts learned during the course.

continue learning about the history of the English Language.

summarize much of the material in the course.

discuss with the rest of the class about how to use this week’s
material to improve their in-class procedures.
Week 14 – Final Paper: TBA