I.
ENGL 3035 Introduction to Language and Linguistics
Department of English
Kennesaw State University
Summer 2009
II.
Instructor:
David Johnson, Ph.D.
Office: EB 224
Office Hours: 12:00 – 1:00 M-F
Phone: 770-423-6208
e-mail: djohnson@kennesaw.edu homepage: http://ksumail.kennesaw.edu/~djohnson
I will also post the syllabus on WebCT
III.
Class Sessions:
MTWTHR 1:00 – 5:30 EB 168
IV.
Texts:
Bauer, L. and Trudgill, P. (Eds.) (1998). Language myths. London: Penguin Books.
Fromkin, V., Hymes, N., and Rodman, R. (2007). An introduction to language.
Boston: Thomson and Wadsworth.
Rodriguez, R. (1982). Hunger of memory: The education of Richard Rodriquez. New York: Bantam.
Valdes, G. (2001). Learning and not learning English: Latino students in American
schools. New York: Teachers College Press.
V.
Catalogue Description:
This course will analyze the nature of human language. It will include an introduction to speech sounds,
morphology, syntax, and semantics. A heavy emphasis will be placed on the social and pedagogical
implications of modern linguistic theory which will include an examination of issues such as language
acquisition, dialect variation, historical linguistics, and English as a Second Language.
VI.
Purpose/Rationale:
The purpose of this course is for students to increase their understanding of what language is, how it
functions as a system, and how it functions in society.
Conceptual Framework – see webpage
VII.
Goals and Objectives:
Course Goals/Objectives:
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Research for the past 25 years has described this process in
increasingly complex terms. Universities and schools must work together to successfully prepare teachers
who are capable of developing successful learners in today’s schools and who choose to continue their
professional development. (in process – from Conceptual Framework, Draft 17)
All of the learning activities (readings, class discussions, lectures, projects, homework) are designed to help
you achieve interrelated objectives and goals drawn from the Kennesaw Secondary Education Program
Committee's objectives modeled from NCTE's Standards for the Preparations of Teachers of English/LA.
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These objectives and goals also reflect the function of the course as a bridge between discipline-centered
and professional education courses that introduce concepts and practices early in the program and the
student teaching experience at its close.
Objective
Unit Proficiency NCATE/NCTE Assignments and Assessment
1. Explain how and why language varies
1.1, 1.2, 2.2
3.1.5
 textbook readings
and changes across regions, cultural
 view videos on dialects
groups, and time periods.
 memorize timeline for English
language
 quizzes/reflective essays
2. Explain general linguistic principles
1.1, 1.2
3.1.7
 textbook readings
and terminology (e.g., semantics, syntax,
 homework exercises on
morphology, and phonology).
phonetics, morphology, and
syntax
 homework assignments
 quizzes
3. Analyze common language
1.1, 1.2
3.1.4
 analyze popular misconceptions
myths/realities.
in popular media
 language surveys
 homework
 participation
4. Discuss the evolving nature and
1.1, 1.2
3.1.5
 textbook readings
historical development of the English
 view videos on dialects
language and influences on its forms.
 memorize timeline for English
5. Analyze leading theories of first and
1.1, 1.2
3.1.1
 read articles on SLA
second language acquisition
 classroom discussions on role
of “critical period”
6. Articulate principles of teaching of
1.1, 1.2
4.4
 read case studies of ELL
English as a second or other language.
students in K-12 settings
 reflective essay
VIII.
Course Requirements:
Explanation of Assignments:
 Quizzes and Tests will be a combination of multiple choice, short answer, and short essay.
The final exam will be cumulative.
 Homework will be assigned on occasion. Please come to class with it already completed and typed.
 Participation is expected. You should participate with engaging and constructive
comments/questions. We will be discussing complex and sometimes controversial issues. Your input
is greatly valued
IX.
Evaluation and Grading:
Assignment
Points Assessed
Final exam
30%
Mid-term Exam
30%
Quizzes (announced & unnan.)
15%
In-class work
15%
Reflective Essay for Chalk/Wire 10%
A 100 to 90
B 89 to 80 C 79 to 70
D 69 to 60
X.
Course Objective
1-6
1-6
1-5
1-5
1-6
F 59 and below
Academic Integrity Statement:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of University records
or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional
3
misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged
academic misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an "informal" resolution by a faculty member, resulting in a grade
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's minimum
one semester suspension requirement.
XI.
Class Attendance Policy
You may miss one full class with no penalty. After your first absence of a full class, your final grade will be
reduced by 5% for each additional absence.
Missing an hour of class will constitute and absence. After three hours of missed class time, your grade
will be reduced by 5%.
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IX
Course Schedule
BT = Bauer, L. and Trudgill, P. Language myths. FRH =. An introduction to language.
Date
May 11
May 12
May 13
May 14
May 15
May 18
May 19
May 20
May 21
May 22
XIII.
Topics/Activities/Quizzes /Exam
Introduction/Course Policies
What is Language?
The Brain and Language
1st Language Acquisition
Morphology
Syntax
Semantics
Phonetics
Phonology
Sociolinguistics
Mid-term Exam
Sociolinguistics
History of English
Second Language Acquisition
Language Processing
Writing Systems
Final Exam
Readings or Assign. Due
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
Bibliography
Conceptual Framework Summary References:
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring,
background information. In S. J. Odell & L. Huling (Eds.), Quality mentoring
teachers (pp. 3-14). Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up.
Educational psychology review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What
makes an expert student? Instructional Science, 26, 127-140.
for novice
Bibliography for this class:
Asher, J. (1977). Learning another language through actions: The complete teacher's
guidebook. Los Gatos: Sky Oaks Publications.
Bialystyok, E. & Hakuta, K. (1994). In other words: The science and psychology
of second-language acquisition. New York: Basic Books.
Celce-Murcia, M. (2001). Teaching English as a second or foreign language. United
States: Heinle & Heinle.
Echevarria, J., Vogt, M., & Short, D. (2000). Making content comprehensible for
English language learners. Boston: Allyn and Bacon.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University
Press.
Fu, D. (1995). My problem is my English: Asian students and the American dream.
Portsmith N.H.: Boyton/Cook Publishers.
Graddol, D., Leith, D. & Swann, J. (1996). English: History, diversity and change.
London: Routledge.
Jannedy, S., Poletto, R. & Weldon, T. (eds). Language files: Materials for an
introduction to language and linguistics. Columbus: Ohio State University Press.
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Krashen, S. & Terrel, T. (1983). The natural approach: Language acquisition in the
classroom. Oxford: Pergamon.
Pinker, S. (1994). The language instinct: How the mind creates language. New York:
HarperPerennial.
Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
Tove Skutnabb-Kangas. (2000). Linguistic Genocide in Education - or Worldwide
Diversity and Human Rights? Mahwah, New Jersey: Lawrence Erlbaum Associates, 2000. Pp. v
+785.