TSL 6250 – Applied Linguistics in ESOL
Fall 2013 (0W59)
Syllabus & Course Calendar
Marcella A. Farina, Ph.D.
marcella.farina@ucf.edu
Office Hours (f-t-f)/Location: 12-1pm/MMC102
http://webcourses2.instructure.com
Office Hours are also held by appointment and via either video-conferencing or face-to-face. For
questions/concerns or to schedule a video-conference or face-to-face appointment, students
should contact the instructor at marcella.farina@ucf.edu. Instructor response to e-mails will be
made within 24 hours Monday through Thursday. E-mails received Friday through Sunday, or
during a holiday will be answered on the next school day. See EMAIL PROTOCOL on page 6 of
this syllabus for more details regarding communication within this course.
Course Description
This course focuses on the "nuts and bolts" of the English language and how to gear
instruction so as to effectively guide English language learners (ELLs) through the
application and eventual acquisition of the English language. We will first examine the
areas of linguistics: phonology & phonetics, morphology, semantics, and syntax. Then
we will examine the overarching roles of psycholinguistics, neurolinguistics, and
sociolinguistics as they relate to first language (L1) acquisition and second language
(L2) acquisition processes.
Course Purpose
Language educators need a well-grounded background in the area of language study in
order to meet the diverse and specialized needs of their students. This graduate course
is designed to provide the student with the essential basis on which to build future
study of language learning and teaching. The major areas of linguistics are examined
(e.g., phonetics, phonology, morphology, syntax, semantics) as well as various aspects
of psycholinguistics, neurolinguistics, and sociolinguistcs and who they relate to the
process of first and second language acquisiton. What does it mean to know a
language? How are young children able to produce an infinite number of sentences
given a relatively limited set of lexical items? What are the types of variations found
among languages? How do second language learners approach the complex task of L2
acquisition? These are only some of the questions that this course will help address. All
the topics are intended to enrich the student’s knowledge of language and how it
impacts English language learning and teaching.
Course Objectives
In accordance with the State of Florida ESOL Performance Standards (ESOL PS) and the
Florida Educator Accomplished Practices (FEAP), the student will
1. Demonstrate an understanding of the nature of language and its subsystems
(phonetics, phonology, morphology, syntax, semantics, pragmatics), and explain
how these are affected when an individual learns a new language
2. Identify stages of first and second language and literacy acquisition and analyze
the influence of the native language upon subsequent languages
3. Identify theories of first and second language acquisition and determine their
impact on ESOL students and the ESOL classroom
4. Develop an understanding of academic language and the integrated approach to
English language and literacy instruction
5. Identify strategies and create activities that will enhance oral language
development and literacy skills of ESOL students, regardless of language or
literacy background
Course Text (required)
O'Grady, W., Archibald, J., Aronoff, M., & Rees-Miller, J. (2010). Contemporary
Linguistics: An Introduction (6th ed.). Boston: Bedford/St. Martin's Press.
The publisher of this text also offers online supplemental materials for student use.
Additional readings may also be required throughout the semester to enhance the
collective knowledge base and enrich online discussion and assignments. These
readings will be announced and posted to the course website. It is expected that all
readings be completed prior to the week for which they are assigned.
Course Evaluation
The grading scale for this course is as follows:
A = 93-100
B+ = 87-89
C+ = 77-79
A- = 90-92
B = 84-86
C = 74-76
B- = 83-80
C- = 73-70
D = 60-69
F = < 60
Course grades are derived from points earned in the following evaluation categories:

Discussion Postings (20%) – Each posting is comprised of two tasks: individual
posting & peer posting.
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Course Syllabus
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o Individual posting: Post a well-thought-out response that addresses one of
the questions listed. Individual postings are due by Thursday noon of the
week for which they are listed on the course website. If this posting is late, a
score of zero will be assigned.
o Peer posting: Post at least one reflective commentary on a classmate’s
individual posting. Peer postings are due by Sunday noon of the same week.
Discussions close at Sunday noon of the week for which they are listed.
Discussion Posting topics and rubrics are listed on the course website under
DISCUSSION on the left sidebar. Students are encouraged to review the
rubrics carefully prior to posting. Postings receiving the maximum points
demonstrate involvement in the discussion, an understanding of the concepts,
and meaningful application of theory to practice in the teaching/learning
environment; in other words, they go beyond expressing anecdote information.

Language Analysis Project (40%) – This project consists of five tasks: Obtaining
the Sample, Phonetics/phonological Analysis, Morphological/syntax/semantics
Analysis, Literacy Analysis, and Sociolinguistic Analysis. Each task submission
must be written in prose and follow standard APA formatting. Ideas should be
clearly expressed and fully developed; grammar, spelling, and punctuation
should be thoroughly checked. Specific instructions and a rubric for each task
can be found on the course website under ASSIGNMENTS on the left sidebar.
o Obtaining the Sample: This task will consist of not only identifying, and
perhaps creating, four instruments to use with an ELL but also administering
the four instruments in order to obtain a language sample. The four
instruments should elicit language in the following ways:
1. A simple questionnaire to gather general demographic information.
This is to be completed by the ELL in his/her own handwriting.
2. A questionnaire addressing sociolinguistic aspects relative to the ELL
(see Sociolinguistic Analysis below). This will serve as the spontaneous
speech sample.
3. A short reading passage of appropriate language proficiency level.
This will serve for the read-aloud speech sample.
4. A prompt of the appropriate language proficiency level and content.
This is to be completed by the ELL in his/her own handwriting.
The duration of each instrument is up to the discretion of the student and
based on the requirements of the subsequent four tasks within this project.
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Course Syllabus
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The total administration of the four instruments with the ELL should be 30-45
minutes. It is important, though, that discussions with the ELL are allowed to
deviate if needed in order to enrich the sample obtained. Students are advised
to thoroughly understand the subsequent tasks associated with this project
prior to submitting this task so as to structure questionnaires appropriately.
Students are expected to post a preliminary submission, a draft of the four
questionnaires in one document, and will receive teacher feedback on this
submission although no grade will be assigned. The final submission of this
task will consist of one document, including all four instruments and scans of
the two handwritten samples, and the two audio samples (mp3 format
preferred); all three items should be uploaded to the course website.
o Phonetics/phonology Analysis: This task will focus on the two audiorecorded speech samples. First, students should transcribe at least 30 English
words into IPA from each of the two audio samples (spontaneous & read
aloud). This can be done with intact excerpts or with select segments.
Secondly, students should identify and describe in detail problem areas from
the learner’s phonetic/phonological performance, citing the sample source
and excerpt. Lastly, students should reflect on teaching strategies that could
be implemented in guiding the ELL toward correction of these features.
o Morphology/syntax/semantics Analysis: This task will examine the two audio
samples (spontaneous & read aloud) and the writing sample from the
developmental aspects of morphology, syntax, and semantics. For each of
these three areas, students should first select aspects of the ELL’s language to
represent stages of development. Secondly, students should identify and
describe in detail problem areas from the learner’s performance, citing the
sample source and excerpt. Lastly, students should discuss pedagogical
implications of addressing these features within English-language curriculum
and instruction.
o Literacy Analysis: This task will explore the read-aloud audio sample and the
writing sample. Students will first examine both samples to identify problem
areas and tendencies of the ELL. Secondly, students will discuss possible
patterns of L1 interference as they relate to the problem areas, tendencies, and
overall samples. Lastly, students will expound on the pedagogical
implications of addressing ESL literacy within an English language learning
setting.
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Course Syllabus
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o Sociolinguistics Analysis: This task will look at the social and cultural factors
that have affected the identity of the learner and relative L2 acquisition. Using
the ELL’s responses to the spontaneous speech sample, students will discuss
in depth the learner’s gender, family background, level of education in L1,
level of education in L2, socio-economic status, and social networks. Students
should conclude this task with a reflection on how these findings effective
best teaching practices in both the classroom and society as a whole.

Examinations (40%) – There will be two online exams for this course. The first is
a mid-term exam, and the second is a cumulative final exam. Both exams are
limited in time and are structured to allow only one attempt. Therefore, it is
suggested to take these exams in a location where the internet connection is very
reliable. In addition, each exam randomly draws from a large bank of test
questions in order to assure greater test variety between students. Students are
advised to prepare thoroughly for these two exams and read the exam
instructions thoroughly before beginning.
Additional Policies
Deadlines
See Couse Calendar
Late Submissions &
Make-up/Extra-credit
Assignments
No late submissions or make-up/extra credit
assignments.
Course Materials
This course may contain copyright protected
materials such as audio or video clips, images, text
materials, etc. These items are being used with regard
to the Fair Use doctrine in order to enhance the
learning environment. Please do not copy, duplicate,
download or distribute these items. The use of these
materials is strictly reserved for this online classroom
environment and your use only. All copyright
materials are credited to the copyright holder.
Discussion Protocol
Students cannot pass this course without
participation in Discussion Topics. Check the
Discussion Topic(s) regularly. Review the rubric for
each Discussion assignment carefully and understand
what is expected. Make every effort to be clear.
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Course Syllabus
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Online communication lacks the nonverbal cues that
fill in much of the meaning in face-to-face
communication. If you want to send a message to the
instructor or to another student, use the Inbox tool in
Webcourses@UCF rather than the discussions.
Email Protocol
Be sure to check your e-mail regularly. When sending
the instructor an e-mail, please include the course
number in the subject line and make the message
pertinent to the topic. E-mail to the instructor will
receive an automated confirmation. If you don't
receive an immediate response, don't send duplicate
e-mails. Instructor response to e-mails will be made
within 24 hours Monday through Thursday. E-mails
received Friday through Sunday, or during a holiday
will be answered on the next school day. Be as clear
as possible. Online communication lacks the
nonverbal cues that fill in much of the meaning
during face-to-face communication. Do not forward
someone else's e-mail without their permission.
Accommodations for
differently-abled students
Students with disabilities who qualify for academic
accommodations must provide a letter from Students
Disability Services (SDS) during the first week of
class. SDS determines accommodations based on
appropriate documentation of disabilities.
Plagiarism Statement
Plagiarism of any kind will NOT be tolerated. Every
student is expected to do his/her own work in its
entirety. A first act of plagiarism will result in a 0 for
the assignment, and a failing grade in the course. A
further act of plagiarism will result in academic
review before a UCF committee. Students are
responsible for understanding what constitutes
plagiarism.
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Course Syllabus
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Student Conduct
Academic integrity will be appraised according to the
student academic behavior standards outlined in The
Golden Rule of the University of Central Florida's
Student Handbook. For futher details, see
http://www.goldenrule.sdes.ucf.edu
The UCF Creed
Integrity, scholarship, community, creativity, and excellence are the core values
that guide our conduct, performance, and decisions.
Integrity
I will practice and defend academic and personal honesty.
Scholarship I will cherish and honor learning as a fundamental purpose of my
membership in the UCF community.
Community I will promote an open and supportive campus environment by
respecting the rights and contributions of every individual.
Creativity
I will use my talents to enrich the human experience.
Excellence
I will strive toward the highest standards of performance in any
endeavor I undertake.
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Course Syllabus
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Course Calendar
Week of
Aug 19
Topic
Introduction to
the course
Aug 26
Chapter 1: Language, A
Preview
Sep 2
Phonetics
Sep 9
Phonology
Sep 16
Sep 23
Sep 30
Oct 7
Oct 14
Reading Assignment/
Supplemental Lecture
Chapter 2: Phonetics
IPA Decoded (Class
Lectures)
Phonetics (Class Lectures)
Chapter 3: Phonology
ELL Pronunciation (Class
Lectures)
Tasks/Due Date
Introduction Posting due
by 08/22/13 @ noon.
st
1 draft of four
instruments in
Obtaining the Sample
task due by 08/29/13 @
noon.
Obtaining the Sample
task due by 09/05/13 @
noon.
Discussion Posting 1:
Individual posting due
by 09/12/13 @ noon.
Peer posting due by
09/15/13 @ noon.
Morphology
Chapter 4: Morphology
Phonetics/Phonology
Analysis task due by
9/22/13 @ noon.
Syntax
Chapter 5: Syntax
Discussion Posting 2:
Grammar and phrasal verbs Individual posting due
(Class Lectures)
by 09/26/13 @ noon.
Syntax (Class Lectures)
Peer posting due by
09/29/13 @ noon.
Semantics
Chapter 6 Semantics
Discussion Posting 3:
Cognates (Class Lectures)
Individual posting due
by 10/03/13 @ noon.
Peer posting due by
10/06/13 @ noon.
-------------Review for Mid-term Exam------------MID-TERM EXAM
(Check ANNOUNCMENTS for exact date/time)
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Course Syllabus
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Week of
Topic
Reading Assignment/
Supplemental Lecture
Chapter 16: Writing &
Language
Tasks/Due Date
Oct 21
Literacy
Oct 28
First language
acquisition
Nov 4
Second language
acquisition
Nov 11
Sociolinguistics
Nov 18
Psycholinguistics Chapter 12:
Psycholinguistics: The
Study of Language
Processing
Neurolinguistics Chapter 13: Brain &
Language
-------------Review for Final Exam------------FINAL EXAM
(Check ANNOUNCMENTS for exact date/time)
Nov 25
Dec 2
Dec 9
Chapter 10: First Language
Acquisition
First language acquisition
(Class Lectures)
Chapter 11: Second
Language Acquisition
Second Language
Acquisition (Class
Lectures)
Chapter 14: Language in
social contexts
Morphology/Syntax/
Semantics Analysis task
due by 10/24/13 @
noon.
Literacy Analysis task
due by 10/31/13 @
noon.
Discussion Posting 4:
Individual posting due
by 11/07/13 @ noon.
Peer posting due by
11/10/13 @ noon.
Discussion Posting 5:
Individual posting due
by 11/14/13 @ noon.
Peer posting due by
11/17/13 @ noon.
Sociolinguistic Analysis
task due by 11/21/13 @
noon
Please note:
Any and all aspects of this course may be modified at the discretion of the instructor.
Course changes will be communicated via ANNOUCEMENTS
on the left sidebar of the course website.
Students are expected to be aware of all changes.
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Course Syllabus
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