Instructor: Alexandra Neves, Ph.D.
Address: Martinez/Fall Bldg. #208
Office Hours: Mondays and Wednesdays
10:00-12:30
Requirement
Points
BLED 427
Western New
30
Journal Article review
20
Tutoring & Journal
University
School
25
Transcript Analysis
&
Linguistic Biography
Education
Syllabus 25
Online Discussions
Research project
100
Total Points
Possible
BLED
427/527
Work Phone: 538 6332
Email: nevesa@wnmu.edu
Points
BLED 527
20
20
20
Mexico
of
for
20
20
100
Unit
1 for
L2 Teachers
Unit 1: Syllabus and introductions
Fall 2011 An Online
Linguistics
Assignment due
Due Date
Syllabus form
Introductions
08/22/11
Course
Unit 2: 1. Chapter 1: The Linguistic Perspective 2.
Discussions + activities
Linguistics and Education in multilingual America
Philosophy Statements
(article by Baugh, J.)
08/29/11
Unit 3: 1. Chapter 2: Foundations of linguistics:
Discussions + activities
09/12/11 09/20/11
phonology and morphology
Review
1.
Educators recognize, accept, value, and promote diverse ideas, languages, and cultures.
phonetics 2. Chapter 3: Foundations of linguistics:
1st Journal Article
o Students will have the opportunity to explore other cultures via readings and research topics.
2.
Educators stress quality programs aligned with professional and state standards that produce exemplary results.
o Competencies are aligned with TESOL State standards
3.
Educators
theoretical
knowledge
into the world
of practice
Unit 4: 1.integrate
Chapter
4: Syntax
and grammar
teaching
2. through field-based experiences and reflection.
Discussions
+ activities
09/26/11pieces allow students
All activities have practical value and can be used immediately
with students
in schools. Reflection
Chapter o5: Language
change and variation
to think about practical applications within academic and professional settings.
4.
Educators possess the skills and knowledge to effectively collaborate with parents, professionals—both within and across schools and
Unit 5: 1. Chapter 6: The written word 2. Chapter 7:
Discussions+ activities 10/10/11 10/24/11
agencies—and other community stakeholders.
Using language
in
context
o Please see number 3
2nd Journal Article
5.
Educators advocate for equitable access and model thoughtful, effective,Review
integrated use of technology resources.
o Please see number 1, and this is a fully online course
Meeting
Times,
andLanguage
Location:
Unit 6:Dates,
1. Chapter
8: Child
acquisition 2.
Discussions
10/31/11
Chapter 9: Language disorders and impairment
This course is entirely online starting August 15
Course Description:
Unit 7: 1.1for
Chapter
10: Language
2.
Discussions
Tutoring
11/14/11
11/18/11
Linguistics
L2 Teachers
is a planning
review ofand
thepolicy
components
of language
and how these
relate
to teaching
11: second
Linguistics
and Literacy
journal and TESOL teachers to work in ESL
and Chapter
testing the
language
learner. Required for the Bilingual
instruction with children, youth and adults endorsements. Recommended for all educators.
Extended Course Description:
This course is designed to assist future teachers in gaining knowledge about linguistics that will help
Unit 8: 1. Transcript Analysis & Linguistic Biography
Paper 2. Course evaluation 3. Other business
Requirement
Points
Points
Final paper Research
paper
11/29/11 11/30/11
them better understand language problems that are common with ESOL students. This course also
examines the relevance of linguistics to educational settings, or what teachers will most need from the
discipline. Undergraduate students are enrolled in BLED 427. Graduate students are enrolled in BLED
527.
Objectives:
•
provide prospective and practicing bilingual/ESOL teachers a foundation in general linguistics:
phonetics, phonology, syntax and grammar
•
provide a basic understanding of language change and variation, a background on English
orthography, and sociolinguistics
•
provide a brief exposure to language disorders and impairment
Student Competencies:
Instructional Goals (New Mexico State Department of Education Competencies for Bilingual
Education and TESOL):
C. English Language Development
(1) The teacher recognizes and accepts the standard and dialectal language variety as valid systems of
communication, each with its own legitimate functions.
(2) The teacher demonstrates knowledge of the basic nature of language, language acquisition, language
acquisition, language variation, language change, and the relations of language to society and culture.
(3) The teacher demonstrates knowledge of the nature of bilingualism and the process of becoming
bilingual.
(4) The teacher identifies structural and semantic differences between the student’s first and second
language, recognizing areas of potential influences of the first language and utilizes this information for
instructional purposes.
(5) The teacher uses methods for teaching English as a Second Language for the English language
development of students in all content areas, including the language arts.
D. Instructional Methodology
(3) The teacher demonstrates knowledge of theories of first and second language acquisition by utilizing
teaching methods appropriate to various language groups, distinct learning styles, different developmental
levels.
F. Assessment
(1) The teacher recognizes potential linguistic and cultural biases of assessment instruments and
procedures when prescribing a program for the second language learner.
(2) The teacher assesses oral and written language proficiency in academic areas in both languages
utilizing the results for instructional placement, prescription and evaluation.
(3) The teacher evaluates growth of learner’s first and second language in the context of the curriculum.
(4) The teacher continuously assesses and adjusts instructional language to maximize student
comprehension and verbal participation.
Textbooks and supplies:
Textbook: Linguistic Perspectives on Language and Education (Anita K. Barry, 2008) Pearson
and Merrill/Prentice Hall Allyn and Bacon, ISBN 13: 978-0-13-158928-5
Readings in the Course Unit Activities
Requirements:
Projects include short essays, tutoring, journal, linguistic biography, and journal article reviews. In
addition you must participate in the discussions of the biweekly Units.
• Journal
Article Reviews (20 points) You will visit the WNMU library link (Find Articles) provided on
your homepage and find two journal articles to review. Once you
get to the article search page, choose the “by subject” link and then “Education”. Good options to find
articles are: Academic Search Premier, Education Abstracts, ERIC, etc. You will then write a review
for each article based on the concepts and ideas discussed in this course. Please provide the link to your
article.
• Tutoring & Journal -20 points you must arrange to tutor someone in a second language and meet with
this person once a week for an hour each time. You must meet at least 6 times during the course of the
semester. You may meet with a child or adult learner, according to your own interests. If you do not
already have a tutee in mind, please check with your instructor for suggestions. After each meeting, you
need to make an entry in your tutoring journal discussing your meeting. At the end of all of your
meetings, you will turn in a compilation of your journals as an assignment. Good journals should include
the following:
• o the nature of the tutoring session (i.e., are you focusing on conversation, grammar, or writing,
etc?)
• o background or personal biography of your tutee
• o how your relationship with your tutee is developing
• o what tutoring strategies seem to be working or not working
• o concerns about your tutee’s progress
• o how class readings or discussions relate to your tutoring
etc… After you feel you have a good rapport established with your tutee, ask her/his permission
to tape record your session. You will use this recording as your data for the transcript analysis section
of the Linguistic Biography.
o
• Transcript
Analysis & Linguistic Biography -25 points for BLED 427 and 20 points for BLED 527
You will use the recording from one of your tutoring sessions for this project. While you only need to
transcribe approximately 30 minutes of your tutoring, you may wish to record more. During your
analysis, you will be looking for ways to relate your data to concepts and theories we have covered in
this course. The purpose of this analysis is twofold: you will use the data to create a snapshot in your
overall linguistic biography of your tutee and you will also be looking introspectively at your own
participation in your tutee’s progress. You will turn in your written Linguistic Biography (about 3-5
double-spaced pages for undergraduate and 5-8 doubled-spaced pages for graduates). I ask that you
consult the APA manual for consistent referencing. You will receive more details and a grading rubric
to help you focus your final project.
• Online Discussions/Readings-25 points for BLED 427 and 20 points for BLED 527 Please review
the discussions schedule so that you may begin participating in a timely manner to allow classmates to
interact. Do not wait until near the closing date as this will prevent meaningful dialogue. The
discussions are spread out (biweekly) so that you may do the readings and still have time to
participate. You must stay in tune with the student threaded discussions by ensuring that you have
read the material so that you may have meaningful dialogue, input and critique. Focus on specific
issues and ideas that are presented and support your online discussions with author references. You
will be scored according to the following: 1. Addressing the question posted. 2. Providing textbook
citation (reference with page number). 3. Interaction with two team member on the topic at least once.
I will respond to the unit the day after the deadline.
PLEASE follow your schedule to be up-to-date with the discussions! The schedule will show the
last date of the unit discussion, that means you will have to post your answer and interact with
others at least a week before the scheduled deadline. That is why our class is divided into
biweekly units, so you will have time to interact with other students.
• Graduate
research project-BLED 527 students only – 20 points Research a topic, citing in at least 5
sources, 2 of which must be journals. List of possible journals to consult listed below. You may need
to use the WNMU’s library system to access these journals. Internet sources should have a designated
author or be publications of widely-recognized organizations or a well-known agency (e.g.,the U. S.
Department of Education).
Follow American Psychological Association (APA) publication manual guidelines. The paper should
consist of a title page, abstract, five pages of text, and a reference page. Use double spacing and 12
point font throughout the paper. Times New Roman is a suggested font. Be cautious of bibliography
help sources on the Internet. All of them do not give accurate APA guidelines even when such a claim
is made.
Sample topics:
•
Analyze the language of a favorite author or lyricist
•
The grammar or advertising
•
The vocabulary of cartoons
•
Writing systems around the world
•
Nonverbal communication
•
Recent research in the teaching of writing for K-12 students
•
The language of advertising
•
Use the Internet to compare particular types of language used for the same purpose in various
English speaking locations. (e.g., language used to denote death on Obituary pages in newspapers in
various parts of the U.S., Canada, New Zealand, Ireland, for example)--or for weddings, sports headlines,
etc.--or to reporting world news events.
•
Analyze the grammar of e-mail, using several samples (without names) sent to you by friends,
family, and colleagues.
•
Compare the grammar of trade books and textbooks regarding the same story or topic (suggest
focusing on particular grade clusters, elementary, middle, or high school).
•
Analyze the acquisition of particular forms in the writing of a group of ELLs with similar L2
acquisition histories. E.g. pronouns, inflectional morphemes, & fluency.
Assessment/Evaluation:
Grading Scale:
A
=
91-100 B = 81 -90 C = 71
-80 D = Instructor: Alexandra Neves, Ph.D.
61 -70
F= 60
Work Phone: 538
6332
Address: Martinez/Fall Bldg. #208
Office Hours: Mondays and Wednesdays
Email: nevesa@wnmu.edu
10:00-12:30
Course
Expectations and WNMU
Requirement
Points
Points
for Students:
Policies
BLED 427
BLED 527
30
20
Journal Article review
Attendance:
20
20
Tutoring & Journal
All
students will participate in the
25
20
course on Transcript Analysis &
Blackboard Vista by reading
Linguistic
Biography
the Unit
activity assignments, and
25
Discussions
reading andOnline
replying
to Discussions. Assigned
readings,20
projects, and lectures will be discussed in the
20 not a correspondence course. Please stay on
project
appropriate Research
topic of "Discussion".
This is an online course,
100 may attend 100
Total
Points
Possible
schedule and
in touch
with
your group. You
the help sessions or contact the instructor or
members ofUnit
your group.
Assignment due
Due Date
Unit 1: Syllabus and introductions
Syllabus form
08/22/11
Informed Consent:
Introductions
Some individuals
choose
personal
information
during
class. Therefore,
important
Unit 2: may
1. Chapter
1: to
Thedisclose
Linguistic
Perspective
2.
Discussions
+ activities it is
08/29/11
that all classmates
agree
not
to
discuss
or
write
about
what
others
have
discussed
in
class.
Linguistics and Education in multilingual America
(article by Baugh, J.)
Professionalism:
Students are learning professional skills and are expected to engage in classroom discussions, complete
reading assignments
and turn2:inFoundations
assignments
in a timely fashion asDiscussions
befitting professional
Unit 3: 1. Chapter
of linguistics:
+ activities behavior.
09/12/11 09/20/11
Clothing and
mannerisms
in
the
classroom
must
model
professional
behavior.
phonetics 2. Chapter 3: Foundations of linguistics:
1st Journal Article
phonology and morphology
Review
Unit 4: 1. Chapter 4: Syntax and grammar teaching 2.
Chapter 5: Language change and variation
Discussions + activities
09/26/11
Unit 5: 1. Chapter 6: The written word 2. Chapter 7:
Using language in context
Discussions+ activities
2nd Journal Article
Review
10/10/11 10/24/11
Unit 6: 1. Chapter 8: Child Language acquisition 2.
Chapter 9: Language disorders and impairment
Discussions
10/31/11
Unit 7: 1. Chapter 10: Language planning and policy 2.
Chapter 11: Linguistics and Literacy
Discussions Tutoring
journal
11/14/11 11/18/11
Unit 8: 1. Transcript Analysis & Linguistic Biography
Final paper Research
11/29/11 11/30/11
Scholarly Writing:
Use clear college level writing with correct spelling and grammar for all assignments. If you need
help in writing, check in with the Writing Center at the Library.
Special Needs:
WNMU is committed to making every reasonable modification to assist any student with a disability that
is documented through the WNMU Special Needs Office at 505-538-6498 to meet the requirements
expected of all students enrolled in this course. If you require modifications, please inform the instructor
of this course by the second week.
Integrated Use of Technology:
You will need connection to the internet, and a browser that will handle Blackboard Vista. You will
create documents in a word processing program and paste into Blackboard Vista Discussions. You will
need Adobe Acrobat Reader or other reader that will read .pdf files.
Need Help?
1. Post a question to Discussions. There is no such thing as a dumb question.
2. Post a question as a Blackboard Vista email to your instructor.
3. If the Blackboard Vista system goes down or you have other technical questions, contact the WNMU
Help Desk: helpdesk@wnmu.edu or (505) 574-4357.
4. Go to the Blackboard Vista Student Resources page:
http://www.wnmu.edu/webct/StudentResources/StudentResources.html
Academic Integrity Policy and Procedures:
Each student shall observe standards of honesty and integrity in academic work as defined in the WNMU catalog.
Violations of academic integrity include “any behavior that misrepresents or falsifies a student’s knowledge, skills
or ability with the goal of unjustified or illegitimate evaluation or gain” (WNMU Faculty Handbook, 2008).
Generally violations of the academic integrity include cheating and plagiarism. Cheating includes, but is not limited
to, using or attempting to use unauthorized materials such as notes, texts, images, electronic devices, and
unauthorized copies of test materials. Cheating is also understood to mean unauthorized collaboration with
others to misrepresent the student’s knowledge, skills or ability. Plagiarism includes, but is not limited to, the
intentional or unintentional representation of another’s work as one’s own without proper acknowledgement of
the original author or creator of the work, failure to quote and/or cite sources, providing or receiving
unauthorized assistance in the preparation of any academic work, the fabrication of sources or information, or
submitting the same work for more than one course/instructor without the permission of the current course
instructor. Infractions will result in a hearing conducted by the Academic Integrity Panel at which both the student
and the faculty member will present their respective cases. (See WNMU 2008 catalog p.370).
Caveats: The schedule and procedures in this course are subject to change in the event of extenuating
circumstances.
BLED 427/527 Fall 2011 SCHEDULE
Instructor: Alexandra Neves, Ph.D.
Address: Martinez/Fall Bldg. #208
Office Hours: Mondays and Wednesdays
Instructor:
10:00-12:30Alexandra Neves, Ph.D.
Address:
Martinez/Fall Bldg.Points
#208
Requirement
427
Office Hours: Mondays and BLED
Wednesdays
10:00-12:30
30
Journal Article review
Requirement
Points
20
Tutoring & Journal
BLED
427
25
Transcript Analysis &
30
Journal
Article
review
Linguistic
Biography
20
Tutoring
& Journal
25
Online Discussions
25
Transcript
Analysis &
Research project
Linguistic
Biography
100
Total Points
Possible
25
Online
Discussions
Unit
Research project
Unit 1: Syllabus and introductions
100
Total Points Possible
Work Phone: 538 6332
Email: nevesa@wnmu.edu
Work Phone: 538 6332
Points
BLED
527 nevesa@wnmu.edu
Email:
20
Points
20
BLED
527
20
20
20
20
100
20
Assignment due
20
Syllabus form
100
Introductions
Due Date
08/22/11
Unit
Unit 2: 1. Chapter 1: The Linguistic Perspective 2.
Unit
1: Syllabus
and introductions
Linguistics
and Education
in multilingual America
(article by Baugh, J.)
Assignment
Discussions +due
activities
Syllabus form
Introductions
Due
Date
08/29/11
Unit 2: 1. Chapter 1: The Linguistic Perspective 2.
Linguistics and Education in multilingual America
Unit 3: 1.
2: Foundations of linguistics:
(article
byChapter
Baugh, J.)
phonetics 2. Chapter 3: Foundations of linguistics:
phonology and morphology
Unit 3: 1. Chapter 2: Foundations of linguistics:
phonetics 2. Chapter 3: Foundations of linguistics:
phonology and morphology
Unit 4: 1. Chapter 4: Syntax and grammar teaching 2.
Chapter 5: Language change and variation
Discussions + activities
08/29/11
Discussions + activities
1st Journal Article
Review
Discussions + activities
1st Journal Article
Review
09/12/11 09/20/11
Discussions + activities
09/26/11
Unit 4:
5: 1.
1. Chapter
Chapter 4:
6: Syntax
The written
word 2. Chapter
Unit
and grammar
teaching7:2.
Using language
in context
Chapter
5: Language
change and variation
Discussions++ activities
Discussions
activities
2nd Journal Article
Review
Discussions+ activities
2nd Journal Article
Review
Discussions
10/10/11 10/24/11
09/26/11
Unit 6: 1. Chapter 8: Child Language acquisition 2.
Chapter 9: Language disorders and impairment
Unit 7: 1. Chapter 10: Language planning and policy 2.
Chapter 11: Linguistics and Literacy
Discussions
10/31/11
Discussions Tutoring
journal
11/14/11 11/18/11
Unit 7: 1. Chapter 10: Language planning and policy 2.
Chapter 11: Linguistics and Literacy
Discussions Tutoring
journal
11/14/11 11/18/11
Unit 8: 1. Transcript Analysis & Linguistic Biography
Paper 2. Course evaluation 3. Other business
Final paper Research
paper
11/29/11 11/30/11
Unit 8: 1. Transcript Analysis & Linguistic Biography
Paper
2. Course evaluation 3. Other
business Points
Requirement
Points
Final paper Research
paper
11/29/11 11/30/11
Unit 5: 1. Chapter 6: The written word 2. Chapter 7:
Using language in context
Unit 6: 1. Chapter 8: Child Language acquisition 2.
Chapter 9: Language disorders and impairment
BLED 427
BLED 527
08/22/11
09/12/11 09/20/11
10/10/11 10/24/11
10/31/11
Review of assignments:
Instructor: Alexandra Neves, Ph.D.
Address: Martinez/Fall Bldg. #208
Office Hours: Mondays and Wednesdays
10:00-12:30
Requirement
Points
BLED 427
30
Journal Article review
20
Tutoring & Journal
25
Transcript Analysis &
Linguistic Biography
25
Online Discussions
Research project
100
Total Points Possible
Work Phone: 538 6332
Email: nevesa@wnmu.edu
Points
BLED 527
20
20
20
20
20
100
Unit
Assignment due
Due Date
Unit 1: Syllabus and introductions
Syllabus form
Introductions
08/22/11
Unit 2: 1. Chapter 1: The Linguistic Perspective 2.
Discussions + activities
08/29/11
CODE OF CIVILITY
In order to promote a positive, professional atmosphere among students, faculty and staff, the
following Code of Civility has been developed:
Respect: Treat all students, faculty, staff and property with respect and in a courteous and
professional manner. This includes all communications, whether verbal or written. Let your actions
reflect pride in yourself, your university, and your profession.
Kindness: A kind word and gentle voice go a long way. Refrain from using profanity, insulting slang
remarks, or making disparaging comments. Consider another person's feelings. Be nice.
Truth: Exhibit honesty and integrity in your dealings with fellow students, faculty and staff
members. Don't lie, don't cheat, and don't steal.
Responsibility: Take responsibility for your actions. This includes gracefully accepting the
consequences of your behavior.
Cooperation: Exhibit a cooperative manner when dealing with students, faculty and staff so we may all
work towards our common goals and mission.
Acceptance: Accept differences in others, as they accept differences in you. This includes diversity in
opinions, beliefs and ideas and everything else that makes us unique individuals.
Professionalism: Always conduct yourself in a manner that will bring pride to your profession, to the
School of Education, to Western New Mexico University, and, most importantly, to yourself.
Bibliography/Resources:
Web files from a number of professional sources. For each web source that you read, please comment on
the WebCt "Discussions" and share with us the web address. Here are a few examples.Schutz, R. (2000)
Stephen Krashen's Theory of Second Language Acquisition.
http://www.viavale.com.br/english/sk-krash.html The Prevention Of Language Disadvantage During
Second Language Acquisition Of The Child [On-line], Available:
http://home.earthlink.net/~psychron/preventi.htmSign Language Cindy's Homepage on ASL and Deaf
Culture: About ASL http://www.aslinfo.com/aboutasl.html
Wilcox, Sherman: American Sign Language as a Foreign Language; Dept. of Linguistics University of New Mexico http://www.unm.edu/~wilcox/ASLFL/asl_fl.html
Sign Language http://www.handspeak.com Endangered Languages Krauss, Michael. 1992a. The world's
languages in crisis. Language, 68, 6-10. http://www.ncbe.gwu.edu/miscpubs/stabilize/intro.htm
http://www.ncbe.gwu.edu/miscpubs/nabe/brj/v19n1/19_1_crawford.htm
http://www.ncbe.gwu.edu/miscpubs/nabe/brj/v19n1/19_1_mccarty.htm
http://www.ncbe.gwu.edu/miscpubs/stabilize/i-needs/status.htm
http://www.ncbe.gwu.edu/miscpubs/stabilize/i-needs/rationale.htm Bernard, H. R. (1992). Preserving
language diversity. Human Organization, 51(1), 82-89.Language Politics
http://www.cal.org/ericcll/digest/lewell01.html
http://ourworld.compuserve.com/homepages/JWCRAWFORD/LL.htm
http://ourworld.compuserve.com/homepages/JWCRAWFORD/question.htm
http://supct.lawcornell.edu/supct/html/95-974.ZS.html
http://www.cal.org/ncle/digests/ENGLISH_PLUS.HTML
http://ourworld.compuserve.com/homepages/JWCRAWFORD/engplus.htm
http://www.ed.gov/databases/ERIC_Digests/ed406849.htmlAnimal Language
http://www.cages.org/research/pepperberg/harvard.html
http://www.cages.org/research/pepperberg/subisalx.htmlLanguage Pathology
http://www.casafuturatech.com/Book?faq.html#phypsy http://www.dfluency.com/
http://www.stuttering.com/child.html
"Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits." Eric Digest
E539: http://www.ed.gov/databases/ERIC_Digests/ed385095.html (Accessed 9-2400) "Beginning
Reading and Phonological Awareness for Students with Learning Disabilities." Eric Digest E540:
http://www.ed.gov/databases/ERIC_Digests/ed392197.html (Accessed 0-24-00) "Semantic Pragmatic
Disorder" http://www.hyperlexia.org/sp1.html Accessed 9-24-00 "Autism, Asperger's Syndrome, and
Semantic-Pragmatic Disorder." http://www.mugsy.org/bishop.htm Accessed 9-24-00 Teaching and
Learning
http://www.prainbow.com/cld/cldp.html http://www.stemnet.nf.ca/~elmurphy/emurphy/cle2b.html
Rationale for learning additional languages: http://www.adfl.org/bulletin/index.htm
Code Switching
http://www.ncbe.gwu.edu/miscpubs/jeilms/vol14/duran.htm
http://www.aitech.ac.jp/~iteslj/Articles/Skiba-CodeSwitching.htmlF.
Conceptual Framework:
Refer to the separate document Conceptual Framework for the vision statements, philosophy
statements, and mission statements associated with this course.
[ Instructor | Course Description | Objectives | Competencies | Text | Requirements | Evaluation ] [ Expectations | Schedule |
Civility Code | Bibliography | Conceptual Framework ]