DYACE
English Department
Dr Valerie S. Jakar
Language in Education
(ALX* - Applied Linguistics)
Course no. -2262143-
Mondays: 14.00 – 15.30 (Semesters Aleph & Bet) 304, D.
I.
The goal of this course, as a Ministry of Education requirement, is to enable preand in-service teachers of English to master the basic principles of Linguistics as
they
pertain to
Issues in Education, with practical application for
TEFL*/TEAL*.
To this end:

i. The focus of the studies will be aspects of
TESOL*, with special reference to
schooling in Israel. We will investigate “what is going on” in an English as a
Foreign/Second/Additional Language classroom. (EFL, ESL, EAL). There will be
short interactive lectures, discussions, investigative community learning, use of film
and information technology.

ii. Participants will
have a basic understanding of English Language Structure:
phonology, morphology, syntax, lexicology, text types and registers. They will
acquire a basic knowledge of the status and the history of the English Language.
They will compare it with other locally used tongues. They will consider how it is
learned and used in classrooms and in other contexts of today’s society.

iii. Participants will familiarize themselves with the resources of the library
(professional journals, textbooks), Internet access, and public resources (e.g. Ministry
of Education documents).
II. Requirements
Students who fulfill all the requirements will automatically receive a grade of 75%.
Further credit will be given for excellence in assignments (three), class participation and
contribution, and readings reviews.
a. Participants will develop individual language learner profiles. These will contain
autobiographical data (about language learning), anecdotes, comments and reports on
class content and personal readings. These will not be graded, but evidence of their
existence will contribute to the final grade.
b. Participants will read assigned articles in preparation for specific classes. Everyone is
expected to prepare summaries of articles and share the summaries with their peers
(orally or in written form). There will be between four and six obligatory readings to
be summarized.
c. There will be three assignments during the year. In addition, occasional tasks will be
given related to the major components of the course.
Assignments will be handed in according to due dates. There is no final examination but
there may be short 'pop' quizzes* during the course. These will be for personal assessment
(i.e. they will not be included in the final grade).
*Students will be notified no more than one week ahead.
Assignment one.
/15
Plus:
Assignment two.
/15
Plus:
Assignment three.
/15
Plus:
Reading summaries (4)
/15
Plus:
Class contributions and activity.
/15
III. Course Content
We will be looking at Psycholinguistics
and
Sociolinguistics (micro and macro) as they
relate to schooling, language learning, and instruction.
Topics
•1. Language Acquisition studies, and research on FL learning:
a. Methods of research for TEFL including Action Research, Teacher as Researcher; use of
journals;
b. Theories of Second Language Acquisition; Bilingual Education, part 1.
c. Influences and philosophies behind current methods of Language Teaching;
d. An investigation (using Action Research) as to how, and under what conditions, a FL is
learned in a classroom .
•2. Language Policy and Planning: from family to nation: (Macro-Sociolinguistics)
a. The significance of Language Policy and Planning issues.
b. Bilingual Education, part 2 ;
c. World Englishes, English as an International Language, and EFL becoming EAL;
d. The roles of NS (native speaker) and NNS (nonnative speaker) in teaching EFL.
•3. Language Awareness: linguistic, cognitive and affective aspects;
a. The constituents of “Language Awareness”: the understanding of structure, the ability to
articulate the understanding; an understanding and appreciation of what is appropriate; one’s
linguistic persona; comparative and contrastive analysis of English, Hebrew and other known
tongues.
b. A review of different approaches and theories; an exploration of and investigation into
ways, means, and legitimacy of introducing language awareness in the EFL classroom;
c. The significance of the History of the English language.
• 4. Classroom Discourse: interpersonal and collective communication;
a. Sociolinguistics (micro) and pragmatics: investigation of face-to-face interaction and
negotiation, group interactions, literacy events and varieties of discourse;
b. Data collection and analysis;
c. The elements of language lessons; in relation to elements in 1, 2, & 3 above.
Students with prior knowledge (studies) in any particular area will be encouraged to prove – by participation
and contribution – their competence in the said area.
Reading List.
In depth reading of current and recent: ELT, Language and Education, PET.
1.Bailey, Kathy. 1998 “Approaches to Empirical Research in TESOL”. In
TESOL Matters, March.
2.Celce Murcia, M. 1991. “Language Teaching Approaches: An Overview.”
In Teaching English as a Second or Foreign Language. Boston,Mass: Heinle.
3.Christison, Mary Ann. 1996. Teaching and Learning Languages Through Multiple
Intelligences. TESOL Journal , Autumn. Pp10-14.
4.Daniels, H. 1988. Nine Ideas About Language. In Clark, Escholz & Rosa (eds.)
"Language: Introductory Readings". St Martin Press.
5.ERIC. 1992. What is Linguistics ERIC Digest [Revised]. Washington
DC: ERIC Clearinghouse on Language and Linguistics.
6.Genesee, F. 2000. Brain Research: Implications for Second Language
Learning. ERIC Digest. EDO-FL-00-12.
7.Larsen Freeman, D. 1997. Grammar and Its Teaching: Challenging the
Myths. ERIC Digest. Washington, DC: Center for Applied Linguistics.
8.Larsen Freeman, D. 2000. “Grammar: Rules and Reasons Working
Together”. In ESL Magazine, Jan-Feb.
9.Lengo, N. 1995. What is an Error?” . In English Teaching Forum. July.
10.Spolsky, B. 1996.Multilingualism in Israel. Draft paper for Annual Review of Applied
Linguistics (ed. W. Grabe).
11.Tamburr, Karl. 1994. “Why Shakespeare didn’t know grammar” .
Opening Convocation. Southern Baptist College
(http://www.dean.sbc.edu/tamburr.html)
Additional core materials, will be provided on: Bilingual Education , a Brief History
of English
& A Chronology of Significant Linguistic Events through the Ages;
Babel and stories, Seven Ages of English, Language Acquisition Factors