DAS 135 LINGUISTICS COURSE SYLLABUS-2.doc

8/14/2019 DAS 135 LINGUISTICS COURSE SYLLABUS-2.doc

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Linguistics/Reading Comprehension

Summer 2012

Monday through Friday

1:00 -1:50pm, 2:05 2:55pm, 3:10 4:00pm & 4:10 5:00PM

Leadership Building, Room 111

Primary Instructor:Miki Loschky Office Phone:(785) 532-2125

Email:m [email protected]

Secondary Instructor: Andrew Dalton

Email:[email protected]

Office Hours: Friday 11:30am 12:30pm, or by appointment

COURSE DESCRIPTION:

This course explores the theoretical underpinning of language acquisition and linguistics that educators

need to understand, in order to better plan appropriately adapted curriculum and instruction for second

language learners. The course encompasses dynamics of second language acquisition (SLA), the ways in

which languages may differ, and certain universal aspects of language. This course is also intended to

increase reading fluency, crucial for coping with difficulties that second language learners often

encounter in academic reading. This goal is achieved through various types of activities which focus on

increasing reading rate, developing reading comprehension skills, understanding paragraph patterns, and

building general and academic vocabulary

STUDENT LEARNING OUTCOMES:

By the end of the course students will be able to:

Have an understanding of 4 primary language systems vis--vis literacy development processes,

including the graphophonic, syntactic, semantic, and pragmatic systems.

Identify why second language learners make certain types of phonological, morphological,

syntactic, and orthographical errors in English and how to support them in overcoming such

challenges.

Describe effective strategies for academic reading comprehension in English.

Apply strategies appropriately in a range of different academic reading tasks. Recognize text/discourse structures (e.g., cause and effect, comparison and contrast, problem and

solution).

Recognize authors perspectives, techniques, and arguments.

ADDITIONAL GOALS FOR THE COURSE:

Students will learn how they can continue to develop their academic reading skills even after

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completing this course.

Students will improve their reading rate.

Students will continue to develop general English vocabulary.

Students will also increase their use of oral language for academic purposes.

REQUIRED READINGS:

Freeman, D., & Freeman, Y. (2004).Essential Linguistics: What you need to know to teach

reading, ESL, spelling, phonics and grammar.Portsmouth, NH: Heinemann (Reserved at the

Hale Library)

Yaworski, J. (2006). Getting Ahead.New York: Pearson Education, Inc. (Provided in class)

Yule, G. (2010). The study of language. New York: Cambridge University Press (Posted KSOL)

OTHER REQUIRED COURSE MATERIALS:

A binder in which to keep all articles, handouts, writing, and homework

An English dictionary (recommended)

An active KSU e-mail account (check regularly)

An access to K-State Online to submit assignments and get feedback from the instructor

COURSE REQUIREMENTS:

Daily Assignments: In-class and out-of-class assignments are designed to provide you with the

explanation and practice of second language acquisition (SLA) and fundamental reading

strategies that you can apply to your own academic reading. Reading activities will be assigned

as pre-reading, during reading, and post-reading strategies.

Reading Circle (RC) : The class will be arranged into small groups for this activity. Each time

a different group member (the leader) will be responsible for selecting a short reading (1-2

pages) from the RC reading list. Additionally, the leaders for the week will prepare a

vocabulary list of 5 10 words or phrases, 3 comprehension questions and 2 discussion

questions related to the reading and lead the discussion in class. There will be 3 or more reading

circle activities (depending on the number of students) throughout this course. A more detailed

handout will be provided.

Be sure to save all of your reading circle articles for the final project.

Reading/ vocabulary Logs: This is a short written log recording the observations you have

made about your reading and vocabulary learning experiences. Using the materials you will

read through this semester, you will briefly summarize the reading. More importantly, you will

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reflect and comment on your reading and vocabulary learning processes, strategies used,

difficulties encountered, and any other relevant observations. A template for each log will be

provided for this activity.

Reflection Paper (Final Project): You will write a thoughtful report (2~3 pages, double

spaced)on your reading strategies, vocabulary learning strategies, self-assessment of the

strategies, and other relevant observations. You will reflect on your personal learning and

strategies and how you can take this knowledge to your own English language classroom. More

details and specific guidelines will be provided later.

GRADING:

This is a Credit/No Credit course. In order to get credit, you must receive an overall grade of at least

75 % of the points given for the assignments listed above.

Attendance & Class Participation (including in-class assignments) 30 points*

Reading Circle activities (3) 20 points Reading/vocabulary Logs (4) 10 points

Midterm 10 points

Final Exam 10 points

Reflection Paper (Final Project) (1) 20 points

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Total 100 points

* 30 = Attendance (10), In-class Assignment (10) , and Out-of-class Assignment (5x2 =10)

LATE WORK:

Please turn in your assignments on time. As for late submission, 10% of the total score will be taken

off per day late. Exceptions will be given only in extreme circumstances. If you are absent, it is your

responsibility to turn in assignments that were due while you were absent. It is your responsibility to ask

me (the instructor) what make-up work is needed. Some assignments may be submitted via K-State

Online. Other assignments will be due at the beginning of class.

If you know in advance that you will be absent, let the instructor know.

ATTENDANCE:

In any language course, regular attendance and participation is vital to improvement and success. If you

do not attend this class regularly, and on time, you will fail the course. Class begins promptly .We have

a lot to do in a 50-minute class, and it slows everyone down every time we have to stop to help someone

who couldnt make it on time. Please respect your classmates, and come on time. If you are late or

absent, it is yourresponsibility to contact the teacher or other students to find out what you missed and

to complete it by the due date.

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Course Calendar for Summer 2012

Linguistics/Reading Comprehension

Day TOPIC REQUIRED READINGS ASSIGNMENTS (All of theactivity sheets/handouts

are provided in class)

Week

of 6/4

Course Introduction

Opening Discussion

Properties of

Language

Chomskys theory of

language acquisition

First Language

Acquisition (FLA)

Using top-down

information to

predict text content.

Using context clues

to understand

meanings

Course Syllabus

Essential Linguistics

Ch. 1 (pp. 1-22)

Reading posted on

KSOL: Yule pp. 11-15

and Yaworski, pp. 78-

87

What is language in Pictures &

Words

Opening discussion handout

Week

of

6/11

Second Language

Acquisition (SLA)

Krashens hypotheseson SLA

Mapping new

information onto

exiting information

for coherent

understanding of text.


Ch. 2 (pp. 23-40)

Visual representation of

Krashens hypotheses

Tri-Fold

Submit Out-of-Class

Assignment #1 (6/11)

Submit Reading/Vocab Logs

(6/15)

Week

of

6/18

Additional SLA

concept

English Phonology(the study of the

sounds of English)

Phonology of

Reading

Reading posted on

KSOL: Yule pp. 191-

194 Essential Linguistics

Ch. 3 (pp. 49-72)

Ch. 4 (pp. 74-97)

RC Activities

Phonetic transcription

Exercises

Present PP slides on SLA

concepts(6/20)

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Week

of

6/25

Phonology in Review

Compare/contrast Reading posted on

KSOL: Yaworski, pp.

87-90


(6/25)

TOEFL Reading Practice

Test #1 (6/26)

Mid-term Exam on FLA,

SLA, and Phonology (6/29)

Week

of 7/2

English Orthography

Recognizing

text/discourse

structures.

Using transitional

expressionsto

understand meaning


Ch. 5 (pp. 98-129)

Reading posted on

KSOL:Yaworski Ch. 9

Teaching tools for unique

English spelling

Discourse GO (Cause-effect)

Weekof 7/9

English Morphology(analyzing English by

studying how words

are formed)

Bottom-up

processing: Using

lexical cuesto

understand meaning

Essential LinguisticsCh. 7 (pp. 166-188)

Reading posted on

KSOL: Yaworski, pp.

96-98

DOTS Chart

Verbal & visual word

association

Morpheme activities

RC activities

Submit Out-of-Class

Assignment #2 (7/6)

Week

of7/16

Making Sense of

Words Interacting with the

target vocabulary

necessary to

comprehend the text


Ch. 7 (pp. 189-215)

Pick-Tac-Tell

Personalized dictionary Cognate Walls

Submit Reading/Vocab

Logs (7/9)


Test #2 (7/13)

Week

of7/23

English Syntax

Using linguistic cuesto

understand meaning


Ch. 9 (pp. 216-249)

Tree diagram exercises

Cloze activities

Week

of

7/30

Syntax and Second

Language Teaching


Ch. 9 (pp. 244-249)

RC activities


(7/23)

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Test #3 (8/3)

Weekof 8/6

Semantics & Pragmatics

Top"down processing:

Making semantic

connectionsto the topicthat you are reading #y

activating prior

knowledge andorganizing it

Self-monitoring

comre!ension "#identif#ing

inconsistent$irrelevant

information

Verbalizing what

you understand

about the text and

drawing inferences

Reading posted onKSOL:Yule Ch. 9

Reading posted on

KSOL:Yule Ch.10 and

Yaworski Ch. 7

Synonym we##ing

Semantic maing

Inconsistency Detection

Tasks

Mind Map/Think aloud &

Explaining

Final Project Due (8/9)

Final Exam on Morphology,

Syntax, and Reading

Comprehension (8/10)

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DAS 135 LINGUISTICS COURSE SYLLABUS-2.doc