SAMPLE Syllabus ENG 463/563 Language - Structure and Acquisition (3

units)Instructor: DawnEllen Jacobs, Ph.D.Office location: Yeager Center Room C214Telephone: 951-343-4275Email: djacobs@calbaptist.eduOffice hours: By appointment

Course Description and Purpose (These may be combined as you see here or separated if that seems more appropriate.)Sample: The course will focus on the implications of linguistic theory for application. Students will be introduced to the five universal components of language: phonology, morphology, syntax, semantics, and pragmatics. A portion of the course will be devoted to an intense study of the components as they apply to English language affording the student a better understanding of that language from a perspective not previously encountered. We will also discuss these five components as they appear in languages other than English. This will enable students to utilize their knowledge of linguistics to analyze the utterances and writings of speakers from various linguistic backgrounds. Students will also apply their linguistic knowledge to the acquisition of primary and second languages. Theoretical and scholarly foundations for this course include perspectives such as Chall, Chomsky, Popp, Snow, Shaywitz, Krashen, Rubin, NAEP, Nagy & Anderson, and Priestley.

PREREQUISITES (OR CO-REQUISITES – DESCRIBE ANY CONDISERATINS THAT MAY AFFECT A STUDENT’S ELIGIBILITY FOR THE COURSE)- Successful completion of ENG 113 and ENG 123 with a grade of C- or better or equivalent demonstrated competency is a prerequisite for all upper division English courses. With that pre-requisite met, this course is open to all candidates for Elementary and Single Subject Teacher Credential programs. The course may also be taken by interested students as an upper division English elective.

REQUIRED TEXTS AND RESOURCES

Order Text book(s)

1. Weed, Kathryn Z., Lynne T. Diaz-Rico. 2010. The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide. 4th edition. Allyn & Bacon.

2. This course is supported by both Blackboard 9 and LiveText. Students who do not yet have a LiveText account will need to purchase one.

 Suggested resources for further study

1. A Handout on English Verb Tenses provides students with examples and explanations of verb tenses in English. 

2. A Handout on ENG 463 Sentence Patterns shows students underlying patterns for English sentences.

Technological Support

This course will be supported by Blackboard. Go to www.calbaptist.edu and click on the Blackboard icon. Grades will be posted on the Blackboard website. Check in frequently for announcements, assignments, and discussions. Blackboard Discussion Questions will be posted for reading assignments marked with *.  Benchmark and Fieldwork assignments must be turned in and evaluated through LiveText.  All assignments must have a completed Turn It In report to be eligible for evaluation.  

COURSE GOALS & STUDENT LEARNING OUTCOMES (SLOs)(Objectives are stated in terms of what students will DO once they have successfully completed the course. Outcomes in the class should always be tied to outcomes for the program, which in turn tie to University outcomes.)

Samples

1. Candidates will evaluate and utilize a variety of resources related to various aspects of language use and structure. (TPE 2 & 3)

2. Candidates will utilize their knowledge of the five universal components to identify, analyze, and discuss regional, cultural, and historical variations and differences between standard and non-standard varieties of English as well as appreciate the universality of language structure in both oral and written form. (TPE 2, 3, & 9)

3. Candidates will demonstrate their knowledge of phonemic awareness through the identification of phonemic placement and manner of articulation, and use of the processes of rhyming, segmenting, and blending. (TPE 1)

4. Candidates will incorporate their knowledge of the role of morphological and etymological structures in relation to word meaning; development of vocabulary; spelling; multiple meanings of words (literal, denotative, connotative); homonyms, homophones, and homographs: and syntactic classification. (TPE 1)

5. Candidates will identify examples of parts of speech and explain their function as part of the syntactic analysis of English. (TPE 1)

6. Candidates will recognize and incorporate syntactic components (phrases and clauses, including verbals) to understand and develop a variety of sentence types. (TPE 1)

7. Candidate will explain the impact of various disabilities on oral and written language development. (TPE 2, 3, & 6) 

ASSESSMENT POLICIES Course Evaluation Plan - An assessment instrument (checklist, rubric, etc.) will accompany each major graded assignment. See the course website for specific assignment criteria and the accompanying grading instruments.

Point DistributionGraded assignments will be weighted as follows:

Graded Assignments Points Possible Discussions and Weekly Activities Journals 200Fieldwork Portfolio (350 points)

Language Partner Journal 75 Field Work Verification 25

Developmental Table 25 Language Partner Work Analysis 75 Language Partner Case Study 100 Supporting Resources Reviews 50

Integrated Project (175 points) Phonology 65 Morphology/Semantics 65 Syntax/Pragmatics 65

Synthesis and Conclusions 55Final Exam 100 Total Points Possible: 1000Final GradesThe following scale will be used when calculating final grades for graduate students:A 93%-100% A- 90%-92% B+ 87%-89%B 83%-86% B- 80%-82% C+ 77%-79%C 73%-76% C- 70%-72%

Checking GradesBe sure to check your grades often via the Blackboard (or LiveText) grade book. Grades below 70% are unacceptable for this course to be credited for the teacher credential courses, which must be passed with a grade of at least C-. Students taking the course for graduate credit must earn a B- or better.

EXPECTATIONS Professionalism - All written work must be of professional quality. All written work must be keyed using a computer. Handwritten work will not be accepted. In addition, work that has excessive (more than 2 per page) or distracting grammatical, mechanical, or typographical errors will be graded accordingly.  If errors are very distractive or pervasive, work may be returned ungraded for revision. All written assignments should be written using the APA or MLA style format.

As a professional, you are expected to collaborate with your colleagues during in-class activities or out-of-class group projects, and to respect one another with exemplary listening skills during all interactions, presentations, and class discussions. This also requires supporting your classmates with positive body language and appropriate verbal communication.

At the end of each assignment, the following statement must be written, signed, and attached to each assignment. Assignments without the following attached will not be evaluated until the affidavit is completed:

After I completed the writing of this paper, I re-read the entire draft to proof and edit it.

In doing so, I found ___ (#) mistakes and corrected them before submitting this final

version. In addition, I asked _____________ (name) to proofread. He/She found

___________(#) mistakes, which I also corrected.  Late Assignments - Late work is not acceptable; the course moves too quickly through new and challenging material. Since you will have the opportunity to turn assignments in multiple times because learning takes place in the feedback you get from your instructor and then revisions you make accordingly. If you do not turn in materials at each step, you

will not get this format, and, unlike other courses, you cannot “figure it out on your own” and expect to be successful. Therefore, while there is no formulaic deduction of points for late work, late work will invariably receive a lower grade than work turned in early and often. It is virtually impossible to pass this course if you try to turn in all your work at the end. 

Netiquette - “ Netiquette” is network etiquette—that is, the etiquette of cyberspace. And "etiquette" means "the forms required by good breeding or prescribed by authority to be required in social or official life." In other words, netiquette is a set of rules for behaving properly online. Virginia Shea has defined the issues, and discussed them at length, in her book Netiquette. You may want to review a brief summary of her “Core Rules of Netiquette”. This resource

won't answer all netiquette questions, but it will provide some basic principles to use in solving many netiquette dilemmas. Academic Honesty - Any incident of academic dishonesty (cheating, plagiarism, copying, and other forms) must be reported to the Dean of Students. A first incident of cheating may be handled at the discretion of the instructor in consultation with the Dean. Judicial sanctions may include, but are not limited to, loss of a letter grade or failure in the course in

which the offense occurred, suspension, and/or dismissal from the University. A detailed discussion of academic dishonesty appears in the CBU Student Handbook.

Students with Disabilities - Students who have qualified disabilities and wish to arrange the appropriate accommodations, in addition to the general academic support services coordinated by the Academic Resources Center, must identify themselves to the Director of Disability Services. Disabled students who wish to arrange appropriate accommodations

must complete and submit a Request for Accommodations form and provide recent (not older than 3 years) diagnostic test results. 

Schedule and Learning ActivitiesWe will begin the activities listed in the first week; you should have finished with them no later than class on the second week so that you can ask questions and refine your work as needed. It never hurts to be ahead, but falling behind can be deadly in this course.

Assignments DUE in green are due in draft form and may be revised if turned in on time. MULTIPLE REVISIONS ARE ESSENTIAL FOR SUCCESS IN THIS COUSE!Final Assignments Due submissions are noted in burgundy.Class activities and exercise Assignments Due are noted in Blue and should be submitted to your Journal. These are fairly minimal. Learning in this course takes place as you revise Major Assignments.Color within Learning Activities column is for hyperlinks only.

 Learning Activities Assignments Due

   Course Overview and Phonology

Weeks 1 & 2 - January 12-25 

Discussion Forums  Lecture: Course Overview/PhonologyPPT W1 - https://c1.livetext.com/doc/5461403

 

Learning Activities Assignments DueReadings: (Complete online lab activities for each Díaz-Rico and Weed reading each week.)

Díaz-Rico and Weed CH 2 ”What is Language?” pgs 30-31

Díaz-Rico and Weed CH 2 “ The Sounds of Language” pgs 32-34

 Nat’n n l Science Found. Special Report

 

Learning Activities Assignments DueInteractive Activities:

1. Linguistics Pretest 2. Celebrity Matching 3. Phonology Scramble

Submit to your Journal by Jan 18

Ongoing ActivitiesBegin collecting samples for Media NotebookArticulate Resources Review approach

Submit by Jan 25

Learning Activities Assignments DueFieldwork: 

1. Select a Language Partner2. Select a trade book (literary text)3. Complete phonological compression activity

Submit to your Journal by Jan 25 

Integrated Project: Begin phonological analysis of literary text.

Have a draft ready for discussion by Jan 25 

Language and the BrainWeek 3 &4 January 26-February 8

  

Lecture: Morphology  

Learning Activities Assignments DueReadings: TBA (Complete online lab activities for each Díaz-Rico and Weed reading each week.)

 

Interactive Activities:

View the following video clips and participate in discussion.

Language and the Brain  

 

Learning Activities Assignments Due

Language Processing at Work

Living with Traumatic Brain Injury

60 Minutes Professional Football players become brain damaged   Continue collecting samples for Media NotebookBegin collecting resources for review

Learning Activities Assignments DueFieldwork: 

1. Meet with your Language Partner.2. Complete the Language Learner Profile for your

language partner.

 

Integrated Project:Continue phonological analysis of your literary text

 

Morphology and Second Language LearnersWeeks 4 & 5 – Feb 9-15

2 resource reviews

Discussion Forums  Lecture: Morphology  

Learning Activities Assignments DueReadings: (Complete online lab activities for each Díaz-Rico and Weed reading each week.)

Díaz-Rico and Weed CH 3 Weed Morphology: The Words of Language pgs 35-37

Díaz-Rico and Weed CH 1 "Learning about the Language Learner"

Díaz-Rico and Weed CH 2 "Non-verbal Communication" pgs 43-47

 

Learning Activities Assignments DueInteractive Activities:

1. Morphological analysis2. Morphological vocabulary3. Morphological Roots4. Fun with Morphology5. Complete the appropriate section of the Developmental

Table

 Submit to your Journal 

Learning Activities Assignments DueContinue collecting samples for Media NotebookContinue collecting resources for reviewFieldwork: 1. Meet with your Language Partner.2. Complete language partner story telling activity.

Language Learner Profile

Integrated Project: Begin Morphological analysis of literary text

IP - Phonology

Semantics, Language Variation and CultureWeek 6 & 7- Feb 16-29 (Feb 23*)

Media Notebook

Discussion Forums  

Learning Activities Assignments DueLecture: Morphology  Readings: TBA (Complete online lab activities for each Díaz-Rico and Weed reading each week.)

 

Interactive Activities:6. Morphological analysis7. Morphological vocabulary8. Morphological Roots9. Fun with Morphology

 Submit to your Journal 

Learning Activities Assignments DueContinue to add to and revise Media NotebookContinue collecting resources for reviewFieldwork: Meet with your Language Partner  Integrated Project:

1. Revise phonological analysis.2. Begin Morphological analysis of literary text

 

Syntax and Language Learning TheoryWeeks 8 & 9 – March 1-14 (March 8, 12-16 Spring

Break)

Resource Review

Discussion Forums  

Learning Activities Assignments DueLecture: 

1. Syntax2. Language Acquisition

 

Readings: (Complete online lab activities for each Díaz-Rico and Weed reading each week.)

 

Learning Activities Assignments Due

Díaz-Rico and Weed CH 3 Learning about Second -Language Acquisition pgs. 49-64

Interactive Activities:

Complete Theoretical Models Graphic OrganizerContinue to revise and add to Media Notebook

 Submit to your Journal 

Fieldwork:  Language Partner

Learning Activities Assignments Due1. Meet with your Language Partner2. Analyze Student Work Samples3. Begin Case Study

Journal

Integrated Project:1. Revise Phonological Analysis2. Submit draft of morphological analysis of literary text.3. Begin syntactic analysis of literary text

 IP Morphology 

Oracy and LiteracyWeeks 10 & 11 – March 22-April 4 (March 22*)

Media Notebooks

Discussion Forums  

Learning Activities Assignments DueLecture: PowerPoint Oracy and Literacy.  Readings: (Complete online lab activities for each Díaz-Rico and Weed reading each week.)

Díaz-Rico and Weed CH4, "Oracy and Literacy for English language Development", pgs. 68-107.

 

Interactive Activities:  Submit to your Journal 

Learning Activities Assignments Due

1. Reading Simulation Activity2. PowerPoint Activities3. Revise Resources Review

Fieldwork: 1. Meet with your Language Partner2. Complete Read-aloud activity

Student Work Analysis and Case Study

Integrated Project:1. Revise previous sections as needed

Syntactic Analysis

Learning Activities Assignments Due2. Begin Synthesis and Conclusions

Meeting Special NeedsWeeks 12 & 13 – April 5-18 (April 12*)

 

Discussion Forums  Video: F.A.T. City – How Difficult Can This Be? (Available from NetFlix)

Final Resources Review

Learning Activities Assignments DueReadings: (Complete online lab activities for each Díaz-Rico and Weed reading each week.)

Díaz-Rico and Weed CH 10 "Culturally Responsive Schooling" (pgs 265-299)

Díaz-Rico and Weed CH 12 Culturally and Linguistically Diverse Learners and Special Education"  (pgs 323-346)

Interactive Activities:  ENG 463 F.A.T. City Previewing/viewing activity.

 Submit to your Journal 

Learning Activities Assignments DueFieldwork: 1. Final meeting with your Language Partner2. Complete mono-aural listening activity

 Submit listening activity to your Journal 

Integrated Project:Submit draft of Synthesis and Conclusions

IP Phono, Morph & SyntaxSynthesis & Conclusions

Compile Fieldwork Portfolio  Final Exams and ProjectsWeek 14 – April 19*-25

 

Final Exam Final Exam

Learning Activities Assignments DueCompiled Integrated Projects with Synthesis & Conclusions Final Compiled IP

Final Fieldwork Portfolio

University Calendar 2017 – 2018 Spring SEMESTER 2018

January

3 Offices Open

4 Semester Payment Due Date 10 Classes Begin* 15 Martin Luther King Jr. Holiday (no classes, offices closed) 16 Last Day to Add a Class for Credit*

23 Last Day to Drop a Class with Refund* 23 Last Day to Turn in Credit/No Credit Request

February

1 Graduation Application Deadline for May 2018 graduation 26-Mar 2 Midterm Examinations

March

2 Postmark Deadline for FAFSA and GPA Verification Form (Cal Grant)

9 Last Day to Withdraw from a Class with “W” (no refund)* 19-23 Spring Break (no classes) 30 Good Friday Holiday (no classes, offices closed)

31-Apr 2 Easter Observance (classes resume at 4:00pm on the 2nd, offices closed)

April

3 Offices Open 26-May 1 Final Examinations

May

1 Semester Closes

4-5 Commencement Exercises