1

7/5

2

7/10

3

7/17

4

7/24

7/26

5

7/31

8/2

6

8/7

8/9

7

8/14

1. Gain an understanding of the core concepts and terminology of descriptive linguistics, including morphology, syntax, semantics, phonetics, and phonology.

1. a. Candidates need a conscious knowledge of language as a system in order to be effective language teachers. Components of the language system include phonology, morphology, syntax, semantics, pragmatics, discourse varieties, aspects of social and academic language, rhetorical registers, and writing conventions.

II. Linguistic Theory: Phonology: Phonetic transcriptions; place and manner of articulation; intonation patterns; and stress patterns.

Morphology: knowledge of English morphology; the various types of morphemes such as bound, free, and derivational; morphemes with the same meaning; word stems derived from the same base; and the most commonly used morphemes with appropriate descriptive terminology

Syntax: the English syntactic system; idioms; verb tenses; grammatical transformations; structural changes; nomenclature; and knowledge of the linguistic theories of such figures as Chomsky, Krashen, Asher, and Cummins

2. Identify and present effective classroom applications of descriptive linguistics concepts.

3. a Teachers use their knowledge of language to develop appropriate goals and a wide variety of techniques for teaching ESOL students to listen, speak, read, and write so that students may communicate effectively in English and monitor their own use of language. Candidates serve as good models of language and use a range of instructional approaches in response to learners’ different needs as they pertain to the effective and progressive development of ESL.

I. Analysis of Student Language Production: Analyze speech and pronunciation of nonnative speakers; identify errors in nonnative writing samples

III. Teaching Methods & Techniques: Identifying methods and approaches: identifying the theoretical base, distinct characteristics, and/or order of development, in methods and approaches such as the Direct Method, Total Physical Response, and the Natural Approach, and in classroom orientations such as content-based instruction and notional/functional sequencing.

3.Investigate the social dimensions of linguistics, including pragmatics, discourse, dialects, gender, language planning and policy, bilingualism, and language in education.

2. b. Candidates apply knowledge of language variation, including dialect and gender-based differences, discourse varieties, rhetoric, politeness, humor, and slang.

Sociolinguistics: basic sociolinguistic principles related to language learning, such as word use across dialects; usable levels of words and sentences in the context of different situations; communicative competence; and attitudes toward second language learners

4. Develop an understanding of the biological foundations of language, including brain lateralization, animal communication, and human and computer language processing.

1. b. 9. Candidates understand the ways in which languages are similar and different. Candidates understand the elements of an L2 that tend to be acquired in developmental stages as well as the effect that one’s L1 may have on learning an L2.

Psycholinguistics: basic principles related to second language acquisition, such as interlanguage and overgeneralization; code-switching; patterns in second-language development; student motivation; and self-esteem

5. Conduct a literature review on a linguistics topic related to language instruction.

1. a. 9. Candidates locate and use linguistic resources to learn about the structure of English and of students’ home languages.

Develop an in-depth understanding of Linguistic Theory

V. Professional Issues: Curriculum and materials: recognition of important resources, programs, and professional organizations that are beneficial to teachers of ESOL in the areas of curriculum and materials.

A short overview of the chapter content places the exercise in context of previously learned material in the course.

An overview of the chapter provides information on the topics covered.

An overview of the chapter states what it covers.

The presenters’ specific area of interest related to the chapter topic is explained and justified.

The presenters explain their specific are of interest.

The presenters state their specific area of interest

The exercise is completed fully and is explained clearly with visual aids. The answer is uploaded to the blog if possible, or sent to the professor for uploading. Similar activities are done with the class.

The exercise is completed fully and explained clearly. Similar activities are done with the class.

The exercise is completed fully by the presenters and discussion with the class is conducted.

Two additional references are given to articles, websites, or books on the topic of the exercise or chapter. The articles are annotated verbally or in writing on the handout.

Two additional references are given related to the topic of the exercise or chapter.

One additional reference is given.

A handout showing references and the answer to the linguistic exercise is given to classmates and emailed to the professor for distribution to absent students.

A handout is given to students with annotated references and the answer to the exercise.

A handout is given with references and the exercise answer.