The George
Washington University

The Graduate
School of Education and Human Development

Department of
Teacher Preparation and Special Education

CPED 6556:
LINGUISTIC APPLICATIONS IN ENGLISH AS A SECOND LANGUAGE

Mission

The Graduate School of Education and Human Development at
the George Washington University is committed to providing the highest quality
of educational services to its students. We develop innovative research
programs, contribute in diverse ways to local communities and the nation and
actively participate in the international community of scholarship. Our unique
location in the nation’s capital, a vibrant, multicultural and multinational
center, offers a broad range of resources and opportunities to our diverse
students and faculty. We believe that continuous self-examination and
improvement are fundamental to the education and human development professions.

The Graduate School of Education and Human Development will
become nationally recognized for the creation and dissemination of knowledge in
areas related to education, human development and organizational studies. The
Graduate School of Education and the Human Development will be ranked with
other nationally recognized universities as a leader in developing
practitioners, scholars, and leaders in teaching, learning and human
development across the lifespan.

Bridging
Concepts

 This course addresses the following bridging concepts:

1. Educational Leadership: preparing pre-service and
in-service teachers to take leadership positions in the school regarding CLD learners by applying evidence-based practices.

2. Reflective Practice: examining theories and practical strategies related to working with CLD students and using those theories and strategies to assess their own work with these students.

3. Research and Scholarship: supporting projects and writings using current research and scholarship.

4. Service to Multicultural Communities of Diverse
Learners: by becoming informed about the needs of CLD students and using
that knowledge to inform instruction and curriculum design.

COURSE PURPOSE

This course surveys the study of the science of language
(phonology, morphology, syntax, semantics, and pragmatics) and how its
different branches (theoretical, social, applied, etc.) may be applied to ESL
classroom instruction, material development, assessment,
evaluation, research, and policy development.

COURSE OBJECTIVES

1. Research and identify core concepts and terminology of descriptive linguistics, including phonetics, phonology, morphology, syntax, and semantics.

2. Identify classroom applications of descriptive linguistic concepts, including those related to speaking and writing.

3. Research and identify the biological, social, and cultural dimensions of linguistics, including pragmatics, discourse, dialects, bilingualism, and language in education.

4. Analyze a linguistics-related topic and its relevance to classroom/ ESOL instruction,
policy, programming, and related issues.

UNIVERSAL DESIGN PRINCIPLES

This course integrates the nine principles of universal
design for learning and instruction (UDL) in order to make it accessible and appropriate
for individuals with different backgrounds, learning styles, abilities and disabilities.

Principle 1: Equitable use. The projects assigned in this class are functional in nature and have immediate application to students’ current teaching assignments. Those who are not presently teaching will have opportunities to work with teachers and other practitioners during the guided portion of strategy learning so that their projects will have classroom application.

All students will be given detailed instructions and grading rubrics to inform them about how all work is to be done.

Principle 2: Flexibility in use. The needs of a diverse group of students will be met through multi-sensory instruction, Internet technology, PowerPoint presentations, handouts, material samples, readings, small and large groups discussions, and individual projects that include choices to accommodate students needs.

Principle 3: Simple and intuitive. The syllabus outlines the weekly instructional focus. Readings to be done previous to instruction are listed so that students will have the support of those readings to comprehend all lectures and hands-on instruction. Instruction is provided by lecture, video and through interactive activities.

Principle 4: Perceptible information. All lectures will be supported by visuals and hands-on experiences. Opportunities will be readily available for students to ask for additional information or clarification from the teacher.

Principle 5: Tolerance for error: Rubrics are provided to guide students during their coursework. Written feedback on projects and writing will also be given so that students may easily identify areas of need. Previous work will be spiraled into each project so that students have a chance to improve their products.

Principle 6: Low physical effort. Instruction maximizes attention to learning by incorporating projects and assignments that are functional and can be applied to students’ current or potential teaching situations.

Principle 7: Size and space for approach and use. The classroom
for this off-campus class was chosen with the large number of students in mind.
Although it is in an elementary building, the desks are of an appropriate size
for adult use. Seating is flexible and can be rearranged for collaborative
work.

Principle 8: A community of learners. The students are working in
a cohort that promotes interactions, communication, and collegial sharing in a
community of learners.

Principle 9: Instructional climate. The instructional climate is
positive and inclusive. Students are expected to participate through
presentations, questions, comments, shared insights, experiences, and
discussions. Instructors are readily available for assistance and clarification
by email and phone.

ACCOMMODATIONS:

Any student who feels s/he may need an accommodation based
on the impact of a disability should contact the instructor privately to
discuss specific needs. Please contact the Disability Support Services office
at 202-994-8250 in the Marvin Center, Suite 242, to establish eligibility and
to coordinate reasonable accommodations. For additional information please
refer to: GWired

EMERGENCY PLANS:

In case of inclement weather or other emergency closing, we
will follow PGCPS. If PGCPS is closed or closes early, there will be NO class
meeting that day. In the event of a delayed start, class will continue as
scheduled. In addition, if George Washington University is closed due to
emergency, whether or not PGCPS is closed, there will be NO class meeting that
day. You can get emergency alerts online at https://www.gwu.edu/~gwalert/ or
subscribe to have them delivered to your e-mail, desktop, or phone.

SYLLABUS REVIEW

All students should thoroughly review the syllabus, taking
note of class times and due dates for assignments. Should any student have
any issues or conflicts with any class times or assignments, please notify the
instructor in the first two weeks of class so the issue or conflict can be
addressed.

REQUIRED TEXT

Fromkin, V., Rodman, R., and Hyams, N. (2011). An introduction to language (9^th ed.). Heinle Publishers. Note: Students may use 8^th edition provided they check page numbers and exercises with a classmate. The
two editions DO have differences in exercises and page numbers. All assignments
use the numbering of the 9^th edition. Indicated by “IL”
on assignment list.

Rickerson, E.M. & Hilton, B. (2006). The Five-Minute Linguist: Bite-sized Essays on Language and Languages; Edited by: E.M. Rickerson, Barry
Hilton, Equinox Publishing Ltd (August 18, 2006) ISBN-10: 184553199X, ISBN-13:
978-1845531997  Available online in podcast from
iTunesU – College of Charleston: http://itunes.apple.com/us/itunes-u/the-five-minute-linguist/id452255394 Indicated by “5min” on assignment list. Texts available
on professor’s website.

OPTIONAL RECOMMENDED TEXTS

Biber, D. Longman student grammar of spoken and written English. Pearson ESL; 1st edition

Publication Manual of the American
Psychological Association, 5^th edition (2001). New York:
American Psychological Association. This text can be ordered directly from the
APA at http://www.apastyle.org/pubmanual.html. You can view a tutorial online at this site.

APA STYLE REQUIREMENT

Please note that ALL ASSIGNMENTS must use APA
citation format unless otherwise specified. If you have questions about
what this entails, please see us for more information.

In addition, please note that ALL ASSIGNMENTS must be
completed in accord with the GWU Code of Academic Integrity (http://www.gwu.edu/~ntegrity/about.html). If you have questions about the code in general, or about a particular
assignment, it is your responsibility to contact your instructor/s before
turning in the work in question. No credit will be given for work that does
not follow the GWU Code of Academic Integrity.

CLASS MEETING SCHEDULE

Note: The chart below lists the topics which will be covered each week.

ASSIGNMENTS AND GRADING:

Attendance and participation constitute a significant
portion of the grade in this course. We reserve the right to adjust your grade
a half-letter grade up or down (A to A-, etc.) for exceptional issues related
to participation or professionalism. This is in addition to the percentage
allotted to attendance and participation in the following breakdown.

*In the event of extenuating circumstances
(protracted medical emergency, family issues, etc.), please contact the
instructor to discuss alternative assignments and procedures as soon as
possible.

Attendance and Participation (15 points):

*Please note that for the purpose of this course,
professionalism includes attendance, punctuality, participation in class, full
collaboration on group projects, and completion of assignments on time.
Non-compliance will adversely impact your grade. No papers will be accepted
beyond the due date unless the professor is contacted prior to the day that the
assignment is due, and special arrangements are made. Students are allowed
one excused absence before grading penalties are assessed.  The participation rubric provides details on this
requirement.

Linguistic Exercises (24 points)

Throughout the course you will complete linguistic exercises
from the book. You will be responsible for 8
of the 11 total exercises. My preference is that you submit your linguistic
exercises electronically via the class blog, http://lingwuistics.blogspot.com/.
Email is another option. Please use the following file naming system: ASSIGNMENTNAME_YOURLASTNAME. For
example “CHAPTER6EXERCISES_ROBBINS”). Electronic submissions are
due by 4:30 p.m. on their due date unless otherwise noted. When possible, I
will designate the last ten minutes of class time each week as time to begin
working with partners or in groups. Each student must turn in individual
exercises, but students are encouraged to work together on the exercises, and
ask questions of the professor and their classmates. The primary purpose of
doing linguistics exercises is to gain familiarity with the elements of
language that are most likely to have instructional ramifications for ELLs. The
secondary purpose of these activities is to gain proficiency in areas of
linguistics and language that are likely to appear on the Praxis II exam.

Expert group presentation (16 points)

Each class meeting, a pair or small group of students will
be responsible for going over the exercises due that day at the beginning of
class. These students will post their exercise solutions and links on the class
blog, http://lingwuistics.blogspot.com/ Each member of the group will also be responsible for presenting one outside
resource relevant to the topic for that class. The requirements and evaluation
criteria for this assignment are described in the assignment sheet.

Final Exam (20 points)

A short-answer test to assess your understanding of concepts
and terminology related to descriptive linguistics (morphology, syntax,
semantics, phonetics, phonology). This test is designed to prepare you for
linguistics questions on the PRAXIS examination, as well as to encourage
development of language data analysis and problem solving skills.

Teaching Demonstration (25 points)

This assignment is designed to integrate the use of
technology into a content-focused lesson for the purpose of increasing
linguistic accessibility for English Language Learners. The aim is for the
students to have an interactive learning experience for increased language
learning and retention. In addition, this assignment should connect theory with
practice through the use of technology, multimedia, or creative instructional
techniques or activities. Each student will present a mini-lesson, where his or
her classmates act as the audience. In addition, each student will provide a
copy of their lesson plan to each classmate and the instructor. Students may
use any format for lesson planning that they are most comfortable with, but the
plan must include a section describing at least two scholarly articles, books,
or book chapters (theoretical or research-based) that support their techniques. Each student will be allotted no more than 15 minutes to
conduct their lesson.

Important Information Regarding Any Class Assignments or
Project

Please be aware, if
you choose to collect student information, that there are regulations for
safeguarding student privacy and confidentiality and gaining student/parent
consent. We will discuss the GWU’s research requirements, and requirements for
obtaining IRB approval if you wish to collect and share information beyond the
classroom, in this class. As PGCPS teachers, you are responsible for gaining
PGCPS approval and/ or student/ parent consent if your research involves
sharing any identifiable student-level data, or any other activities for which
PGCPS requires research approval. Please know that, while program staff can
offer suggestions or advice about the research process, your staff and
instructors are NOT ABLE TO ADVISE YOU ABOUT THE PGCPS RESEARCH APPROVAL
PROCESS AND ARE NOT QUALIFIED TO DO SO.

Class Participation Rubric

Class participation is worth
15% of your grade, or 15/100 total points.  Participation is often one of
the more nebulous areas in any grading process—particularly when
considered in the light of differing communication styles, learning styles, and
equitable practice issues.  In order to attempt to address this aspect of
the class grade as objectively as possible, expectations are listed on the
rubric below.  As always, please let me know if you have questions.