University of South Florida St. Petersburg
College of Education
FLE 4316: Language Principles and Acquisition
Spring 2004

Instructor: Joyce Nutta, Ph.D.
Telephone: 727-553-4620
E-mail: nutta@tempest.coedu.usf.edu
Office: COQ 217
Office Hours: Thursdays from 4:30 to 5:30 and by appointment--please speak with me before class/during the break or e-mail me to set up a time.

Course Website: https://my.usf.edu

Purpose

To provide an overview of Applied Second Language Acquisition theory and the components of language, linking them to methods and techniques of providing comprehensible instruction and supporting the development of oral proficiency and literacy skills for LEP children.

Objectives

1. Students will demonstrate basic comprehension of the sub fields of Linguistics by defining and describing the disciplines of:
   • Phonetics
   • Phonology
   • Semantics
   • Syntax
   • Discourse and Text Analysis
   • Pragmatics
2. Students will apply their comprehension of the sub fields of Linguistics through:
   • Analyzing authentic oral and written language of LEP students (from videotaped and/or audio taped oral samples and samples of student writing) in class
   • Developing a case study describing an LEP student's linguistic competence
3. Students will demonstrate basic comprehension of the second language acquisition process according to various theories.
4. Students will apply their comprehension of the second language acquisition process through:
   • Analyzing authentic oral and written language of LEP students (from videotaped and/or audio taped oral samples and samples of student writing) in class
   • Developing a case study describing an LEP student's linguistic competence
5. Students will apply their knowledge of Linguistics and the Second Language Acquisition process to developing, implementing, and evaluating appropriate instruction through:
   • Developing lesson plans and assessment measures for a variety of topics appropriate for LEP students at various levels
   • Developing a case study describing an LEP student's literacy development

Required Course Materials

Text and Materials

Understanding Language Structure, Interaction, and Variation: An Introduction to Linguistics and Sociolinguistics for Nonspecialists by Steven Brown and Salvatore Attardo. This is referred to in the course schedule of reading assignments as the Textbook.

ProCopy course packet (available at Bayboro Books)

PLEASE BRING YOUR BOOK AND COURSE PACKET TO CLASS EACH WEEK. WE WILL BE USING EXERCISES IN EACH DURING CLASS MEETINGS AND WILL REFER TO THEM FREQUENTLY.

Online:

In order to access the material and information on Blackboard, go to https://my.usf.edu . If you have never logged on to "my USF", follow the directions at the site. (You will need your student number from your USF card in order to get access the first time.)

Course Requirements and Assignments

ESOL Field Experience--(For UNDERGRADUATE students whose catalog year is prior to fall 2003)

As part of this course, you will be responsible for completing practice teaching with ESOL students in a K-12 public school. You will need to find an ESOL center in which you can do this. While at this school, you will be expected to behave in a professional manner upholding the highest level of integrity and honesty. Six of the hours of at the school must be met by observing one ELL student. IF YOU ARE REQUIRED TO COMPLETE YOUR ESOL LATE FIELD EXPERIENCE IN THIS CLASS RATHER THAN IN ESOL III, PLEASE SPEAK WITH ME AFTER CLASS THE FIRST DAY WE MEET.

LEP Linguistic Analysis
50 points

Analysis of an LEP student's linguistic development

Part I 25

• Phonetic description and phonological patterns--10 points
• Morphological description--5 points
• Semantic description--5 points
• Syntactic description -5 points

Part II 25

• Discourse--5 points
• Pragmatic and socio-cultural competence--5 points
• Literacy development
• Reading--7.5 points
• Writing--7.5 points

Each section of your LEP Linguistic Analysis should include a brief summary of the linguistic area itself, a description of the level of the student within this linguistic area and suggestions for how you as a teacher could help the student improve in this area. In addition, you should research the native language of the student to explore areas of contrast between her/his language and English.

Organization and completeness of ESOL Resource Binder including Binder Contents form, Summary Reflections and a Plan of Action form.

Attendance at all classes is mandatory. Your participation in class activities is a must. Your group depends on you. Any absences will result in the lowering of your grade by 3 points per incidence. Three unexcused tardies or early departures equal one unexcused absence and will result in the lowering of your grade by 3 points. Students may have one grace absence (i.e., no points deleted) but will be required to submit an outline and reflection paper for the assigned readings for that class session within 2 weeks of the absence. If there are no assigned readings during the absence, special readings may be assigned for the outline/reflection paper.

ADA Statement : Students with disabilities are responsible for registering with the Office of Student Disabilities Services in order to receive special accommodations and services. Please notify the instructor during the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from the USF Disability Services Office must accompany this request.

USF Policy on Religious Observances : All students have a right to expect that the University will reasonably accommodate their religious observances, practices and beliefs. Students are expected to notify the instructor in writing by the second class if they intend to be absent for a class or announced examination, in accordance with this policy.

Web Portal Information : Why are the NetID and helios account important to students? A helios account, which is the official USF e-mail account, is given to every USF student when enrolled. Every official USF correspondence to students will be sent to the helios account. More information about this and the USF Web Portal can be found at: http://www.acomp.usf/portal.html .

Academic Dishonesty

Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally know to the public at large must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.

Punishment for Academic Dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course.

The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit assignments to Turnitin.com. Assignments are compared automatically with a huge database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized. For more information, go to www.turnitin.com and http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism .

*****Assignment Format****

All assignments must be completed ON TIME FOR FULL CREDIT to be given. LATE assignments will result in LOSING 10-50% of your points for the assignment. NO assignment will be accepted LATER THAN ONE WEEK after its due date. All assignments must be typed. Please do not use plastic covers of any kind for your papers. Use only black type. Use italics sparingly. Use professional fonts, i.e., Times New Roman, Palatino, and Geneva. Use a 12-point font. Do not use cover sheets for your papers. To ensure you receive credit for your work, please put your name, course and section numbers, group number, date due and assignment name at the top of your paper.

Grades will be assigned using the following standard:

A = 90-100

B = 80-89

C = 70-79

D = 60-69

FLE 4316

Thursday 5:30 p.m. to 8:20 p.m.--COQ 212

Tentative Schedule--Readings are due on the date they are noted

January 8, 2004

Classbuilding

Teambuilding

Course overview

January 15, 2004

Reading--ProCopy Packet Introduction Section, pages 1-28 " Introduction and What Teachers Need to Know About Language "

Not in a bind--ESOL resource binder/ESOL portfolio discussion

ESOL late field experience discussion

Advance organizer for next class

January 22, 2004

Review of previous class

Reading--ProCopy Packet Introduction Section, pages 29-62 " The Study and Structure of Language "

What is Linguistics?

Advance organizer for next class

January 29, 2004

Review of previous class

Reading--ProCopy Packet Phonetics Section, pages 51-74 " Phonetics: The Sounds of Language "

Reading--ProCopy Packet Phonetics Section, pages 85-87 " 2.2.3 "Sounds and Meaning" and stop at 2.3

Phonetics and Phonology Part 1

Advance organizer for next class

February 5, 2004

Review of previous class

Phonetics and Phonology Part 2

Advance organizer for next class

February 12, 2004

Review of previous class

Reading--ProCopy Packet Morphology Section, pages 108-116 Start at "The Life of a Word" and stop at References "

Reading--Textbook pages 24-30 Start at 2.3 "Words and their Parts" and stop at 2.4

Morphology

ESOL Performance Standards Review-- Bring Binders/Portfolios

Advance organizer for next class

February 19, 2004

Review of previous class

Reading--ProCopy Packet Syntax Section, pages 126-129

Reading--Textbook pages 30-46 Start at 2.4 "The Way Sentences are Put Together" and stop at 2.6

Reading--Textbook pages 56-62 stop at 3.2.2

Semantics & Syntax

Advance organizer for next class

February 26, 2004

Review of previous class

Reading--ProCopy Packet Semantics, Discourse, and Pragmatics Section, pages 135-152

Reading--Textbook pages 62-70 Start at 3.2.2 and stop at 3.3

Discourse and Pragmatics

Midterm Review

DUE: ESOL Resource Binder with all sections analyzed with performance standards flagged and Binder Contents Form completely filled out - 15 points. ESOL Portfolio due for all graduate students and for undergraduate students whose catalog is fall 2003 and/or later

March 4, 2004

Midterm

March 11, 2004--Spring Break--No Class

March 18, 2004

Review of previous class

Reading--Textbook Appendix A pages 322-337 Start at A.1 "Grammar" and stop at A.6.3

Reading--Textbook Chapter 8 pages 123-136

English Parts of Speech--Descriptive Grammar

African-American Vernacular English

Advance organizer for next class

March 25, 2004--Field Experience Release--No Class

April 1, 2004

Review of previous class

Reading--ProCopy Packet First and Second Language Acquisition Section, Chapter 8 pages 212-237

First Language Acquisition

Advance organizer for next class

April 8, 2004

Review of previous class

Reading--Textbook Chapter 13, pages 201-218

Second Language Acquisition

Review for LEP analysis requirements

Advance organizer for next class

April 15, 2004

Review of previous class

Reading--Textbook Chapter 11, pages 164-176

Reading--ProCopy Packet Literacy 1: Reading and Writing Systems Section, pages 158-169

LiteracyPart 1

Advance organizer for next class

April 22, 2004

Review of previous class

Reading--ProCopy Packet Literacy 2: Teaching Reading and Writing Section, pages 182-211

Literacy Part 2

DUE: LEP Analysis

Final exam review

April 29, 2004

Final Exam

DUE: Binder Summaries (only for undergraduate students whose catalog is prior to fall 2003)

Note: Your binder summaries will be graded during the exam. Please bring only the summaries and your binder contents form.