Current Course Offerings (Fall 2009)
Makoto Omori
SLS302 Second Language LearningNotes:
This introductory course provides students with a broad overview of theories and issues in the field of second language acquisition SLA), and prepares them for more advanced courses in the undergraduate SLS curriculum. It will mainly cover (a) first language acquisition, (b) theories in SLA, (c) factors affecting SLA, (d) learner language, and (e) instructed SLA.
Textbooks:
Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press.
Aya Takeda
SLS302 Second Language LearningNotes:
This introductory course provides students with a broad overview of theories and issues in the field of second language acquisition SLA), and prepares them for more advanced courses in the undergraduate SLS curriculum. It will mainly cover (a) first language acquisition, (b) theories in SLA, (c) factors affecting SLA, (d) learner language, and (e) instructed SLA.
Textbooks:
Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press.
Yukiko Watanabe
SLS303 Second Language TeachingNotes:
This course surveys current theories, research, and practices in second and foreign language teaching. Through discussions, activities, and projects (e.g., classroom observation, syllabus designing, lesson planning), students will develop their ability to make informed decisions and choices in current and future instructional settings. Topics covered include institutional and curricular contexts of language teaching, the historical development of language teaching methodologies, learner and teacher roles, classroom management, syllabus and curriculum design, lesson planning, teaching materials, and the role of evaluation in language teaching and learning. Students are expected to critically draw on language learning theories and research and reflect on their own assumptions about language teaching practices. [Pre-requisite: SLS 302]
Textbooks:
Required: Harmer, J. (2007). How to teach English. Essex, UK: Longman Optional: Brown, H. D. (2007). Teaching by principles. White Plains, NY: Longman.
Larry Davis
SLS313 Techniques in Second Language Teaching: Listening & SpeakingNotes:
This course provides an overview of the theoretical and practical issues involved in the teaching of second or foreign language (L2) listening and speaking. The theoretical and empirical perspectives are integrated with practical experiences including classroom observation, teaching practices as well as material development and analysis.
SLS441 Language Concepts for Second Language Learning and Teaching
Notes:
This course introduces the fundamental concepts of linguistics, including those of phonology, morphology, syntax, semantics, and discourse structure,with a focus on their relationship to the study of second language acquisition and to the teaching of foreign or second languages. It surveys a wide range of such concepts and includes a discussion of different approaches to the study of language, including especially those which emphasize its communicative and social function.
Notes:
This course introduces the fundamental concepts of linguistics, including those of phonology, morphology, syntax, semantics, and discourse structure,with a focus on their relationship to the study of second language acquisition and to the teaching of foreign or second languages. It surveys a wide range of such concepts and includes a discussion of different approaches to the study of language, including especially those which emphasize its communicative and social function.
Bonnie Schwartz
SLS441 Language Concepts for Second Language Learning and TeachingNotes:
This course introduces the fundamental concepts of linguistics, including those of phonology, morphology, syntax, semantics, and discourse structure,with a focus on their relationship to the study of second language acquisition and to the teaching of foreign or second languages. It surveys a wide range of such concepts and includes a discussion of different approaches to the study of language, including especially those which emphasize its communicative and social function.
Munehiko Miyata
SLS490 Second Language TestingNotes:
This course is intended to provide a working knowledge of the basic principles and procedures for test construction and testing with an emphasis on the second language context. Participants review a variety of first and second language tests including standardized tests, integrative language tests, discrete-point tests, and tests of communicative competence. Participants also construct and try out some of their own tests. No previous knowledge of statistics or higher mathematics is required. Students will learn the necessary statistical procedures to use in "testing the test" and will develop the skills needed to read test manuals with understanding.
SLS600 Introduction to Second Language Studies
Notes:
Introduction to basic professional and research issues in second language studies; integration of theory, research, and practice for prospective SLS teachers and researchers. Pre: Graduate standing. This course introduces the fundamental professional concerns and research approaches in applied linguistics for language teaching and learning. It initiates the graduate student into professional training, showing how to integrate theory, research, and practice. Basic principles of research methodology are introduced and applied to problems in the study of second language pedagogy, second language use, second language analysis, and second language learning. Key concepts and terminology are elaborated on.
Notes:
Introduction to basic professional and research issues in second language studies; integration of theory, research, and practice for prospective SLS teachers and researchers. Pre: Graduate standing. This course introduces the fundamental professional concerns and research approaches in applied linguistics for language teaching and learning. It initiates the graduate student into professional training, showing how to integrate theory, research, and practice. Basic principles of research methodology are introduced and applied to problems in the study of second language pedagogy, second language use, second language analysis, and second language learning. Key concepts and terminology are elaborated on.
SLS600 Introduction to Second Language Studies
Notes:
Introduction to basic professional and research issues in second language studies; integration of theory, research, and practice for prospective SLS teachers and researchers. Pre: Graduate standing. This course introduces the fundamental professional concerns and research approaches in applied linguistics for language teaching and learning. It initiates the graduate student into professional training, showing how to integrate theory, research, and practice. Basic principles of research methodology are introduced and applied to problems in the study of second language pedagogy, second language use, second language analysis, and second language learning. Key concepts and terminology are elaborated on.
Notes:
Introduction to basic professional and research issues in second language studies; integration of theory, research, and practice for prospective SLS teachers and researchers. Pre: Graduate standing. This course introduces the fundamental professional concerns and research approaches in applied linguistics for language teaching and learning. It initiates the graduate student into professional training, showing how to integrate theory, research, and practice. Basic principles of research methodology are introduced and applied to problems in the study of second language pedagogy, second language use, second language analysis, and second language learning. Key concepts and terminology are elaborated on.
SLS610 Introduction to Second Language Teaching
Notes:
Analysis of methods; implications of recent and current research. This course is a critical survey of the field of methodology in second language teaching. The course examines approaches to different issues in teaching, theoretical foundations to language teaching and the methodological principles and procedures derived from them as well as a host of unresolved issues. The course does not espouse any particular approach to second language teaching but rather presents an overview of the many approaches to teaching second and foreign languages.
Textbooks:
Richards, J. and Renandya, W. 2002. Methodology in Language Teaching: An Anthology of Current Practices. Cambridge University Press.
Notes:
Analysis of methods; implications of recent and current research. This course is a critical survey of the field of methodology in second language teaching. The course examines approaches to different issues in teaching, theoretical foundations to language teaching and the methodological principles and procedures derived from them as well as a host of unresolved issues. The course does not espouse any particular approach to second language teaching but rather presents an overview of the many approaches to teaching second and foreign languages.
Textbooks:
Richards, J. and Renandya, W. 2002. Methodology in Language Teaching: An Anthology of Current Practices. Cambridge University Press.
SLS614 Second Language Writing
Notes:
In this course we will consider pedagogical and research issues in the teaching of L2 writing across second and foreign language contexts. The topics will include: • Theories of L2 writing; • Methods and philosophies for the teaching of writing; • Assessment of L2 writing; • Writing in curricular perspective. The course will be designed to encourage the use of writing to learn about L2 writing. Students will be required to complete several assignments, with choices given depending on whether their main interest in L2 writing resides in teaching or in research.
Textbooks:
Casanave, C. P. (2004). Controversies in Second Language Writing: Dilemmas and Decisions in Research and Instruction. Ann Arbor: Michigan University Press Leki, I., Cumming, A., & Silva, T. (2008). A Synthesis of Research on Second Language Writing in English. New York: Routledge A reading packet with selected journal articles and book chapters.
Notes:
In this course we will consider pedagogical and research issues in the teaching of L2 writing across second and foreign language contexts. The topics will include: • Theories of L2 writing; • Methods and philosophies for the teaching of writing; • Assessment of L2 writing; • Writing in curricular perspective. The course will be designed to encourage the use of writing to learn about L2 writing. Students will be required to complete several assignments, with choices given depending on whether their main interest in L2 writing resides in teaching or in research.
Textbooks:
Casanave, C. P. (2004). Controversies in Second Language Writing: Dilemmas and Decisions in Research and Instruction. Ann Arbor: Michigan University Press Leki, I., Cumming, A., & Silva, T. (2008). A Synthesis of Research on Second Language Writing in English. New York: Routledge A reading packet with selected journal articles and book chapters.
SLS640 English Syntax
Notes:
SLS 640 English Syntax This course treats the major syntactic structures of English, their meaning and use. It is designed for language professionals, especially for language teachers, materials developers, second language researchers, and linguists. The course is not tied to one theoretical framework or terminology; students are introduced to a variety of approaches. Topics include syntactic categories and functions, modification, complementation, syntactic alternations, verb meaning (especially of tenses and modals), constructions that manipulate information presentation (such as passives), articles, prepositions, adverb placement, the use of grammar in communication. Students will learn to use the Internet and electronic corpora to investigate English syntax. Students will be able to analyze complex structures, evaluate the grammatical coverage of teaching materials, understand current research into the acquisition of grammar, and keep up with advances in our knowledge of the structure of English. While this is not a course in how to teach grammar, connections are made to issues of pedagogy and learning. Regular class participation is expected. There are homework assignments and tests. Students write two reports on aspects of English syntax and present their work to class. There is no final term paper. While some previous basic knowledge of grammar is helpful, there are no prerequisites. SLS graduate students may find it useful to enroll concurrently in SLS 441.
Notes:
SLS 640 English Syntax This course treats the major syntactic structures of English, their meaning and use. It is designed for language professionals, especially for language teachers, materials developers, second language researchers, and linguists. The course is not tied to one theoretical framework or terminology; students are introduced to a variety of approaches. Topics include syntactic categories and functions, modification, complementation, syntactic alternations, verb meaning (especially of tenses and modals), constructions that manipulate information presentation (such as passives), articles, prepositions, adverb placement, the use of grammar in communication. Students will learn to use the Internet and electronic corpora to investigate English syntax. Students will be able to analyze complex structures, evaluate the grammatical coverage of teaching materials, understand current research into the acquisition of grammar, and keep up with advances in our knowledge of the structure of English. While this is not a course in how to teach grammar, connections are made to issues of pedagogy and learning. Regular class participation is expected. There are homework assignments and tests. Students write two reports on aspects of English syntax and present their work to class. There is no final term paper. While some previous basic knowledge of grammar is helpful, there are no prerequisites. SLS graduate students may find it useful to enroll concurrently in SLS 441.
SLS650 Second Language Acquisition
Notes:
This course provides a critical survey of research on second language acquisition (SLA) by children and adults, learning naturalistically and with the aid of formal instruction, as individuals or in groups, in second and foreign language settings. Relationships are explored between SLA research and language teaching. An empirically based research project is required.
Textbooks:
Ortega, L. (2009). Understanding Second Language Acquisition. London: Hodder Arnold A reading packet with selected journal articles and book chapters.
Notes:
This course provides a critical survey of research on second language acquisition (SLA) by children and adults, learning naturalistically and with the aid of formal instruction, as individuals or in groups, in second and foreign language settings. Relationships are explored between SLA research and language teaching. An empirically based research project is required.
Textbooks:
Ortega, L. (2009). Understanding Second Language Acquisition. London: Hodder Arnold A reading packet with selected journal articles and book chapters.
Gabriele Kasper
SLS660 Sociolinguistics and Second LanguagesNotes:
This course introduces basic sociolinguistic concepts, topics, findings, and research methods in the sociolinguistic study of talk and text, including electronically mediated communication, with an emphasis on multilingual language use and development. Course activities include extensive reading and discussions, oral presentations and two small projects.
SLS670 Second Language Quantitative Research
Notes:
This course will cover basic research design and statistical procedures used in second language research methodology. Topics will include the organization of a research report, strategies for gathering, organizing, and analyzing data, critically reading research reports, statistical logic, descriptive statistics, correlation and prediction, statistical comparison of means, statistical comparison of frequencies, and other more advanced statistical procedures (any that students need to use or wish to know about) as time permits. To some degree, we will also examine the different types of tests and observation procedures used specifically in second language research. The students will be afforded an opportunity to work with mainstream statistical programs, which can do all of the above statistics on a Windows or Mac computer, and will be required to do exercises on the computer. There will be fairly heavy reading assignments from a reading packet. In addition, the students will be expected to review one statistical article of their choosing, and carry out their own research project -- either in a regular research report form (including Introduction, Methods, Results, and Discussion/ Conclusions sections) or in the form of a clearly written research proposal.
Notes:
This course will cover basic research design and statistical procedures used in second language research methodology. Topics will include the organization of a research report, strategies for gathering, organizing, and analyzing data, critically reading research reports, statistical logic, descriptive statistics, correlation and prediction, statistical comparison of means, statistical comparison of frequencies, and other more advanced statistical procedures (any that students need to use or wish to know about) as time permits. To some degree, we will also examine the different types of tests and observation procedures used specifically in second language research. The students will be afforded an opportunity to work with mainstream statistical programs, which can do all of the above statistics on a Windows or Mac computer, and will be required to do exercises on the computer. There will be fairly heavy reading assignments from a reading packet. In addition, the students will be expected to review one statistical article of their choosing, and carry out their own research project -- either in a regular research report form (including Introduction, Methods, Results, and Discussion/ Conclusions sections) or in the form of a clearly written research proposal.
SLS673 Applied Psycholinguistics and Second Language Acquisition
Notes:
The course covers current theoretical thinking in the psychology of language, and the most updated methodologies for studying language as a cognitive function. We want to bridge the literatures on L1 and L2 psycholinguistics to generate fruitful cross-fertilization of ideas. Research articles will provide a broad range of theoretical approaches to language and cognition (e.g., modular and distributed processing, serial and incremental sentence processing, symbolic and dynamical systems approaches, the science of learning). The goal is to get students acquainted with topical theoretical issues as well as to introduce them to empirical methods and the practice of hypothesis testing. Where possible, hands-on sessions on experimental methods will be offered, and students will be encouraged to use the methods and theoretical tools learned during the course to think up new alleys of research. Course requirements typically include: (1) reading and discussing research published in specialized journals; (2) leading discussions of assigned readings; and (3) writing a research proposal for a psycholinguistic study. Students are encouraged to select topics that they may genuinely be interested in pursuing.
Notes:
The course covers current theoretical thinking in the psychology of language, and the most updated methodologies for studying language as a cognitive function. We want to bridge the literatures on L1 and L2 psycholinguistics to generate fruitful cross-fertilization of ideas. Research articles will provide a broad range of theoretical approaches to language and cognition (e.g., modular and distributed processing, serial and incremental sentence processing, symbolic and dynamical systems approaches, the science of learning). The goal is to get students acquainted with topical theoretical issues as well as to introduce them to empirical methods and the practice of hypothesis testing. Where possible, hands-on sessions on experimental methods will be offered, and students will be encouraged to use the methods and theoretical tools learned during the course to think up new alleys of research. Course requirements typically include: (1) reading and discussing research published in specialized journals; (2) leading discussions of assigned readings; and (3) writing a research proposal for a psycholinguistic study. Students are encouraged to select topics that they may genuinely be interested in pursuing.
SLS674 Survey Research Methods in Second Language Studies
Notes:
This course examines the procedures used in carrying out survey research projects for both curriculum development and research purposes. Survey research will be defined here as any investigation in applied linguistics based on interview or questionnaire procedures, whether open-ended or closed-response. The course will cover the basics of survey research including at least the following topics: how to plan a survey project, how to create sound interview or questionnaire instruments, how to administer those instruments, how to compile the survey information, how to analyze the information (quantitatively and qualitatively), and how to report the results. Opportunities will be provided for practical hands-on experience in developing surveys and analyzing the results of those surveys. Examples will be drawn from survey research projects the professor has been involved in over the years.
Notes:
This course examines the procedures used in carrying out survey research projects for both curriculum development and research purposes. Survey research will be defined here as any investigation in applied linguistics based on interview or questionnaire procedures, whether open-ended or closed-response. The course will cover the basics of survey research including at least the following topics: how to plan a survey project, how to create sound interview or questionnaire instruments, how to administer those instruments, how to compile the survey information, how to analyze the information (quantitatively and qualitatively), and how to report the results. Opportunities will be provided for practical hands-on experience in developing surveys and analyzing the results of those surveys. Examples will be drawn from survey research projects the professor has been involved in over the years.
SLS675 Second Language Qualitative Research
Notes:
In this course, we will explore the theories which inform second language interpretive qualitative research, and we will examine representative studies that show how interpretive qualitative methodologies have been used to explore various research questions. The course will address the following questions in depth: 1) What is interpretive qualitative research?; 2) How do theories inform second language qualitative studies?; and 3) What are the principal philosophical and methodological considerations involved in conducting and writing up qualitative studies? To begin to answer these questions, we will read and discuss a wide range of literature concerning interpretive qualitative research, including theoretical and methodological overviews. Specific methods for qualitative analysis will include ethnography, narrative inquiry, and discourse analysis, as well as topics selected by students. Students will lead small group discussions and will complete several small assignments to become familiar with interpretive qualitative methodologies. For the final course requirement, students will write a paper which provides a theoretical framework and methodological approach to a planned research project and which provides some preliminary findings. The required readings will be available in a course packet.
Notes:
In this course, we will explore the theories which inform second language interpretive qualitative research, and we will examine representative studies that show how interpretive qualitative methodologies have been used to explore various research questions. The course will address the following questions in depth: 1) What is interpretive qualitative research?; 2) How do theories inform second language qualitative studies?; and 3) What are the principal philosophical and methodological considerations involved in conducting and writing up qualitative studies? To begin to answer these questions, we will read and discuss a wide range of literature concerning interpretive qualitative research, including theoretical and methodological overviews. Specific methods for qualitative analysis will include ethnography, narrative inquiry, and discourse analysis, as well as topics selected by students. Students will lead small group discussions and will complete several small assignments to become familiar with interpretive qualitative methodologies. For the final course requirement, students will write a paper which provides a theoretical framework and methodological approach to a planned research project and which provides some preliminary findings. The required readings will be available in a course packet.
SLS680P Second Language Pedagogy
Notes:
Task-Based Language Teaching (TBLT) is an educational framework for the theory and practice of teaching second or foreign languages. It is based on a constellation of ideas issuing from philosophy of education, theories of second language acquisition, empirical findings on effective instructional techniques, and the exigencies of language learning in contemporary society. The basic notions associated with TBLT are quickly gaining popularity around the globe, as witnessed by the recent publication of numerous volumes on the topic, several special issues in academic journals, and not least, the emergence of an international conference series on TBLT (see http://www.tblt.org and http://www.tblt2007.org). Of particular interest for the fall 2007 semester, the 2nd TBLT conference will take place in Hawaii from September 20-22, and course participants will have the chance to interact with numerous TBLT scholars. This 680P course will survey issues at the core of TBLT, with particular emphasis on its pedagogic implications. Following a brief introduction to the topic, and consideration of task-based notions from other fields, key principles underlying TBLT will be reviewed. Attention will then shift to recent research and practice in TBLT, covering the topics of curriculum, instruction, teachers, learners, and assessment from task-based perspectives. In conjunction with this overall treatment of TBLT program elements, students will investigate existing task-based language programs. Finally, the course will conclude by highlighting a handful of key issues, including SLA-TBLT research interfaces, cognitive proposals for task-based learning, tasks and technology, and socio-cultural perspectives on TBLT. Student learning and work in this course will itself be informed by task-based principles, including the identification of needs, the development of individualized task learning and performance objectives, project work with course-external relevance, task-based assessment, and the like. Fundamentally, as a result of this course, it is my hope that students will contribute to the overall elevation of current discussion and practice in TBLT and that they will benefit individually in direct and tangible ways from their experiences in the course. Readings will include both a course text and a reading packet.
Notes:
Task-Based Language Teaching (TBLT) is an educational framework for the theory and practice of teaching second or foreign languages. It is based on a constellation of ideas issuing from philosophy of education, theories of second language acquisition, empirical findings on effective instructional techniques, and the exigencies of language learning in contemporary society. The basic notions associated with TBLT are quickly gaining popularity around the globe, as witnessed by the recent publication of numerous volumes on the topic, several special issues in academic journals, and not least, the emergence of an international conference series on TBLT (see http://www.tblt.org and http://www.tblt2007.org). Of particular interest for the fall 2007 semester, the 2nd TBLT conference will take place in Hawaii from September 20-22, and course participants will have the chance to interact with numerous TBLT scholars. This 680P course will survey issues at the core of TBLT, with particular emphasis on its pedagogic implications. Following a brief introduction to the topic, and consideration of task-based notions from other fields, key principles underlying TBLT will be reviewed. Attention will then shift to recent research and practice in TBLT, covering the topics of curriculum, instruction, teachers, learners, and assessment from task-based perspectives. In conjunction with this overall treatment of TBLT program elements, students will investigate existing task-based language programs. Finally, the course will conclude by highlighting a handful of key issues, including SLA-TBLT research interfaces, cognitive proposals for task-based learning, tasks and technology, and socio-cultural perspectives on TBLT. Student learning and work in this course will itself be informed by task-based principles, including the identification of needs, the development of individualized task learning and performance objectives, project work with course-external relevance, task-based assessment, and the like. Fundamentally, as a result of this course, it is my hope that students will contribute to the overall elevation of current discussion and practice in TBLT and that they will benefit individually in direct and tangible ways from their experiences in the course. Readings will include both a course text and a reading packet.
SLS680P Second Language Pedagogy
Notes:
The course aims to familiarize you with both the practical and theoretical aspects of technology in language learning and teaching. Specifically, you will: • learn about the broader impact of technology on (language) education and beyond • learn to evaluate technology from a) a practical and technical, b) a pedagogic, and c) an SLA perspective • learn to design and implement a low-level technology application in your own teaching • learn about applications of technology in SLA research as well as learn about research on technology in SLA
Notes:
The course aims to familiarize you with both the practical and theoretical aspects of technology in language learning and teaching. Specifically, you will: • learn about the broader impact of technology on (language) education and beyond • learn to evaluate technology from a) a practical and technical, b) a pedagogic, and c) an SLA perspective • learn to design and implement a low-level technology application in your own teaching • learn about applications of technology in SLA research as well as learn about research on technology in SLA
SLS690 English Teaching Practicum
Notes:
This course aims to provide you with practical teaching experiences and to introduce you to reflection, self-inquiry, and self-evaluation as tools in professional development. Everyone will teach an Intensive English course at Ubon Rajathanee University in July and August, 2009. The course is based on the recognition that learning to teach is a process that continues throughout an individual’s teaching career and that a formal educational program, such as the M.A. in SLS, is only one step in the process of teacher development. Thus, this course is designed to help you internalize the dispositions and skills to study your teaching and to become a more effective teacher over time, viz., to help you take responsibility for your own professional development. The course reviews material on aspects of foreign language teaching not specific to any one "skill area" (that is, it is not concerned with "teaching listening, speaking," etc.) or pedagogic or curricular approach. It emphasizes an interactive, teacher development group approach to exploration and reflection for professional development, as well as the requirements for future, long-term professional growth. It is also intended to aid you in the development of some potential elements of a teaching portfolio.
Notes:
This course aims to provide you with practical teaching experiences and to introduce you to reflection, self-inquiry, and self-evaluation as tools in professional development. Everyone will teach an Intensive English course at Ubon Rajathanee University in July and August, 2009. The course is based on the recognition that learning to teach is a process that continues throughout an individual’s teaching career and that a formal educational program, such as the M.A. in SLS, is only one step in the process of teacher development. Thus, this course is designed to help you internalize the dispositions and skills to study your teaching and to become a more effective teacher over time, viz., to help you take responsibility for your own professional development. The course reviews material on aspects of foreign language teaching not specific to any one "skill area" (that is, it is not concerned with "teaching listening, speaking," etc.) or pedagogic or curricular approach. It emphasizes an interactive, teacher development group approach to exploration and reflection for professional development, as well as the requirements for future, long-term professional growth. It is also intended to aid you in the development of some potential elements of a teaching portfolio.
SLS730 Seminar in Second Language Education
Notes:
Language & Identity This course explores the intersection of language and social identities. More specifically, we will examine a range of language and identity issues from global, national, regional, and local perspectives. Readings, discussion, and research will focus on students’ particular interests and may include the following. At the global level, we can examine the meanings of English language spread for national, local, and individual identities. For example, Western ideologies may be explored in terms of how they’re experienced in Asian, Pacific, and other non-western societies through increased English education policies and practices. We can also ask in what ways individuals and groups appropriate English language, literacy, and other modalities or social values for their own purposes and identities (such as educational/economic advancement, realizing global and local technology mediated communication, and appropriating transnational identities such as Hip-hop). We can additionally investigate the impact of transnational migration on national and regional policies and identities, for example ideologies of national and ethnic/racial identity among both host country citizenry and migrants. At the national and local levels, we can examine the meanings of individual and collective identities within communities and arising from immigration, diaspora, and transnationalism. This exploration would move beyond former theories and teaching practices associated with bilingualism by emphasizing postmodern notions of hybridity or complex language and identity formation. This approach suggests that multiple linguistic and cultural identities are always in a state of transition, ambivalence, conflict and yet also potentially rich and enriching resources. It can include a range of issues such as indigenous language loss and revitalization, ethnic marginalization and regeneration, and gender equity. Investigations of global language/identity movements along with local identities and social practices can further inform, affirm, or challenge existing national language and language-in-education policies. The course can also provide the forum for developing critical ethnographic research abilities that can be used in investigations of global, national, and local linguistic and social practices and policies. The course generally seeks to provide students with the opportunity to explore those language and identity concerns most relevant to their professional endeavors and goals. Course assignments will be negotiated with the instructor.
Notes:
Language & Identity This course explores the intersection of language and social identities. More specifically, we will examine a range of language and identity issues from global, national, regional, and local perspectives. Readings, discussion, and research will focus on students’ particular interests and may include the following. At the global level, we can examine the meanings of English language spread for national, local, and individual identities. For example, Western ideologies may be explored in terms of how they’re experienced in Asian, Pacific, and other non-western societies through increased English education policies and practices. We can also ask in what ways individuals and groups appropriate English language, literacy, and other modalities or social values for their own purposes and identities (such as educational/economic advancement, realizing global and local technology mediated communication, and appropriating transnational identities such as Hip-hop). We can additionally investigate the impact of transnational migration on national and regional policies and identities, for example ideologies of national and ethnic/racial identity among both host country citizenry and migrants. At the national and local levels, we can examine the meanings of individual and collective identities within communities and arising from immigration, diaspora, and transnationalism. This exploration would move beyond former theories and teaching practices associated with bilingualism by emphasizing postmodern notions of hybridity or complex language and identity formation. This approach suggests that multiple linguistic and cultural identities are always in a state of transition, ambivalence, conflict and yet also potentially rich and enriching resources. It can include a range of issues such as indigenous language loss and revitalization, ethnic marginalization and regeneration, and gender equity. Investigations of global language/identity movements along with local identities and social practices can further inform, affirm, or challenge existing national language and language-in-education policies. The course can also provide the forum for developing critical ethnographic research abilities that can be used in investigations of global, national, and local linguistic and social practices and policies. The course generally seeks to provide students with the opportunity to explore those language and identity concerns most relevant to their professional endeavors and goals. Course assignments will be negotiated with the instructor.
Gabriele Kasper
SLS750 Seminar in Second Language AcquisitionNotes:
Conversational Analysis & L2 Learning The seminar will examine the potential of conversation analysis (CA) as an approach to second language learning. For the most part, it will concern itself with the rapidly growing literature on the topic and the analysis of L2 data. We will begin with an introduction to CA's conceptual premises, the structure of interaction, CA’s perspective on action, cognition, context, culture, language, and meaning, and CA’s analytical principles and practices. Particular focus will be given to CA’s conceptualization of, and analytical approach to, the object and process of L2 learning. Another critical theme will be whether CA can, should, or needs to be deployed in conjunction with compatible theories of learning and development, such a situated learning theory, sociocultural theory, or usage-based theories of language acquisition. Requirements will include reviews of CA studies on L2 talk, data sessions, and a research paper on the seminar topic. As always, students are welcome to work with video or audio recorded L2 interactions they have already collected and to continue their work on studies in progress.
Textbooks:
Hellermann, John (2008). Social actions for classroom language learning. Bristol, UK: Multilingual Matters. No textbook order from bookstore. Please order your own copy (free shipping from amazon.com).
Bonnie Schwartz
SLS750 Seminar in Second Language AcquisitionNotes:
Child L2 Acquisition This seminar will examine research on child L2 acquisition, with particular emphasis on syntax and morphology. Research into child L2 acquisition has the potential to inform our understanding of both L1 acquisition and adult L2 acquisition. We will focus on nonnative language development by children whose exposure to the Target Language began approximately between the ages of 4 and 7. This is likely to be the crucial age range, because it is after the native grammar has been (more or less) established and yet falls clearly within what is traditionally considered to be the critical period for language acquisition. Of special interest are three issues: (1) whether child L2 acquisition "replicates" L1 acquisition; (2) whether child L2 acquisition exhibits features of adult L2 acquisition, in particular L1 influence; and (3) whether there are characteristic differences between adult and child L2 acquisition, in particular with respect to the (delayed) acquisition of inflectional morphology. Students will become familiar with the theoretical issues at stake as well as the empirical base of recent work. We will begin with a brief review of the fundamental issues that have shaped grammatical acquisition research, including the "poverty of the stimulus" and age effects. We will then move on to critical examination of studies on child L2 acquisition of morphosyntax. The course will be a combination of lectures and student resentations of readings. While familiarity with introductory syntax is highly desirable, time will be taken in class to ensure understanding of the necessary linguistic background. A term paper will be required.