Summer 2012

SLS 302 (1) (2) (3):  Second Language Learning. 

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.
Required textbook:
Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press.
 

SLS 303 (1) (2): Second Language Teaching.

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]
Required textbooks:
Required: Harmer, J. (2007). How to teach English. Essex, UK: Longman
Optional: Brown, H. D. (2007). Teaching by principles. White Plains, NY: Longman.

SLS 430:  Pidgin and Creole in Hawai’i.  Sakoda.

This course provides a understanding of the most important aspects of Hawai’i Pidgin English (HPE) and of Hawai’i Creole English (HCE): their sociohistorical and cultural background; the pidginization, creolization, and decreolization processes; sociolinguistic variation, language attitudes and social inequality; linguistic structure: phonology, morphology, syntax, semantics; discourse processes and interactional styles; language acquisition and schooling; the use of “Pidgin” in the literary and performing arts. Course activities include an oral report, sociolinguistic fieldwork, transcription and analysis of authentic speech data, periodic quizzes, and a journal/term project.
 

SLS 490:  Second Language Testing.  

This is an introductory language testing course that offers an opportunity to gain knowledge in the central concepts in language testing. In addition to theoretical foundations, we will deal with technical and practical aspects including development and evaluation of language tests. The relationship between teaching and testing and the way in which theories of language learning relate to testing are also a focus. The course will also discuss current issues within diverse types of language tests and course participants will have opportunities to construct, try out, and evaluate their own language tests. No previous knowledge of statistics or an advanced level of mathematics is required.
Required textbook:
Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment. New York: McGraw-Hill.
 

SLS 480P/680P: Second Language Pedagogy: English as a Global Language.

English has clearly become one of the most important languages for international communication across national and cultural borders. This course surveys the implications of the spread of English around the globe, with attention to the linguistic variation across the world’s Englishes and consequences for pedagogical choices. The course focuses specifically on how viewing English as a global language requires us to rethink how we go about teaching it. Some of the topics we will discuss include prescriptive and descriptive approaches to English, the role of the ‘native’ speaker in ELT, English as a lingua franca, and the use of local Englishes (and multilingual approaches) in pedagogical contexts. In addition to regular readings and in-class discussions, students will carry out two major assignments: 1) a ‘linguistic profile’ of English in a particular context; and 2) a lesson plan equivalent to 3 hours of classroom time which draws on themes and topics from the course. Students will present both assignments and turn in their work in written form. Graduate students will have an additional assignment- 3) a critical evaluation of ELT materials.