Fall 2013

(Schedule updated May 20, 2013; subject to change)

150 (1) Learning Languages & Communicating in a Globalized World MWF

    9:30-10:20

Crookes
280 (1) Bilingualism:Cognition and Culture TR

10:30-11:45

Grüter
302 (1) Second Language Learning MWF

9:30-10:20

Sylwester
302 (2) Second Language Learning MWF

 11:30-12:20

Wilding
302 (3) Second Language Learning TR

  9:00-10:15

staff
303 (1) Second Language Teaching MWF

10:30-11:20

Imai
303 (2) Second Language Teaching TR

10:30-11:45

staff
313 (1) Tech. in SL Teaching: Listening & Speaking MWF

8:30-9:20

Burch
380 (1) Bilingual Education MWF

9:30-10:20

Sharma
430 (1) Pidgin & Creole English in Hawai‘i MWF

11:30-12:20

Sakoda
441 (1) Language Concepts SL L & T MW

11:00-12:15

Schwartz
441 (2) Language Concepts SL L & T TR

9:00-10:15

Kim
441 (3) Language Concepts SL L & T TR

8:30-9:20

Takeda
460 (1) English Phonology MWF

10:30-11:20

Ahn
480P (1) Topics in SL Pedagogy: Sociopolitical issues TR

  9:00-10:15

Haeusler
485 (1) Professionalism in SL Studies TR

1:30-2:45

Faucette
490 (1) Second Language Testing MWF

   8:30-9:20

Trace
600 (1) Introduction to SL Studies

on-line

Hudson
600 (2) Introduction to SL Studies MW

9:30-10:45 or 3:00-4:15

Gilliland
610 (1) Introduction to SL Teaching TR

10:30-11:45

McKay
614 (1) SL Writing MW

   1:30-2:45

Gilliland
618 (1) Language & Learning Technologies W

3:00-5:50

Zheng
650 (1) Second Language Acquisition TR

9:00-10:15

Ziegler
660 (1) Sociolinguistics & Second Languages TR

  1:30-2:45

Kasper
674 (1) Survey Research Methods in SLS MW

3:00-4:15

Brown
675 (1) SL Qualitative Research TR

10:30-11:45

Higgins
690 (1) SL Teaching Practicum tba

UBU

Day
690 (2) SL Teaching Practicum tba

UBU

Day
730 (1) Seminar in SL Education: Localizing TESOL T

3:00-5:50

Higgins
750 (1) Seminar in SL Acquisition: Multimodal analysis M

  3:00-5:50

Zheng
750 (2) Seminar in SL Acquisition: L2 sentence processing W

3:00-5:50

Schwartz

 

SLS150: Learning languages and communicating in a globalized world. Crookes
SLS 150 surveys a range of topics that will improve individuals’ abilities to learn and use a second language and to interact successfully with second language speakers. Reflecting recent developments of second language use across cultures and nations, studies of second language learning, use, and instruction have become oriented toward the pluricultural, globalized world of the 21st century, in which using more than one language is the norm; in which a person’s identity is partly influenced by their command of one or more languages, and in which learning (and teaching) an additional language facilitates employment, international mobility, and the development and maintenance of cross-cultural relationships. This course provides students with concepts and strategies for acquiring and using an additional language in an increasingly multilingual world, with a particular focus on learning languages spoken in the Asia-Pacific region. In addition, the course provides students with the opportunity to develop cross-cultural communication skills for use with second language speakers. The course engages with second language learning for transnational employment environments, consumption of mass media, and use in academic contexts. The course relates to a world in which English is presently the dominant international language and lingua franca, representing sites of power and of resistance as well as consituting the dominant language of entertainment and the mass media. It also addresses new trends concerning other powerful international languages especially those of the Asia-Pacific region.

 

SLS 280: Bilingualism: Cognition and Culture. Grüter

In the U.S., knowing and speaking only one language is often considered the norm, while people and societies who regularly use two are more languages are seen as special or exotic. Yet if we look at how language is used worldwide, including here in Hawai‘i, bi- and multilingualism are just as common as monolingualism. This course will introduce you to bi-/multilingualism both as a phenomenon at the level of society and as a characteristic of individual speakers. We will look at popular beliefs and recent media reports about bilingualism, and use these as stepping stones for a closer examination of the research (and sometimes the absence thereof) that underlies them.

 

SLS 600: Introduction to SL Studies (Online course). Hudson

This course introduces students to second language studies, as represented in the MA in SLS program at the University of Hawai‘i at Mānoa, and to the field(s) of applied linguistics more generally. It also provides students with tools, resources, recommendations, and a basic ‘road-map’ for successful navigation of their graduate studies and their continued development as language professionals.  This course also serves as an introduction to the kinds of work that will be expected of students as they progress through the MA in SLS program.  This work includes critical reading of the professional literature, thoughtful and active participation in online class discussions, and cooperative completion of study/research/presentation tasks with student colleagues, meaningful applied research, and individual academic writing.Students will become familiar with: 1) The scope of second language studies/applied linguistics, including central issues and problems, key concepts and terminology, and the important work done by applied linguists in society; 2) Professional issues and expectations for second/foreign language educators, including key components of practitioner development, important professional organizations and job destinations; 3) The major domains of second language studies as they are addressed specifically by the UH SLS Department and as they relate to the MA in SLS and its specializations; and 4) A wide variety of research approaches employed by applied linguists in the study of second languages as they are used, taught, learned, and assessed.

The course will be online, primarily through Laulima,  UH’s online course management system.  There will be extensive online discussion group activity.

 

SLS 600: Introduction to SL Studies. Gilliland

Course Description

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.

Student Learning Outcomes

Students will become familiar with:

  • The scope of second language studies/applied linguistics, including central issues and problems, key concepts and terminology, and the important work done by applied linguists in society;
  • Professional issues and expectations for second/foreign language educators, including key components of practitioner development, important professional organizations and job destinations
  • The major domains of second language studies as they are addressed specifically by the UH SLS Department and as they relate to the MA in SLS and its specializations;
  • A wide variety of research approaches employed by applied linguists in the study of second languages as they are used, taught, learned, and assessed.

Students will learn to:

  • Access and utilize resources for graduate students at UH;
  • Read and understand professional and research literature with a critical eye;
  • Appreciate the value of research for informing practice;
  • Collaborate with academic colleagues;
  • Produce graduate level work in both written and spoken genres.

 

SLS 614: Second Language Writing. Gilliland

The course aims to provide insights into the theory of teaching writing from both a process and a product perspective, with particular emphasis on the problems faced by student writers composing in a second language. Critique of different approaches to the teaching of writing to both second and foreign language students is included as well as consideration of the difficulties in evaluating student writing.

Learning Objectives: Students will be able to….

  • Identify current and historical theories of teaching SL writing
  • Discuss and critique approaches to teaching SL writing
  • Describe and analyze different contexts for teaching SL writing in US and internationally
  • Assess the instructional needs of a given writing class and/or student
  • Evaluate and respond to student writing
  • Plan appropriate and effective syllabi, units, and lessons in SL writing courses

Textbooks (available at the UH Bookstore and online)

Ferris, D., & Hedgcock, J. (2004). Teaching ESL Composition: Purpose, Process, and Practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Matsuda, P., Cox, M., Jordan, J., & Ortmeier-Hooper, C. (Eds.) (2006 or 2011). Second-Language Writing in the Composition Classroom.  Boston:  Bedford/St. Martin’s.

 

SLS 618: Language and Learning Technologies. Zheng

Course Description      

What is language? How do we understand language and language learning in the light of learning technologies? How do we make sense, make meaning and realize values when technologies are involved in the learning environment. Learning technologies, ranging from vernacular use of Skype to sophisticated virtual world technologies, bring us new challenges and opportunities for communication and social networking, as well as learning & teaching.

In this course,

1.     We will explore dialogical perspectives of language and its implications for sharing, co-construction, co-authoring and co-creation of identity and meaning in technology supported learning environments

2.     We will investigate the affordances of technologies as indicated by members of the class (through needs analysis) for language learning and teaching

3.     We will design, and conduct studies of a specific technology that you are interested in.  A range of research questions are encouraged by using quantitative methods, ethnography, discourse analysis, conversation analysis and multimodal analysis.

Readings are accessible in Laulima or from the provided URLs

Prerequisite SLS418 or instructor consent

 

SLS 660: Sociolinguistics and Second Languages. Kasper

This course introduces fundamental theories, concepts, topics, findings, and research approaches in sociolinguistics as they relate to language use, learning, and development in multilingual societies. Course activities include substantial reading and discussion, as well as two small projects.

No textbook.

 

SLS 650:  Second Language Acquisition. Staff.

This course introduces students to the field of second language acquisition (SLA), the discipline that studies the learning of any language after the first language or mother tongue, by children and adults, learning naturalistically or with the aid of formal instruction, in second, foreign, and heritage language settings. SLA focuses on many specific questions, including universal features of the learning process (e.g., cross-linguistic influence; the roles of innate factors and environmental triggers; formal, cognitive, and interactionist explanations for developmental), individual differences (e.g., age, aptitude, motivation), and socio-cultural and other contextual factors that affect learning. Relationships are explored between SLA theory & research and language teaching. An empirically based research project is required.

Required textbook:

Ortega, L. (2009). Understanding second language acquisition. Oxford: Oxford University Press.

 

SLS 673: Applied Psycholinguistics and Second Language Acquisition. Onnis

This course is an introduction to the psychology of language with an emphasis on processes of acquisition, production, and comprehension of a non-native language. It is meant to provide the basis for more advanced seminars in cognition, bilingualism, second language acquisition, and experimental methods. There are three interrelated components:

1) Foundations of psychological processes in language, from the word level to sentences, and dialogues;

2) Foundations of experimental research methods, that will teach you the skills and concepts necessary to create, report, and evaluate scientific knowledge about language behavior. It will provide you with an understanding of research methodology, and enhance your knowledge of analysis and communication of research findings;

3) Basics of laboratory research, an overview of methods for behavioral measurements of written and spoken language (e.g., reaction times, mouse-tracking, eye-tracking, etc.). You will also learn useful open-source software for doing experimental research both in the lab and using internet-based crowdsourcing methods. Statistical methods are not covered, and students are encouraged to enroll in a statistics course to complement this course.

Suggested readings (these books are being ordered to the UHM library and should be available in the summer for your perusal):

Traxler, M. J. (2011). Introduction to Psycholinguistics: Understanding Language Science (1st ed.). Wiley-Blackwell.

Cozby, P. C. (2009). Methods in Behavioral Research (10th ed). New York: McGraw-Hill. ISBN: 9780073370224

 

SLS 674: Survey Research Methods in Second Language Studies. JD

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, qualitatively, and using mixed methods), and how to report and disseminate 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 in the literature.

 

SLS 675: Qualitative research methods. Higgins

This course examines the purposes and methods for doing qualitative research in applied linguistics in order to prepare you to design and carry out a qualitative study. We will engage in readings and discussions about ethics, the politics of knowledge, a range of qualitative methodologies, and the writing process. We will also incorporate a focused discussion of social theories into several class meetings in order to deepen our knowledge base of theories and philosophical viewpoints that are pertinent to SLS and applied linguistics.  Over the semester, we will examine the following questions: 1) What is qualitative research?; 2) How do social and cultural theories inform second language qualitative studies, and what are their basic principles?; 3) How do researchers actually conduct studies and analyze data?; and 4) 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 qualitative research, including theoretical and methodological overviews, as well as studies that employ ethnography, interviews, semiotic analysis, participatory research, and discourse analysis. Students will participate in a class research project involving designing and carrying out data collection and analysis. Students will also lead presentations, complete several small assignments, and produce a final course project on a current or future research project.

Readings: A course packet, to be available electronically

Recommended:

Blommaert, J. & Dong, J. 2010. Ethnographic fieldwork: A Beginner’s Guide. Multilingual Matters.

Butler-Kisber, A. 2010. Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives. Sage.

 

 

 

SLS 690 (1, 2). Teaching Practicum. Day

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 June and July, 2013.

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 examines 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.

All students need to obtain permission to enroll.

 

SLS 730 Localizing TESOL. Higgins

This course explores research in ELT that attempts to replace west-based policies and teaching practices with policies, methods, and materials that are more appropriate for local contexts of teaching practice. The course offers theoretical and practical models for achieving the goals of localization, decolonization, and pluricentrism in ELT by first engaging with concepts such as linguistic imperialism, World Englishes, and lingua franca English. The course will then address concerns and debates in TESOL regarding the role of the ‘native’ and ‘non-native’ teacher, the appropriacy of communicative language teaching, the teaching of western culture via TESOL, and alternatives to the goal of ‘native-like’ English as the target of ELT. Students will read theoretical approaches to localizing/decolonizing TESOL as well as applied examples of such theory put into teaching practice. We will also explore the concept of ELT for developing intercultural competence. The final project will be a course project and an oral presentation that problematizes an English language policy and/or teaching practice that is in need of localization/decolonization, and which proposes transformative solutions. The projects can be accomplished individually or in small groups, and are to be developed in consultation with the instructor.  Course projects can include the development of pedagogically useful materials such as webpages, DVDs, podcasts, and other ELT materials (including materials for teacher training, community-based language awareness and other materials).

Readings: a course packet, to be available electronically

 

 

SLS750: Distributed Language and Multimodal Analysis. Zheng

In this course, we will explore new ways of looking at communication and interaction (e.g., student-teacher, human-computer, doctor-patient interactions, and other professorial and mundane interaction) by using an array of multimodal analytic toolkits. A common thread in these approaches is illuminated by Edward Hutchins’ seminal work on “Cognition in the Wild”, which considers material artifacts as part and parcel of human cognition and communication. Rather than treating them as decorations or backgrounds of communication, material artifacts or external representations augment our thinking and communication, extending cognition beyond the skull.  “They allow us to think the previously unthinkable” (Kirsh 2010). For example, a particular choice of color, in combination with other features, indexes a particular evaluative language stance; A particular gesture or body movement signals a pattern of meaning-making and sense-making along and/or in combination with language; A particular type of technology (such as Facebook social media, Youtube video, or Second Life virtual world) invites different trajectories of interaction and meaning-making practices.

 

Backgrounded on these perspectives, we will look at multimodality from different aspects of literature; for example, Baldry and Thibault’s multimodal transcription and text analysis, Charles Goodwin’s embodied interaction, Carey Jewitt’s multimodal approach to technology, literacy and learning. We will explore software packages that have been used for multimodal transcription and analysis, such as CHILDES (open source), Mutlimodal Web Analyzer (open source), and Transana (http://www.transana.org/, free to SLS 750 students).

 

Who should take this course?

  • Students from the College of Languages, Linguistics and Literature, the College of Education, the Department of Information and Computer Sciences, College of Business, School of Medicine, etc.
  • Students who are interested in exploring interaction patterns from video and audio data and other textual data.
  • Students who are interested in web technologies, and curious how social medias provide new learning opportunities that are extended by multimodal analysis.
  • Students who are interested in material development and instructional design, such as designing courses within Laulima or using other course management and delivery systems.

·    Professionals who are interested in investigating how understanding of interaction processes  can help with any learning and training situations.

 

SLS 750  L2 sentence processing.  Schwartz

This seminar will focus on sentence-level L2 processing, particularly as it relates to theoretical issues in the L2 acquisition of grammar.  The course will be thematically organized, where the typical set-up will be to examine the relevant theoretical and empirical L1 processing literature, so as to contextualize the L2 processing studies.  We will not only critically assess these empirical studies but also strive to use them to address current theoretical concerns in L2 acquisition research.  As such, this will be an exploratory course, but students should nevertheless expect to become familiar with theoretical issues, the empirical studies, and various research methodologies.

Participants will be required to present readings//lead discussions, post questions/comments on readings and co-author with other class members a data-based final paper or poster.  Students with a background in syntax OR psycholinguistics OR L1/L2 grammatical acquisition are encouraged to come share their research strengths!

 

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