MSU-Billings

College of Education & Human Services

EDUCATIONAL THEORY AND PRACTICE

EDCI 593-434 SECOND LANGUAGE ACQUISITION

DR. SUSAN C. BARFIELD PHONE: (406) 657-2316 OFFICE: ED271

E-MAIL: scbarfield@hotmail.com

OFFICE HOURS: Mon. 9:00-11:30 a.m., Tues. & Thurs. 7:30-8:30 a.m., Wed. 8:00-9:30 a.m.

REQUIRED TEXTS: Ellis, R. (1997). Second Language Acquisition. Oxford, England: Oxford University Press.

Cary, S. (2000). Working with Second Language Learners Answers to Teachers’ Top Ten Questions. Portsmouth, NH: Heinemann.

COURSE DESCRIPTION:

This is an introductory course on second language acquisition (SLA).  Topics will include the process of acquiring a second or additional language; individual differences in language acquisition; the role of input, and similarities and differences in L1 (first language) and L2 (second language) acquisition.  The course format will include readings, discussions, and student presentations. It will examine speaking in a second language from several perspectives: theory, pedagogy and materials.

COURSE CONTENT GOALS

1. Attain higher levels of personal achievement in understanding second language acquisition

2. Practice the use of technology in learning and teaching

3. Research, collect and organize instructional resources, ideas and activities pertinent to second language acquisition

4. Study curriculum materials that define and assess learner goals; include content, skills and thinking; guide the selection of materials and resources; and help develop assessment processes.

5. Develop an understanding and appreciation for the importance of individualization in the development of the whole person.

Student Objectives

1. TSW understand the basic vocabulary and current critical issues of SLA as evidenced by assignments, threaded discussion responses, classroom presentations and PowerPoint presentations.

2. TSW be able to successfully participate in small group threaded discussions as evidenced by the number and quality of the responses (using a rubric).

3. TSW identify at least five teaching strategies and/or classroom management strategies for working with students as measured by their response to an assignment question.

4. TSW practice pedagogical strategies by teaching lessons to the class.

5. TSW work individually or collaborately within a small group to produce lesson plans for second language acquisition classes.

6. TSW use computer technology (sending files, threaded discussions, internet exploration and research, and PowerPoint) and how to relate these to elementary classrooms as evidenced by class assignments.

CEHS Advanced CONCEPTUAL Framework

Professional and Pedagogical Development

In this matrix, bolded items will produce a product suitable for the student’s Working Portfolio. Items in italics will be covered in the course.

Framework Area # 1: Research and Professional Inquiry

	Professional Studies	Specialization	Synthesis
1.1 Research and Evaluation	a. Understand research and the role it plays in the decision-making of professionals.	a. Interpret and analyze research in the specialty area and know how this relates to theory and best practice of professionals.	a. Develop research that effectively provides solutions to contemporary issues in the professional setting.
1.2 Critical Inquiry	a. Understand the characteristics of variables and be able to articulate their relationships to each other.	a. Evaluate contemporary theory and practice in the specialty area with recommendations for future study and applications.	a. Construct expert explanations for professional issues as a result of critically examining disparate fields.
1.3 Data Collection and Analysis	a. Understand quantitative and qualitative data collection and analysis.	a. Critically examine data collection methods and analysis procedures in the specialty area.	a. Formulate and implement data collection and analysis in order to evaluate professional practice.

Framework Area # 2: Human Development and Learning

	Professional Studies	Specialization	Synthesis
2.1 Human Development	a. Understand how developmental theories relate to professional practice.	a. Interpret and apply knowledge of development as it relates to the specialty area.	a. Synthesize concepts about human development as they inform best professional practice.
2.2 Learning	a. Demonstrate an advanced understanding of various theories of human learning as they relate to professional practice.	a. Interpret and apply knowledge of learning as it relates to the specialty area.	a. Synthesize theories of learning as they inform best professional practice.
2.3 Criticism	a. Critically compare theories of human development and learning.	a. Evaluate the interpretation and application of knowledge of human development and learning as they relate to the specialty area.	a. Critically evaluate theories of human development and learning as they inform best professional practice.
2.4 Diversity	a. Demonstrate an advanced understanding of the ways in which diversity among individuals influences professional practice.	a. Interpret and apply appropriate strategies within the specialty area when working with individuals with diverse needs.	a. Formulate strategies to assist individuals with diverse needs in professional practice. b. Engage in leadership roles to build awareness of diversity.

Framework Area # 3: Professional Knowledge Base

	Professional Studies	Specialization	Synthesis
3.1 Technology	a. Understand and evaluate the quality of current research regarding professional practice using contemporary technology.	a. Enhance the quality of professional practice by applying contemporary technology to the specialty area.	a. Apply technology to enable and empower individuals with diverse backgrounds, characteristics, and abilities.
3.2 Methods of Practice	a. Demonstrate an in-depth understanding of past and current theories about and methods of the area of professional practice.	a. Select, apply, analyze, and reflect upon past and current methods of practice in the specialty area.	a. Develop a plan for continual self-assessment of methodological practice. b. Develop a plan for the evaluation of new methodological practices.
3.3 Theory and Content	a. Demonstrate an in-depth understanding of the concepts, generalizations, and tools of inquiry in the area of professional practice.	a. Integrate new and advanced content knowledge and conceptual understandings into the specialty area.	a. Develop a plan for maintaining currency in content knowledge and integration of such into professional practice.

Framework Area # 4: Professionalism

	Professional Studies	Specialization	Synthesis
4.1 Communication	a. Understand methods of effective interpersonal communication. b. Recognize effective methods of professional communication through publication, presentation, and multimedia.	a. Develop effective interpersonal communication skills for use in the specialty area. b. Develop skills in professional writing, presentation, and multimedia.	a. Use effective interpersonal communication skills in professional practice. b. Communicate through professional writing, presentation, and multimedia.
4.2 Collaboration and Team Building	a. Understand the purpose and roles of teams in school processes and reform. b. Understand different models of team building and management. c. Understand different models of effective collaboration.	a. Develop skill in organization and facilitation of teams in the specialty area. b. Develop skills in collaboration for use in specialty area.	a. Use effective skills in organization and facilitation of teams in professional practice. b. Use effective collaboration in professional practice.
4.3 Service	a. Understand the relevance of engagement in professional and community service.	a. Become aware of professional and community service opportunities in professional area of practice.	a. Participate in professional organizations or community service.
4.4 Dispositions	a. Understand the importance of the dispositions of a professional.	a. Develop the dispositions of a professional within the specialty area.	a. Demonstrate the dispositions of a professional in practice.

COURSE POLICIES:

Accommodations: Please contact me to discuss any special needs and to agree upon necessary accommodations.

Late assignments will have 5 points deducted from the total score received on that assignment (drafts will lose 3 points if late).

ASSIGNMENTS

1. (100 pts.) Assignments/Activities-10 @ 10 pts. each

2. (40 pts.) Class Presentations/Activities – 2 @ 20 pts. each

3. (40 pts.) Lesson Plans – 2 @ 20 pts. each

4. (30 pts.) Threaded Discussions-2 @ 15 total pts. per two-week period for each one

5. (40 pts.) WebQuest

6. (50 pts.) Final PowerPoint Presentation

7. (50 pts.) Videotape of lesson with 2-page self-reflection

8. (50 pts.) Mock Grant Application (3 pages)

GRADING A 368-400 pts. Passing: minimum of 304 pts.

B 336-367 pts.

C 304-335 pts.

D 272-303 pts.

COURSE OUTLINE

Sept. 3 Course Overview and Introduction

Sept. 8 Ellis – Chapter 1 – Describing and explaining L2 acquisition

Sept. 10 Chapter 1 cont.

Assignment/Activity #1

Sept. 15 Chapter 2 – The nature of learner language

Sept. 17 Library/Research Orientation

Sept. 22 Native American Conference

Sept. 24 Chapter 2 cont.

Assignment/Activity #2

Sept. 29 Chapter 3 - Interlanguage

Oct. 1 Chapter 4 – Social aspects of interlanguage

Assignment/Activity #3

Oct. 6 Chapter 5 – Discourse aspects of interlanguage

Oct. 8 Chapter 6 – Psycholinguistic aspects of interlanguage

Oct. 13 CLASSES IN SESSION

Chapter 7 – Linguistic aspects of interlanguage

Assignment/Activity #4

Oct. 15 Chapter 8 – Individual Differences in L2 Acquisition

Mock Grant Application due

Oct. 20 Chapter 9 – Instruction and L2 Acquisition

Assignment/Activity #5

Oct. 22 Chapter 10 – Multiple Perspectives in SLA

WebQuest due

Oct. 27 Cary – Chapter 1 – Assessment of Student’s English

Threaded Discussions begin

Oct. 29 Chapter 2 – Student’s Cultural Background

Assignment/Activity #6

Nov. 3 Chapter 3 – Making My Spoken Language Understandable

Nov. 5 Chapter 4 – Getting Reluctant Speakers to Speak

Lesson Plan I Due

Nov. 10 Chapter 5 – Making a Difficult Textbook More Readable

Assignment/Activity #7

Nov. 12 Chapter 6 – Improving English Writing

Threaded Discussions end

Nov. 17 Chapter 7 – Teaching Grade-Level Content to English Beginners

Assignment/Activity #8

Nov. 19 Chapter 8 – Building Learning Strategies

Lesson Plan II Due

Nov. 24 Chapter 9 – Supporting L1 when I Don’t Speak It

Assignment/Activity #9

Nov. 26 THANKSGIVING BREAK

Dec. 1 Chapter 10 – Minimizing Communication Conflicts in a Multilingual Classroom

PowerPoint Presentation Draft due

Videotape and Self-Reflection due

Dec. 3 Guest Lecture

Assignment/Activity #10

Final PowerPoint Presentations

ALL COURSEWORK WORK MUST BE HANDED IN BY THE DAY OF THE FINAL TO RECEIVE ANY CREDIT!