MSU-Billings

College of Education & Human Services

EDUCATIONAL THEORY AND PRACTICE

FALL 2003

 

EDCI 493-434 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.

 

 

Initial 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: Human Development and Learning

 

 

Level I: Emerging Competence

Level II: Developing Competence

Level III: Basic Competence

 

1.1 Individual Development

a.        Understand theories and levels of human development.

 

a.        Apply theories of human development when planning educational practice.

a.        Provide opportunities that support all students’ intellectual, personal, and social development.

1.2  Learning

a.        Understand how all students learn

b.        Understand how students may differ in their approaches to learning.

c.        Understand individual and group motivation and behavior.

a.        Apply theories of learning when planning educational practice.

b.        Apply various instructional strategies to meet diversity among students when planning educational practice.

c.        Apply theories of motivation and behavior when planning educational practice.

a.        Provide opportunities that support all students’ intellectual, personal, and social development.

b.        Create instructional opportunities adapted to students’ differences in learning.

c.        Create a learning environment that encourages positive social interaction and active engagement in learning and self-motivation.

 

 

Framework Area #2: Social Responsibility.

 

 

Level I: Emerging Competence

 

Level II: Developing Competence

Level III: Basic Competence

2.1  Ethics and Moral Development

a.        Understand the development of ethics and morality at the level of the individual.

b.        Understand the ethical, cultural, and societal issues related to technology.

a.        Apply considerations of ethics and moral development as they relate to professional studies.

b.        Practice responsible use of technology.

a.        Incorporate ethics and moral principles in educational practice. 

b.        Incorporate ethical and responsible use of technology into educational practice.

2.2  Diversity

a.        Understand diversity as it relates to professional practice.

a.        Apply knowledge of diversity in planning professional practice.

a.        Respond to issues of diversity in professional practice.

2.3  Historical, Philosophical,     Legal, Social, and Political Foundations

a.        Understand the historical, philosophical, legal, social, and political concepts that form the foundation of educational policies and practices.

a.        Analyze the historical, philosophical, legal, social, and political concepts that form the foundation of educational policies and practices.

a.        Incorporate the historical, philosophical, legal, social, and political concepts that form the foundation of educational policies and practices.

2.4  Social Consciousness and Service

a.        Understand the role of volunteerism and community involvement.

a.        Show evidence of community service.

a.        Foster student participation in the community.

 

 

Framework Area #3: Content and Pedagogy

 

 

Level I: Emerging Competence

Level II: Developing Competence

Level III: Basic Competence

3.1  Discipline Content

a.        Understand the structure of content area disciplines and key concepts.

b.        Understand the content area tools of inquiry.

c.        Understand how disciplinary content can be modified for teaching.

a.        Gain a repertoire of disciplinary knowledge that supports conceptual understandings.

b.        Demonstrate an ability to investigate areas of inquiry within a discipline.

c.        Select and organize into lesson/unit formats appropriate content for P-12 students.  

a.        Develop a process for keeping current in content knowledge.

b.        Develop a process for keeping current in unique areas of inquiry.

c.        Analyze and adapt appropriate content knowledge.

3.2  Instructional Practices (Pedagogy)

a.        Understand pedagogical research regarding “best practices” in teaching and learning.

b.        Understand a range of pedagogical strategies.

c.        Understand the impact of classroom grouping choices.

d.        Understand the use of computer technologies for personal learning.

 

a.        Recognize “best practices” during classroom observations.

b.        Plan and create activities, lessons, and units that integrate a range of pedagogical strategies.

c.        Develop classroom learning experiences that utilize a variety of student grouping arrangements.

d.        Organize and develop activities and lessons in which computer technologies are integrated to enhance student learning.

 

a.        Employ “best practices” while engaged in professional practice.

b.        Analyze learning situations and adapt pedagogical strategies in professional practice.

c.        Use appropriate grouping strategies in professional practice.  Implement teaching and learning activities in which computer technologies are used to enhance learning.

 

3.3 Curriculum Planning and Implementation

a.        Understand a range of curriculum theories.

a.        Develop lesson and unit plans that reflect a range of curriculum theories.

a.        Analyze the classroom setting and lessons and adapt for effectiveness in professional practice.

3.4 Assessment

a.        Understand that a variety of assessment strategies can be adapted to meet needs of learners and curriculum models.

b.        Understand how technological tools can assist in assessing student learning.

a.        Develop formal and informal assessment strategies that reflect student learning and the planned curriculum model.

b.        Develop technology-based assessment strategies.

a.        Analyze and adapt a variety of assessment processes in professional practice.

b.        Apply technology to facilitate a variety of evaluation and assessment strategies.

 

Framework Area #4: Professionalism

 

 

Level I: Emerging Competence

Level II: Developing Competence

Level III: Basic Competence

4.1  Collegiality

a.        Develop collaborative learning relationships with other candidates.

b.        Understand how one’s actions affect others.

a.        Understand the process of collaboration with professionals, students, and parents.

a.        Practice strategies for collaboration and professional relationship building.

4.2  Self-Reflection

a.        Understand the importance of self-reflection for personal and professional development.

a.        Reflect on professional and personal practice.

a.        Adjust personal and professional practice based on self-reflection.

4.3  Professional Development

a.        Display an interest in and commitment to their education.

a.        Understand the need and methods for engaging in ongoing professional development.

b.        Become involved in professional activities outside the unit.

a.        Demonstrate commitment to lifelong learning.

b.        Seek out opportunities for professional growth.

4.4  Dispositions

a.        Understand the dispositions of a professional.

b.        Understand that technology can be used to collaborate and interact with other candidates.

a.        Demonstrate the dispositions of a professional in academic activities with other candidates and professionals.

b.        Use computer technologies to collaborate with other candidates and professionals.

a.        Demonstrate the dispositions of a professional in the education field.

b.        Apply collaborative technologies in order to nurture student learning.

 

 

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

 

 

GRADING                 A         276-300 pts.                Passing: minimum 228 pts.

                                    B         252-275 pts.

                                    C         228-251 pts.

                                    D         204-227 pts.

To get your MSU-B student login account, click here.

 

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

 

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

 

Dec. 3             Guest Lecture

                        Assignment/Activity #10

 

Dec. 8             Final PowerPoint Presentations

 

ALL COURSEWORK WORK MUST BE HANDED IN BY THE DAY OF THE FINAL (MONDAY, DEC. 8th  4:00-5:30 p.m.) TO RECEIVE ANY CREDIT!