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Download EDU T & L 665 Syllabus [PDF]

EDU T & L 665: Applied Linguistics for Teachers of Reading and Language Arts

Dr. Leslie Moore
Arps Hall 202B
moore.1817@osu.edu Office hours: M 2-4, or by appointment
3 credits
Spring 2008
Hours of instruction M 4:30-6:48
Martha King Center, Ramseyer 200

Course Description

To promote language and literacy development, teachers need a thorough understanding of the natures of spoken and written language. This course provides an overview of linguistic topics that are particularly important for language and literacy educators: the structures of language, English orthography, language change and variation, language use in context, and child language acquisition and literacy development. We will explore these topics in relation to applied linguistics research on language-minority students and your teaching/learning experiences and interests.

This course fulfills an elective requirement for the GIS in Literacy Studies.

Learning Outcomes

This course is designed to help you develop (new) understandings of

• the relevance of linguistics to your teaching
• the fundamental role language plays in education
• language as a complex system for meaning-making
• how first & second languages and literacy develop in children
• implications of language variation for teaching a diverse student population
• how to engage with published research in applied linguistics

Readings

The following textbook is required and is available at the OSU Book Store.
Additional required and recommended readings are made available through Carmen. Students will complement assigned readings with research articles they choose from the Linguistics and Language Behavior Abstracts (LLBA) database. We will have an in-class tutorial on using LLBA to identify articles and the OSU library e-journals to locate and share them with classmates and me.

Course Responsibilities & Evaluation

Participation/attendance: Each student will be actively engaged in class; that is, coming to class prepared and contributing to discussions and problem solving, both by making comments and by facilitating other people’s participation. When you miss class you miss an opportunity to participate and to earn credit for doing so. Late arrival and early departure are considered poor participation; they are disruptive for others and make it likely to miss essential information. Please contact me if there is an emergency situation. If you must miss a class, you are responsible for getting from your classmates lecture/discussion notes and any other information not posted on Carmen.

Readings: All assigned readings are required. The required readings listed under a date are to have been read before that class meeting. As you read, highlight, takenotes, summarize, look up new words or concepts, and come with questions for me and/or your classmates. In short, engage with the readings and be well prepared to work with them in class. We will use the readings in class, so bring them with you.

Reading responses: Week 2-9 you will write and post on Carmen by Sunday night a brief response to the readings assigned for the upcoming class session. Reading responses are intended to “prime” you for class discussion and should include at least one thoughtful question, critique, and/or reflection on the relevance of the reading to teaching/learning. A hard copy of your response is due at the end of class. Responses should be typed, double-spaced, and no longer than 250 words. Be prepared to expand on your response in class. Late reading responses will not be accepted. 6 of the 8 reading responses will count towards your final grade; this means that you can drop your 2 lowest scoring responses.

Special Interest Group: With 3 or 4 other students, you will form a Special Interest Group (SIG) for the critical reading of applied linguistics research. Weeks 5-7 each SIG will read an article of the members’ choosing from LLBA. These readings will relate to the topic of the week and will be applied linguistics research articles published in peer-reviewed journals. By Wednesday evening, each SIG will send me a link for the article they have chosen before beginning their study of it. Each week you will have time in class to discuss your article as a group, and the fruits of your discussion will be integrated into whole-class activities. You will prepare for in-class SIG meetings using the Critical Reading Guide. Week 8 you will submit an individual report on your SIG readings.

Foundations Test: At the beginning of class Week 3 we will have a short exam on the concepts covered in Barry chapters 2 & 3.

Final Exam: The final exam is a take-home exam that covers all course materials (lectures, discussions, assigned readings, etc.). The exam questions will be posted on Carmen on Wednesday May 28th and the completed exam is due in my mailbox in the T&L mailroom (Arps 333) on Tuesday June 3rd before 5pm. EDU T&L 665 Moore Spring 2008 3 Evaluation: Course responsibilities will be weighted in the following way:

Carmen Course Web site

We will use Carmen in several ways in this course, so check it regularly. I will post assignments and other information for the class. You will post your weekly reading responses on Carmen, as well as using it for SIG purposes. If you have questions for me that may be of interest to your classmates, I encourage you to post them on the “Questions for Dr. Moore” discussion forum. There is also a forum in which you may pose questions to your classmates.

Special notes from the instructor:

• Except in cases of properly documented illness or personal emergency, late assignments will progressively lose value.
• All assignments are to be submitted in hard copy, not by email.
• Email should be marked in the subject line in the following way: T&L 703 your last name.
• If you are a student with a disability and need accommodations, you are welcome to meet with me to discuss arrangements.
• Academic misconduct of any kind will not be tolerated and will be reported. If you have any questions, please see me and/or the Committee on Academic Misconduct Web site.

Topics & Assignments

Tentative Schedule