Courses

This seminar looks at both the theory and practice of what has become known as communicative language teaching (CLT). In our readings, we will consider current cognitive, linguistic, sociolinguistic, and sociocultural approaches to describing second/foreign language development with a view to identifying the theoretical foundations of teaching practice which has for its goal the development of learner communicative competence. We will then look at interpretations and implementations of CLT in a range of settings, including Asia, Europe and the Americas, along with some of the problems and controversies that have resulted. Individual seminar participants will complete a research paper on a topic of special interest.

Instructional Objectives: This is a seminar to allow for in depth analysis and individual research on a topoic that has become central to discusison of second/foreign language teaching worldwide. An examination of primary theoretical sources in linguistic and SLA theory along with perspectives in sociocultural context in language teaching and curricular innovation provide the basis for an individual research project on some facet of CLT. Students will be encouraged to explore their own experiences and interests to ultimately determine the content of the seminar and the focus of their individual research. A diversity of national backgrounds including Asia, Europe, South and North America is expected to enhance discussion and learning. Students will develop scholarly research and writing skills as they are guided through drafts of project proposals and written reports. Class discussion will encourage learners to appreciate language teaching as a complex social phenomenon.

Evaluation: Reaction papers, formal oral presentation, leadership and participation in class discussion (50%); final written research report (50%).

Relationship to other courses: This course provides for advanced MA/PhD level research focus building on existing introductory courses in second language acquisition and language teaching methodology. The seminar format provides an opportunity for students in the MATESL program to begin work on an individual research project (Master's Paper) as part of their degree requirements. The seminar also draws enrollment from students in Eduction and language departments with second language acquistiton and teaching interests. It can be used to meet requirements for the College of the Liberal Arts multidisciplinary PhD Minor in SLA.

Savignon, Sandra J. 1997. Communicative Competence: Theory and Classroom Practice, 2nd edition. Mc Graw Hill.

This course considers the relationship between second language acquisition (SLA) theory and language teaching. An examination of various aspects of first language (L1) and second language (L2) learning/acquisition processes provides a framework for consideration of basic questions in SLA research and interpretation of findings to date. Of particular interest is the relationship of this research to teaching materials and methods. The questions addressed include the following:

What is SLA?
What are the methods and aims of SLA research?
How are theories of SLA related to major theoretical models of human language and human learning?
What have been or could be important interdisciplinary perspectives in SLA?

Course requirements include completion of weekly written and oral assignments and class participation. Assignments include written answers to questions, group discussion summaries, team ethnographic project with oral and written report, presentation of a research article, participation in a roundtable discussion, and a final written and oral book report OR mini-research project report.

Suggested readings include the following. Required readings will vary depending on the interests and backgrounds of participants.

Savignon, Sandra J. 1997. Communicative Competence: Theory and Classroom Practice, 2nd edition.

Wardhaugh, R. 1999. Proper English: Myths and Misunderstandings about Language.

Brown, J. D. (1991).Statistics as a foreign language, Part 1:What to look for in reading statistical language studies.TESOL Quarterly 25:569-586.

Ellis, R.(1992). Learning to communicate in the classroom: A study of two language learners' requests. Studies in Second Language Acuisition 14: 1-23.

Firth A. and Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81, pp. 285-300.

Firth A. and Wagner, J. (1998). SLA property: No trespassing! The Modern Language Journal, 82, pp. 91-94

Gass, S. (1998). Apples and oranges: Or why apples are not orange and don't need to be: A response to Firth and Wagner. The Modern Language Journal, 82, pp. 83-90.

Holmes, J. (1989). Sex differences and apologies: One aspect of communicative competence. Applied Linguistics, 10: 194-213.

Horwitz, E. (2000). It ain't over 'til it's over: On foreign language anxiety, first language deficits, and the confounding of variables. Modern Language Journal 84, 256-259.

Johnson, J. & Newport, E. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology 21: 60-99.

Kachru, Braj B. (1992) World Englishes: Approaches, issues, and resources. Language Teaching, 25: 1-14.

Long, M. (1990).The least a second language acquisition theory needs to explain. TESOL Quarterly 24: 649-666.

Lightbown, P. and Spada, N.( 1990).Focus-on-form and corrective feedback in communicative language teaching:Effects on second language learning. Studies in Second Language Acquisition, 12:429-447.

Sato, K. and Kleinsasser, R. (1999). Communicative language teaching (CLT): Practical understandings.The Modern Language Journal, 83, pp. 494-517.

Sparks, R., Ganschow, L. & Javorsky, J. (2000). Deja vu all over again: A response to Saito, Horwitz, and Garza. Modern Language Journal 84, 251-255.

Watson-Gegeo, K. (1988).Ethnography in ESL:Defining the essentials. TESOL Quarterly 22: 575-592.

White, L.(1992).Universal grammar: Is it just a new name for old problems? In Gass. S. and Selinker, L. (Eds.), Language Transfer in Language Learning. Philadelphia:J. Benjamins, pp. 217-232.

As we are integrated and learn to participate in society we discover who we are and who we wish to become.The rules that we learn to follow as well as the rules we sometimes break are said to be norms. From earliest childhood we learn to obey rules, social rules, along with the implications of conforming to those rules. That is to say, we learn to be normal.

Language is integral to gender or any social identity, making it a powerful tool for enforcing social norms. Language can be an equally powerful tool for challenging an established order. Becoming a woman or a man is not simply something that happens at an early stage of life. Gender is continually reaffirmed through the repetition of particular acts in accordance with historically and socially constructed cultural norms. In this seminar we will adopt the concept of performativity familiar to linguistics and discourse analysis from speech-act theory (Austin, 1961) to consider current perspectives on gender and language. A seminar format is followed with discussion of readings and individual or team projects corresponding to participant interests.

Butler, J.1990. Gender Trouble:Feminism and the Subversion of Identity Routledge. Pathbreaking.

Cameron, D. (Ed.) 1998. Feminist Critique of Language, 2nd edition. The editor is considered by many to be the founder of feminist linguistics.

Coates, J. (Ed.) 1998. Language and Gender. Blackwell. Includes many notable publications of the 1980s and 1990s.

Johnson, S. and Meinhof, U-H (Eds.) 1997. Language and Masculinity. Blackwell. First collection to deal specifically with men's language as a gendered phenomenon.

Anna Livia and Kira Hall (Eds.) 1997. Queerly Phrased: Language, Gender and Sexuality. OUP. First collection on the topic from a mainstream press.

Pavlenko, A., Blackledge, A. Piller, I. and Teutsch-Dwyer, M. 2001. Multilingualism, Second Language Learning, and Gender. Mouton de Gruyter. Gender and (second) language learning.

Swann, J. 1992. Girls, Boys and Language. Blackwell. About the development of gendered linguistic behaviour.

Ochs, E. 1992. Indexing gender. In Duranti, A. and C. Goodwin (Eds.), Rethinking Context: Language as an Interactive Phenomenon. CUP

Treichler, P. and Kramarae, C. 1983. Women's talk in the ivory tower. Communication Quarterly. 31: 118-32.

A seminar format is followed with discussion of readings and individual or team projects corresponding to participant interests.

Justification for the course.This seminar is designed to interest graduate students in LALS and the applied linguistic options in French, Spanish, and German, as well as students in Psychology, Women's Studies, and Language and Literacy Education.

This seminar will adopte a sociolinguistic perspective to look at the global spread of the English language. We will consider second, foreign and international contexts of English language use, including theoretical, political and practical issues associated with that use. Of special interest will be literary texts in relation to the adoption of norms or standards for English language use in selected settings. Asian contexts will receive particular attention.

Intended for graduate students in applied linguistics, Education, ESL, and English. This topic will be of particular interest to users of English whose native or first language is not English as well as those who plan to teach or be engaged in policy making regarding norms and varieties for English. This is the initial offering of a course on this increasingly important topic. The course would be suitable for doctoral students as well as advanced MATESL students who would like do research on a topic in World Englishes for their MA paper.

Crystal, David. 1997. English as a global language. Cambridge:Cambridge University Press.

Smith, Larry E. & Michael L. Forman. World Englishes 2000. Honolulu: University of Hawai‚Äôi Press.

The Cambridge encyclopedia of language / David Crystal. Cambridge [England]; New York: Cambridge University Press, 1997.

The goal of this seminar is to develop a critical awareness of the processes of language teaching and learning materials development. We will take a look at a range of commercially developed language materials designed for what is commonly called an 'FL' setting, both past and present, from the perspectives of the author, instructor, and learner in terms of their stated goals, organizational framework, and the nature of the activities or experiences they provide. Theoretical discussions of various approaches to curriculum design and materials development will provide a basis for analysis. These will include structural, notional-functional and situational frameworks along with so-called 'content-based' and 'task-based' approaches The cultural values implicit in the materials will be given particular focus. How are the L2 and its speakers portrayed? Is there representation of an L2 culture or cultures? If so, how can it be characterized in terms of breadth and balance? How are learners expected to react vis-ˆ-vis this representation?

Consideration will also be given to market forces and author incentives important for commercial materials development. What constitutes a "successful" series? What are the advantages and disadvantages of locally prepared as opposed to imported materials? What major changes have occurred in language materials development and dissemination in recent years? What interpretations can be found of various pedagogical terms currently in wide-spread use, e.g. communicative language teaching, interaction, learner-focused, process-oriented? How is computer-aided instruction (CAI) being implemented in various settings andwhy? What is the influence of high stakes public examinations on teaching and learning materials?

The culminating activity is an individual or team project that develops or adapts a set of materials or takes a critical look at materials currently in use. For example, participants can use this course to identify trends in materials design, to prepare materials for subsequent use in an experimental setting, or to develop a framework for theoretically-grounded materials to meet a defined set of learning goals in a particular context of situation.

The focus is practical in the sense that seminar participants will be taking a close look at the relationship of theory and practice in materials development along with market and other forces that play a role in determining the nature of those materials. This includes an opportunity to develop a set of materials for use in a particular language and setting in which they teach or plan to teach. The participation of both MA and PhD candidates from LALS and the various language departments with their individual teaching experiences, language expertise, and interests are expected to allow for a comparison across languages as well as instructional settings (US and abroad, FL/SL, introductory and advanced levels).

Mohan, B. 1986. Language and Content. Reading, MA: Addison-Wesley. (Out of print. Copies will be made available.)

Savignon, S. 1997. Communicative Language Teaching: Theory and Classroom Practice. New York: McGraw Hill

Is how you express yourself a reflection of who you are? Do others judge you by the way you talk? Who is a "native speaker?" a 'foreigner?" What is bilingualism? biculturalism? Does the use of more than one language influence the way you think? What makes a "good" language learner? If you are bilingual or have learned or are learning a "foreign" language and have ever wondered how the language you speak influences the way others see you and you see others, this course is for you. This course is also for you if you would like to be a better language learner or if you anticipate a study abroad experience where you will have to communicate with those whose first language of communication is not American English.

The underlying assumption for this course is that each individual has a standpoint, a social identity and life experiences that influence the ways in which we see and make sense of the world. Our individual standpoint is influenced by a host factors including our language (s), culture (s), gender, age, ethnicity, and socioeconomic status.. Moreover, it is only through dialogue and exchange with others that we can know ourselves, become aware of our individual standpoint. The course will include a number of required readings, both fiction and non-fiction, technical and non-technical, an introduction to selected languages and cultures, scheduled exchanges with a speaker of a language other than English, and experience in gathering and analyzing language data. Our major project will be that of telling the stories that unfold through our cross-cultural readings, films, discussions, and other experiences during the semester. Each story will be told from the standpoint of the author. Prerequisite is previous or concurrent experience learning or using a language other than English.