Overall goal:  Link knowledge about major linguistics concepts to Florida DOE accomplished teaching practices and demonstrate the ability to apply these concepts in teaching.

Week 1 & 2: August 31 & Sept. 7 (HW #1)
Characteristics of language
     Identify the main characteristics and functions of human language, and compare them with communication systems of other animals.

Weeks 2 - 4: Sept. 7 - 21 (HW #2)
Phonology, contrastive analysis and behaviorism
     Describe major characteristics of the English and Spanish phonological systems.
     Provide evidence of imitation and correction of sounds in child language acquisition.
     Using contrastive analysis, provide evidence of transfer of L1 phonology in SLA.
     Demonstrate how to apply behavioral approaches to teaching English sounds.

Weeks 5 - 8: Sept. 28 - Oct. 19 (HW #3; Quiz 1)
Morphology and Syntax, error analysis, and developmental theory
     Describe major characteristics of the English morphological system
     Describe major characteristics of English syntax.
     Relate significant aspects of syntax and morphology to interference from other languages and sources of difficulty in the English language.
     Describe the important stages of development in the child learning a language at each level of language: phonological, morphological, and syntactic.
     Compare adult and adolescent L2 learners with child L1 learners in terms of the developmental stages in FLA.
     Relate major aspects of cognitive development and language development.
     Describe the role of innate knowledge in first and second language learning.

Weeks 9 - 11: Oct. 26 - Nov. 9 (HW #4)
Literacy, the lexicon, and semantics
     Explain problems students have with the English phonological/graphemic interface.
     Apply analyses of formal properties of language to problems LEP students have as they learn to read English, particularly as they pertain to students with learning disabilities.
     Discuss listening/speaking and reading/writing problems ESOL students might have which can be remedied by teachersí applying knowledge of linguistic concepts.
     Explain how the English lexicon might be stored.
     Identify comprehensive strategies for teaching/learning vocabulary.

Weeks 12 - 13:  Nov 16. - 30 (Quiz 2)
Dialects, discourse and interaction styles
    Identify features of non-standard Southern dialects.
    Design strategies to help dialect speakers learn Standard English without rejecting their home dialects     and languages.
     Enumerate strategies L2 learners use to communicate in their new language.
     Define the role of input and interaction in language learning.
     Describe and give examples of several discourse styles used by various US speech communites.
     State what teachers should know about discourse styles, how they can help speakers of other languages and dialects learn to use the mainstream styles, and what classroom patterns they can create that will accommodate many styles.

Weeks 14 - 15:  Dec. 7 - 14 Presentations of lessons (plans)