8/31 Topics:  Course introduction (goals, assignments, expectations), Floridaís Consent Decree (LULAC/META lawsuit and consequences for preservice teachers); Florida demographics and needs of linguistic minority students)
 Activities:  Phonology - English plurals discovery worksheet
 Outcome:
 ï  Describe major characteristics of the English phonological system.

9/7    Read: Trask, Ch. 1; Katamba Ch. 1
         Do:  Download Schedule Fall 2000 from webpage; Read, study, and come prepared to ask questions about the assignments;  Prepare report on primates (HW #1 (5 points; see below for specific information); Prepare to discuss Trask and Katamba chapters
         Topics:  Language as a tool for communication; the uniqueness of language; human capacity for language; English and Spanish phonology
         Activities:  Discussion of readings; Debate about uniqueness of human language; Practice with English phonological transcription

 Outcomes:
 ï  Identify the main characteristics and functions of human language, and compare them with communication systems of other animals.
 ï  Describe major characteristics of the English and Spanish phonological systems.

9/14     Read:  All: Katamba Ch. 2; Platt (Intro & struc approach);
 5795: HOG, Ch. 5;
 Docs: Archibald Ch. 2
 Do:  Be prepared to identify English and Spanish sounds by both their descriptions and their phonological symbols; Be prepared to discuss a behavioral approach to L2 learning
 Topics:  The phonological system - English and other languages; A behavioral approach to language learning
 Activities:  Lecture/discussion on behaviorism in L2 learning; Group work on different phonology problems
 Outcomes:
 ï  Using contrastive analysis, provide evidence of transfer of L1 phonology in SLA.
  ï  Provide evidence of imitation and correction of sounds in child language acquisition.

 9/21 Read:  Self-selected
 Do: Phonology problems with application to teaching  (HW #2; 10 points; see assignments below)
 Topics: Techniques for assessing and promoting aural discrimination and pronunciation skills; Review of phonology, behaviorism
 Activity:  Minimal pairs drills
 Outcome:
 ï  Demonstrate how to apply a behavioral approach to teaching English sounds.

9/28 Read:  Trask, Ch. 2; Platt: Morphology section
 Do:  Prepare to discuss assigned questions in the handout
 Topics:  Morphology and L1 interference
 Activities:  Morphology worksheets
 Outcomes:
 ï  Describe major characteristics of the English morphological system.
  ï  Relate significant aspects of morphology to interference from other languages and sources of difficulty in the English language.

10/5 Read:  All: Platt: Language development section; Hudson Ch. 8
 Docs: Gleason Ch. 9
 Do:  Morphology worksheets on Swahili inflections; Answer questions about first language development (HW # 3; 10 points; see assignments below)
 Topics:  Morphological rules; Stages of language development
 Activities:  Kenís L2 development compared with that of NES children
 Outcome:
 ï  Describe the important stages of development in the child learning a language at each level of language: phonological, morphological, and syntactic.

10/12 Read:  All: Trask, Ch 2 (review); Platt: Syntax section;
 4794: Ellis, Ch. 5;
 5795: Hudson, Ch. 11
 Do:  Prepare for Quiz 1 on 10/19
 Topics: Adolescent and adult language learning
 Activity:  Lecture/discussion on a theory of syntax; Error correction problem
 Outcomes:
 ï  Compare adult and adolescent L2 learners with child L1 learners in terms of the developmental stages in FLA.
 ï  Relate major aspects of cognitive development and language development.
 ï  Describe major characteristics of English syntax.
 ï  Relate significant aspects of syntax to interference from other languages and sources of difficulty in the English language.

 10/19 Read:  All: Empowering materials: Language acquisition and learning;
 Docs: Cook, Ch. 1
 Do:  Prepare for Quiz 1; 15 points
 Topics:  Innatism and SLA; Theories of input and interaction
 Activity: Lecture: Relationshiop among innatism, input, and interaction in SLA theories; Video: Human Language Series #1;  Quiz 1 take-home
 Outcome:
 ï  Describe the role of innate knowledge in first and second language learning.
 ï  Define the role of input and interaction in language learning.

10/26 Read:  Trask, Ch. 3 & 7; Platt: Graphemic issues;
 4794: Learning disabilities materials (TBA or self-selected)
 5795: Goodman, Ch. 5
 Do:  Prepare to discuss readings
 Topics:  Phonology and the written system of English; Phonics
 Activities:  Vietnamese phonics; Confusing issues for Spanish-speaking learners of English; Problems for children with learning disabilities
 Outcomes:
 ï  Explain problems students have with the English phonological/graphemic interface.
 ï  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 dyslexia.

11/2 Read: All: Platt: Vocabulary knowledge;
 4794: Florida DOE: LATE, Instructional strategies;
 5795: McCarthy Chs. 1 & 2
 Do:  Vocabulary teaching activity  (HW #4; 10 points)
 Topics:  Techniques and materials in promoting vocabulary development; Curricular and assessment modifications pertaining to vocabulary
 Activities:  Demonstration of lesson plan and handout
 Outcomes:
 ï  Discuss listening/speaking and reading/writing problems ESOL students might have which can be remedied by teachersí applying knowledge of linguistic concepts.

11/9 Read:  4794: Empowering: Integrating language and literacy;
 5795: McCarthy Chs. 3 & 4; Goodman Ch. 6
 Do:  Prepare to discuss vocabulary storage and retrieval; literacy
 Topics:  Vocabulary knowledge; L2 literacy
 Activities:  Vocabulary exercises; Lecture/discussion on L2 literacy
 Outcomes:
 ï  Explain how the English lexicon might be stored.
 ï  Identify comprehensive strategies for teaching/learning vocabulary.

 1/16 Read: Platt: Discourse section; Florida DOE Empowering:  Sociocultural contexts;
 4794: Trask, Ch. 4; Hudson Ch. 26;
 5795: Trask, Ch. 9; Wolfram Ch. 1
 Do:  Prepare to share insights from readings with classmates
 Topics: Language socialization - cross-cultural phenomena; Classroom consequences of discourse style differences; Language learning through input and interaction
 Activity:  Discussion of readings on language socialization; Lecture on input and interaction; Experiencing communicating in L2
 Outcomes:
  ï  Describe and give examples of several discourse styles used by various US speech communites.
  ï  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.
  ï  Enumerate strategies L2 learners use to communicate in their new language.

11/23 Thanksgiving - no class

11/30 Do:  Prepare for Quiz 2; 20 points
 Topics:  Continue discussion of dialects, language socialization
 Activities:  Dialect problems (guest presenter)
 Outcomes:
 ï  Identify features of non-standard Southern dialects.
 ï Design strategies to help dialect speakers learn Standard English without rejecting their home dialects and languages.

12/7 - 14
 Do:  Prepare lesson plans and presentations (20 + 10 points)
 Activity:  Lesson presentations

Written Assignments and Projects

Assg  #1:  Presentation on non-human primates  (5 points)
Read an article or chapter about non-human primatesí language learning capabilities; summarize in a 1 or 1 1/2-page paper (to be handed to the instructor at the end of class), and prepare to use this information for a debate about whether non-humans ëhave language.í  Be ready to defend either position in the debate!  You may bring pictures if you wish and attach them to the assignment.

Assg #2: Phonology activity: Minimal pairs worksheet (10 points)

Assg #3:  Swahili worksheet; selected language development questions (Platt: Acquisition of Language Functions section) (10  points)
Quiz 1:  (15 points)
This is a take-home quiz, and you are encouraged to work with classmates in discussing the questions.  However, each student must submit his/her own exam.  The exam is due 10/23 (Monday) at 12:00 noon.  You are encouraged to submit the exam as an email attachment.

Assg #4:  Vocabulary teaching activity (10 points)
This lesson will provide you an opportunity to work on one part of your final lesson plan activity (see below).  Do parts a through c below.  Then select 8 - 10 words about your topic.  These words should be related in a context such as a reading or an oral presentation.  Choose one of the teaching strategies from the materials assigned and explain the steps you would follow to teach the words.

Quiz 2:  (20 points)
This is an in-class activity to be done individually.

Lesson plan (20 points)
You should do this activity with at least one, but not more than two, partners.  On a handout provide the following:
 a.  names and contact information of presenters
 b.  target audience (age, grade level, proficiency level(s)
 c.  title, topic and planned performance outcome.
 d.  brief statement of contents of previous lesson.
 e.  text material (xerox copy of reading passage, dialogue, exercises, etc.)
 f.  vocabulary words and structures to be learned/practiced.
 g.  list of visuals or equipment associated with the lesson.
 h.  list of procedures to be followed.
 i.  explanation of how you will accommodate a dyslexic student

Presentation   (10 points)
ï  Teach the lesson following the materials and procedures described above.
ï  Provide a ìwrap-upî and assess what the students have learned.