A study of the foundations of second language acquisition (SLA), including the theories, research, as well as the cross cultural, cross-linguistic, psychological, and personality components inherent in SLA; students explore strategies for second-language acquisition and assessment.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
The teaching of languages, including English, is a growing field, which speaks to the increasingly global orientation of current educational, business, and political goals. Content area teachers in fields other than languages are being asked to contribute to the needs of second-language students in their regular content-area classrooms and to encourage all students to diversify their learning. This course will help K–12 classroom teachers and ESL teachers expand their instructional preparation and, in some cases, add an endorsement to the teaching license they already hold.
The content will include an overview of language acquisition/learning theory, an examination of language program models, state and federal language policies, state and “national” language standards, the development of individual language resources, including professional resources and organizations, the use of various technologies in language acquisition/learning and assessment, an overview of various assessments, and issues pertinent to the individual preparation for licensure. It is a course that emphasizes reflection on best practices and personal professional growth.
After reading the Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the student will complete 5 Discussions. Most Discussions correspond to a video segment. Each discussion will consist of a thread of 250–300 words and at least 2 replies consisting of 150–200 words each.
This is a two-part assignment: the Title Page and Abstract and the Final Draft. For the first part, students will write a title page and abstract, and for the second part, the final draft, students will write six annotations compiling information from various language organizations. The student will cite and annotate language organizations, regional language conferences, ESL resources, state teaching standards, and additional resources for this assignment.
The student will create an Instructional Perspectives Timeline.
The student will develop a written document about L1 L2 Acquisition that addresses the stages of development for both children and adults. It will also discuss 2 language theories. It must be 4 to 6 pages in length, including a title and reference page. The sources must be cited in current APA format.
The student will complete 2 projects. The first will be a PACE project that include a lesson plan, learning activity, technology, and performance assessment. The second will focus on assessment.
Student will write a review and reflection summarizing one particular perspective of interest and reflect on it. Paper must be at least 250 words (but no more than 450 words) using the most recent APA formatting style.
The final paper will be in two parts: Final Paper: First Draft and Final Paper: Completed. The final paper will give a choice of focusing on assessment or on one of the second language theories covered in the textbook. For the first part, the Final Paper: First Draft, students will submit the title page, abstract, references page, and the first page of the paper. For the second part, the Final Paper: Completed, students will put it all together with a 1000 to 1500 word exploration of the topic.
The student will participate in 2 hours of professional development activity(s). It is also strongly recommended (but not required) that the student joins at least 1 professional organization.