second language studies course descriptions spring 2017 rev 11
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SLS280.Bilingualism:CognitionandCulture.Grüter IntheU.S.,knowingandspeakingonlyonelanguageisoftenconsideredthenorm,whilepeopleandsocietieswhoregularlyusetwoormorelanguagesareseenasspecialorexotic.Yetifwelookathowlanguageisusedworldwide,includinghereinHawai‘i,bi-andmultilingualismarejustascommonasmonolingualism.Thiscoursewillintroduceyoutobi-/multilingualismbothasaphenomenonatthelevelofsocietyandasacharacteristicofindividualspeakers.Wewilllookatpopularbeliefsandrecentmediareportsaboutbilingualism,andusetheseassteppingstonesforacloserexaminationoftheresearch(andsometimestheabsencethereof)thatunderliesthem. Requiredtext: Paradis,J.,Genesee,F.,&Crago,M.(2011).DualLanguageDevelopmentandDisorders(2ndEdition).Baltimore,MD:PaulH.Brookes. SLS302.SecondLanguageLearning Thisintroductorycourseprovidesstudentswithabroadoverviewoftheoriesandissuesinthefieldofsecondlanguageacquisition(SLA),andpreparesthemformoreadvancedcoursesintheundergraduateSLScurriculum.Itwillmainlycover(a)firstlanguageacquisition,(b)theoriesinSLA,(c)factorsaffectingSLA,(d)learnerlanguage,and(e)instructedSLA. Prerequisite:Upperdivisionstanding SLS303.SecondLanguageTeaching Thiscoursesurveystheories,research,andpracticesinsecondandforeignlanguage(L2)teachingforthosewhoareconsideringL2teachingasaprofession.Throughdiscussions,activities,andprojects(e.g.,classroomobservation,lessonplanning),youwillbeabletomakeinformeddecisionsandchoicesincurrentandfutureinstructionalsettings. TopicsincludeinstitutionalandcurricularcontextsofL2teaching,thehistoricaldevelopmentofL2teachingmethodologies,learnerandteacherroles,classroommanagement,syllabusandcurriculumdesign,lessonplanning,teachingmaterials,andtheroleofclassroomassessmentandprogramevaluationinL2teachingandlearning. Aftercompletingthecourse,youwillbeableto:
·describehistoricaldevelopmentoftheoriesandmethodologiesinL2languageteaching; · discuss the institutional and curricular contextswithinwhich L2 teaching and learningtakeplace; ·explainthepurposesandrolesofassessmentandevaluationinL2teaching
SLS312.TechniquesinSecondLanguageTeaching-Reading&Writing Thiscourseisanoverviewofthetheoreticalandpracticalissuesinvolvedintheteachingofsecondorforeignlanguage(L2)readingandwriting.Thetheoreticalaspectsofthecourseareintegratedwithempiricalresearchfindingsaswellaspracticalconcernsandexperiences
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includingobservation,classroomtechniques,andmaterialdesign.Thegoalsofthecourseincludeprovidingstudentswithopportunitiestoevaluatematerials;topreparelessonplansandactivities;andtoobserveL2readingandwritinglessonsinL2classrooms. SLS408.BilingualEducation Thiscourseprovidesabroadoverviewoftheoriesandissuesrelevanttocontemporarybilingualeducation.Wewillexaminebilingualismandbilingualeducationfromhistorical,political,psycholinguistic,social,culturalandpedagogicalperspectives.WhilemuchofourenquirywillconcernbilingualeducationintheUnitedStates,wewillalsodiscussbilingualismandmultilingualismintheworld.WewillalsoexamineinsomedetailparticularlanguageandeducationissuesinHawai‘i. Requiredtext: Baker,C.(2011).FoundationsofBilingualEducationAndBilingualism(5thedition).Clevedon,UK:MultilingualMattersLimited.Otherreadingsprovidedbyinstructor. Prerequisite:SLS302(orconcurrent)orSLS600(orconcurrent). SLS418.InstructionalMedia.Zheng Awiderangeofemergingtechnologiesforlearningwillbeexploredinthiscourse.Thepremisesofhands-onlabsandunderstandingtheaffordancesofdifferenttechnologiesforlearningandlanguageusehavetobegroundedwithsolidpedagogies,theoriesofsecondlanguagedevelopmentandacquisition,aswellashumanlearninganddevelopmenttheories.Therefore,online/face-to-facediscussionsandhands-onexperientiallearningareintegratedwithlearner’sneeds,currentbestpractices,andtheoreticalfoundations.Studentsareexpectedtoco-buildtheclassblogsiteorawikiwithusefulresources.Thissocialmediaspacewillalsoserveascommunityportalforprolongedparticipation.StudentLearningOutcomes:Aftercompletionofthecourse,studentsareexpectedto:
1.beawareofemergenttechnologiesavailableforeducationalpurposes2.makeuseoftechnologiesfortheirdailylearning,teachingandresearchactivities3.understandtherationaleofeachtechnologyuse4.understandtherelationshipbetweentechnologyuseandL2literacydevelopment5.criticallyevaluateemergingtechnologiesforlanguageuse6.evaluatelearningoutcomeswithtechnologies
Readings:AccessibleinLaulima SLS430.PidginandCreoleEnglishinHawai‘i.Sakoda ThegoalofthiscourseistoprovideageneralunderstandingofthefollowingaspectsofHawai’iPidginEnglish(HPE)andespeciallyofHawai’iCreole(HC)ascoveredinthefollowingsixunits: 1.Sociohistoricalbackground:pidginization,creolization,
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decreolization 2.Sociolinguisticvariation,languageattitude,andsocialinequality 3.Linguisticstructure:phonology,morphology,syntax,semantics 4.Discourseprocessesandinteractionalstyles 5.Languageacquisitionandschooling 6.Pidgininliteraryandperformingarts Studentswill 1.haveaworkingknowledgeofhowsocio-linguisticphenomenalikepidginsandcreolescomeaboutandstructurethemselves(particularlyinthislocalcontext); 2.haveanunderstandingoftheformationofuniqueworldviews,beliefsand attitudesandhowpeoplereacttoallofthis; 3.developsomedegreeofproficiencyindeliberationviaapproaches whichmightincludesmallgroupdiscussions,formaldebates, round-tables,Socraticquestioning,journaling,etc. Requiredtext:Apacketof21articlesandothersupplementalreadings Prerequisite:SLS302(SecondLanguageLearning)orLING102(IntrototheStudy ofLanguage)orLING150(LanguageinHawai’iandthePacific)orGraduatestandingorInstructor’sapproval SLS441.LanguageConceptsforSecondLanguageLearningandTeaching Thiscourseisanintroductiontothestudyoflanguage,withparticularattentiontothestructureofEnglish.Itwillexaminethecomponentpartsoflanguage,namely,phoneticsandphonology(thesoundsystem),morphology(theinternalstructureofwords),syntax(thestructureofphrasesandsentences),andsemanticsandpragmatics(meaning)aswellastouchonotherlinguistictopics(e.g.languagetypology,firstlanguageacquisition,etc.).WhileemphasiswillbegiventothestructureofEnglish,especiallyitsmorphosyntax,datafromotherlanguageswillalsobelookedat.Theoverallgoalsare(a)tobecomefamiliarwiththekeyconceptsandterminologyneededtodescribeandanalyzelanguage;(b)togainabasicunderstandingofthewaylanguageworks;(c)toappreciatehowlanguagesdiffer(andhowthey'rethesame);and(d)tohelpinyourreadingoftheprimary(secondlanguageacquisition)literature. Thecoursewillbeacombinationofassignedreadings,lectures,exercises,groupdiscussionsandsmallgroupprojects.Nopriorknowledgeoflinguisticsorlanguagedescriptionisassumed. Requiredtexts: DepartmentofLinguistics.(2011).LanguageFiles:MaterialsforanIntroductiontoLanguageandLinguistics,11thedition.Columbus:OhioStateUniversityPress. O'Grady,William,JohnArchibald,MarkAronoff&JanieRees-Miller,eds.(2010).ContemporaryLinguistics:AnIntroduction,6thedition.Boston:Bedford/St.Martin's.
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Pinker,Steven.(1994,reprinted2007).TheLanguageInstinct:HowtheMindCreatesLanguage.(availablefromdifferentpublishers;checkAmazon(http://www.amazon.com/)forusedcopies) Suggestedreading: Vanderweide,Teresa,WilliamO'Grady,JohnArchibald,MarkAronoff&JanieRees-Miller.(2010).StudyGuide:ContemporaryLinguistics:AnIntroduction.Boston:Bedford/St.Martin's. Prerequisite:SLS302(orconcurrent),LING102,LING320,orSLS600(orconcurrent) SLS460.EnglishPhonology ThiscourseprovidesanintroductiontothebasicsofEnglishphoneticsandphonologyastheyrelatetootheraspectsoflanguageandwithparticularemphasisonareasofinteresttosecond/foreignlanguagelearnersandteachers.Thecoursewillcoverthefollowing:
• ThesystemofEnglishconsonants,vowels,andprosodicelements • Issuesandtechniquesforteachingpronunciation • AnalysisofESL/EFLlearners'pronunciationandwaysofprovidingfeedback • Theacquisitionoffirstandsecondlanguagephonology • Howtransfer,universals,developmentalprocesses,age,andinstructionaffectthe
acquisitionprocess • Materialsusedinteachingpronunciation • TheroleofpronunciationinstructioninanESL/EFLcurriculum
Classeswillconsistoflectures,readings,discussions,dataanalysis,exercises,andmaterialsreview.Wherepossible,practicalclassroomapplicationswillbeprovidedanddemonstrated.ThecourseaimstoprovideEnglishteachersandfutureSLresearcherswithsomeunderstandingoftheEnglishsoundsystemandtoassistinthedevelopmentofasoundlybasedpronunciationpedagogy. Requiredtext: Celce-Murcia,M.,Brinton,D.M.,Goodwin,J.M,&Griner,B.(2010).Teachingpronunciation:Acoursebookandreferenceguide(2nded.).Cambridge:CambridgeUniversityPress. Suggestedreadings:Providedbyinstructor. Prerequisite:SLS302(orconcurrent). SLS480P(1).PedagogicGrammar.Ziegler Thiscoursehasthreedimensions:it(a)examinesparticulargrammaticalfeaturesofEnglishintermsoftheirforms,meanings,anduse,(b)explorespotentialdifficultiesinvolvedinlearningsecondlanguagegrammars,and(c)considersthedifferentwaysinwhichteachersmayhelpdeveloptheirlearners’abilitytouseL2grammaticalfeatures.Thetopicsanddiscussionofthecoursewillbeinformedbyinsightsfromlinguistictheoryanddescription,fromsecondlanguageacquisitionresearch,fromsecondlanguagepedagogy,andfromparticipants'ownexperienceoflearningandteachinggrammar.Bytheendofthiscourse,studentswillgain
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knowledgeofseminalreadingsandapproachesrelatedtosecondlanguagelearningandtheteachingofgrammar,aswellasdifferentpedagogicalapproachesfortheteachingofgrammar,includingconsiderationsforspecificpopulationsoflearners(L1s,EAP,etc.).Studentswillalsocreateanddevelopclassroommaterialsrelevanttotheirpersonalneedsandinterests. Requiredtext:Cowan,R.(2008).TheTeacher'sGrammarofEnglish.Cambridge:CambridgeUniversityPress. SLS485.ProfessionalisminSLS. Throughthiscourse,whichservesasthecapstoneexperienceintheSLSbachelor’sdegree,studentsreflectupontheirlearningandaccomplishmentsthroughoutthepursuitoftheirdegrees,becomeacquaintedwithdiverseconceptsofandapproachestoprofessionalisminthefield,andformallycompileaprofessionalportfolio.Evidenceoflearningandaccomplishmentswillincludeacademicwriting,presentations,artifactsandreflectionsonteaching,service,andresearchexperiences,andprofessionaldevelopmentexperiences.Expandingfromtheseinitialitems,studentscreateimportantelementsoftheirportfolios(includingcurriculavitae,statementsofprofessionalphilosophy(often,butnotlimitedto,philosophyofteachingstatements),coverletters,instructionalmaterials,researchpapers/presentations,websites,andsoon)andconductinformationsearchesinfieldsandlocationsforfutureemploymentorgraduatestudy.AllportfolioswillbeformallypresentedtotheDepartmentofSLS,aswellaswithintheclass. Requiredtexts:Providedbyinstructor Suggestedreadings:Providedbyinstructororstudents Prerequisite:ReservedforSLSmajorsintheirfinalsemesterofstudy SLS490.SecondLanguageTesting. SLS490isanintroductorylanguagetestingcoursethatoffersanopportunitytogainknowledgeinthecentralconceptsinsecond/foreignlanguagetesting.Inadditiontotheoreticalfoundations,wewilldealwithtechnicalandpracticalaspectsincludingdevelopmentandevaluationoflanguagetests.Therelationshipbetweenteachingandtestingandthewayinwhichtheoriesoflanguagelearningrelatetotestingarealsoafocus.Thecoursewillalsodiscusscurrentissueswithindiversetypesoflanguagetestsandcourseparticipantswillhaveopportunitiestoconstruct,tryout,andevaluatetheirownlanguagetests.Theclasswillbestructuredinalecture/discussionformat.Youwillberesponsibleforcompletingallreadingsandhomeworkontime.Thiswillfrequentlybethebasisfortheclassdiscussion.Nopreviousknowledgeofstatisticsoranadvancedlevelofmathematicsisrequired. Requiredtext:
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Brown,J.D.(2005).Testinginlanguageprograms:AcomprehensiveguidetoEnglishlanguageassessment.NewYork:McGrawHill. Unfortunately,theytookitoutofprint,soDr.Brownhasmadehardboundcopiesavailablefor$25.00atAmazon.com: http://www.amazon.com/Testing-Language-Programs-Comprehensive-Assessment/dp/0991585402/ref=sr_1_1?ie=UTF8&qid=1439006326&sr=8-1&keywords=brown+testing+in+language+programs Thatistheonlyplaceitisavailable(notattheUHMBookstore).Pleasebuyacopytohaveinclassonthefirstdayofthesemester. Additionalreadingsprovidedbyinstructor. Prerequisite:SLS302(orconcurrent),SLS441,LING102,orSLS600(orconcurrent) SLS610.IntroductiontoSecondLanguageTeaching.Crookes Thiscourseprovidesasurveyofcurrenttheory,researchandpracticeinthemajorcomponentsofsecondandforeignlanguagepedagogyandteachingprograms.Thesecomponentsincludeneedsandmeansanalysis,syllabusandcurriculumdesign,materialswriting,methodologyandpedagogy,skillsandskillsintegration,studentassessment,andprogramevaluation.Considerationwillalsobegiventothechangingsocial,economic,andpoliticalrolesoflanguageteachingandtheprofessionintheworldtoday.Boththeoreticalandpracticaldimensionsofclassroomteachingwillbetreated. Bytheendofthecourse,thestudentswillhaveanunderstandingofthefollowing:
1. Currenttheory,researchandpracticeinsecond/foreignlanguageteachingandteachertraining
2. Thesocio-cultural,psychologicalandlinguisticfactorsthathaveanimpactonlanguageteaching
3. Issuesinvolvedinteachingandintegratingthedifferentskillareasasandapproachestocurriculumdesignandlanguageteaching
SLS613.SecondLanguageListeningandSpeaking.Gilliland Thecoursefocusesonthetheoreticalandpracticalaspectsofteachinglisteningandspeakingtosecondlanguagelearners.Weexaminesuchtopicsasconversationalcompetence,listeningandspeakingcurriculumdevelopment,listening/speakingassessment,learningtasks,methodologicalissues,groupwork,games,androleplays. LearningOutcomes
• UnderstandingtheoreticalissuesinL2listeningandspeakingprocessesandinstruction• Developing,adapting,andevaluatinglisteningandspeakingtasks,activities,andmaterials• FamiliaritywithL2listeningand/orspeakingresearch• Reflectionandself-evaluationastoolsindevelopingasL2listeningandspeakingteachers.
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Requiredtexts: Field,J.(2008).Listeninginthelanguageclassroom.Cambridge,UK:CambridgeUniversityPress.(ISBN978-0-521-68570-2) Goh,C.C.M.,&Burns,A.(2012).Teachingspeaking:Aholisticapproach.Cambridge,UK:CambridgeUniversityPress.(ISBN978-1-107-64833-3) SLS618.LanguageandLearningTechnologies.Zheng Whatislanguage?Howdoweunderstandlanguageandlanguagelearninginthelightoflearningtechnologies?Howdowemakesense,makemeaningandrealizevalueswhentechnologiesareinvolvedinthelearningenvironment.Learningtechnologies,rangingfromvernacularuseofSkype,tosophisticatedvirtualworldtechnologies,andtoubiquitousmobiledevices,bringusnewchallengesandopportunitiesforcommunicationandsocialnetworking,aswellaslearning&teaching.Whataretherolesoflearningtechnologiesinlearning,instructionandcommunication?Dotheyfunctionasaninputtoaidlearning,suchasacquisitionoflexicogrammar?Dotheyfunctionastoolstohelpwithproblemsolving,suchaslookingupanewwordwhilereadinganarticle?Dotheyfunctionasamediatomakedistancecommunicationandinteractionpossible?Dotheyfunctionasobjectsthathavepotentialtochangethewaywelivesothatourcommunication(language)isbecominginherentlydifferent?Wewillexplorethesequestionsascentralthemesofthecourse,sothatwecangainadeeperunderstandingandbetunedtoaffordancesoftechnologyinthebroadestsense.Inthiscourse,wewilldothefollowing:
1. Exploredialogicalperspectivesoflanguageanditsimplicationsforsharing,co-construction,co-authoringandco-creationofidentityandmeaningintechnologysupportedlearningenvironments.
2. Investigatetheaffordancesoftechnologiesasindicatedbymembersoftheclass(throughdynamicneedsanalysis)forlanguagelearningandteaching.
3. Design,andconductstudiesofaspecifictechnologythatyouareinterestedin.Arangeofresearchquestionsareencouragedbyusingquantitativemethods,ethnography,discourseanalysis,conversationanalysisandmultimodalanalysis.
4. Developaminicurriculumthathasmajorcomponentsoftechnologyintegration.5. DevelopmaterialsusingtheWebasmajorresourceforyourtargetlearners.
ReadingsareaccessibleinLaulima.Prerequisite:SLS418orinstructor’sconsent SLS620.SecondLanguageReading.Day Thiscourseisanexaminationofthenatureofsecondlanguage(L2)readingprocesses,ofmethodologiesandapproachesinteachingL2reading,andofL2readingresearch.Thetheoreticalaspectsofthecourseareintegratedwithpracticalconcernsandexperiences
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includingobservation,classroompractices,assessment,coursedevelopment,andthedevelopment,selection,adaptation,andevaluationofmaterials. Aftercompletingthecourse,youwillbeableto[a]describethetheoreticalissuesinvolvedinreadingprocessesandreadinginstructioninL2settings;[b]develop,adapt,andevaluateL2readingtasks,activities,andmaterials;[c]discussandcritiqueL2readingresearch;[d]describeandanalyzeL2readinglessons;and[e]reflectonyourdevelopmentasanL2readingteacher.Therewillbeadditionallearningoutcomesbasedontheindividualrequirementsthatyouundertakeandtheelectivetopicsthatweselectandexamine. RequiredText: Grabe,W.(2009).Readinginasecondlanguage:Movingfromtheorytopractice.Cambridge:CambridgeUniversityPress. Inaddition,readingsfromavarietyofsources(e.g.,journals)willbemadeavailableasappropriate. SLS630.SecondLanguageProgramDevelopment.Brown Anexaminationofproceduresusedindesigning,implementingandevaluatinglanguageprograms.Thiscoursewillsurveykeyissuesinlanguagecurriculumdevelopment,introducestudentstoasystems‑basedapproachtoprogramandcurriculumdevelopment,andprovideopportunitiesforpracticalexperienceindevelopinglanguagecurriculum.Tothoseends,wewillcover:(a)thehistoryofcurriculumdesigninlanguageprograms,(b)thesystemsapproachtolanguagecurriculumdesign,implementation,andmaintenance,(c)languageneedsanalysis,(d)goalsandobjectivesforlanguageprograms,(e)languagetestingfornorm‑referencedandcriterion‑referencedpurposes,(f)choosing,adaptingandcreatinglanguagematerialsforaspecificprogram,(g)teachinginasystemsapproachlanguagecurriculum,(h)evaluationattheprogramlevelforimprovementandmaintenanceofcurriculum. RequiredText:Brown,J.D.(1995).Theelementsoflanguagecurriculum:Asystematicapproachtoprogramdevelopment.Boston:Heinle&Heinle. Othermorerecentreadingswillbeassignedtosupplementthattextbook. SLS650.SecondLanguageAcquisition. Thiscourseisdesignedtoprovideareviewofcurrenttheoryandresearchinchildandadultsecondlanguageacquisition.Inaddition,itwillreviewrelevantresearchinfirstlanguageacquisitionandexplorerelationshipsbetweentheoryandpracticeinthesecondandforeignlanguagelearningclassroom.Varioustheoreticalperspectivesandissuesareaddressed,includingcognitive-interactionist,emergentist,social,andpsycholinguisticapproaches,andprincipalareasofresearchsuchasageeffects,cognition,developmentoflearnerlanguage,and
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individualdifferenceswillbediscussed.Wewillalsoexaminetheavailablequantitativeandqualitativeresearchmethodsandhowtheymightbeusedinsecondlanguage(L2)research. Suggestedreading: Ortega,L.(2009).Understandingsecondlanguageacquisition.Oxford:OxfordUniversityPress. SLS660.SociolinguisticsandSecondLanguages.Thiscoursecoversbasicconceptsandissuesinsociolinguistics,broadlydefined,withasubstantialfocusonsecondlanguagelearningandteaching.Perspectivesincludethesociologyoflanguage,theethnographyofcommunication,interactionalandvariationalsociolinguistics,pragmatics,anddiscourseandconversationalanalysis.Courseactivitiesincludesubstantialreadinganddiscussion,small-scalefieldworkexercises,andaresearchpaperconsistingofaliteraturereviewandadesignforanempiricalstudy. SLS670.SecondLanguageQuantitativeResearch.Brown Thiscoursewillcoverbasicresearchdesignandstatisticalproceduresusedinsecondlanguageresearchmethodology.Topicswillincludetheorganizationofaresearchreport,strategiesforgathering,organizing,andanalyzingdata,criticallyreadingresearchreports,statisticallogic,descriptivestatistics,correlationandprediction,statisticalcomparisonofmeans,statisticalcomparisonoffrequencies,andothermoreadvancedstatisticalprocedures(orotherproceduresthatthestudentswishtoknowabout)astimepermits.Tosomedegree,wewillalsoexaminethedifferenttypesoftestsandobservationproceduresusedspecificallyinsecondlanguageresearch.ThestudentswillbeaffordedanopportunitytoworkwiththeSPSSstatisticalprogram(whichcandoalloftheabovestatisticsonaWindowsorMacIntoshcomputer),andwillberequiredtodoexercisesonthecomputer.Inaddition,thestudentswillbeexpectedtoreviewonestatisticalarticleoftheirchoosing,anddotheirownresearchproject—eitherinaregularresearchreportform(includingIntroduction,Methods,Results,andDiscussion/Conclusionssections)orintheformofaclearproposalforresearch. Textbookwillbesupplied: Hudson,T.(forthcoming).ResearchDesignandAnalysisinAppliedLinguistics. SLS675.SLQualitativeResearch.Kasper Thecoursewillintroducestudentstotheprinciplesandpracticesofqualitativeresearchandtheirapplicationtoresearchproblemsinthedomainsofsocialinstitutions,multilingualism,andlearninganddevelopment,includingthedevelopmentoflanguageandprofessionalcompetencies.Thecoursepursuestwoaims:(1)todevelopstudents’abilitytocriticallyappraisereportsofqualitative(L2)researchand(2)topreparestudentstoconductaqualitativestudyonanappliedlinguistictopicoftheirchoice,ortofurtherdevelopastudythatisalreadyunderway.Inordertomeetbothofthesegoals,particularemphasiswillbegiventothearticulationoftheoryandmethodology,i.e.,thecoherenttransformationoftheoryinto
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method.Studentswillgetfirst-handexperiencewithpracticesofobservationandinterviewing,visualanalysis,documentanalysis,andmultimediaanalysis.Courserequirementswillincludereadinganddiscussionofmethodologicaltexts,reviewsofreportsonqualitativestudies,andpracticalactivities. RequiredText: Silverman,D.(Ed.)(2016).Qualitativeresearch.4thedition.London:Sage. Pleaseorderyourowncopies. SLS680P.TopicsinSLPedagogy SLS730.AdolescentandAdultSecondLanguageLiteracies.Gilliland Inthisclass,weexaminetheoriesanddefinitionsofacademiclanguageandliteracies(broadlyconstrued)fortheschoolingofadolescentandadultsecondlanguagelearners.Wereadstudiesoflanguagesocializationandclassroomlanguageuseastheyrelatetotheacquisitionanduseofthelanguageofschooling,focusedonlearningexperiences,identity,andpedagogicalconcernsforadolescentandadultSLlearnersinUS(andotherEnglish-medium)contexts,withparticularconcernforGeneration1.5/Long-termEnglishLearnersandadultimmigrants.Wefurtherexamineeducationalpoliciesthatshapethesestudents’academictrajectories(highstakestesting,schoolplacement,adultschoolfundingandcurriculum,etc.)anddiscusspedagogicalimplicationsforteachersofadolescentandadultlearnersinESLandmainstreamclassrooms.Wewillalsoexamineandengageinqualitativeresearchmethods(participantobservation,discourseanalysis,anddocumentanalysis)tocollectandanalyzelanguageandliteracydataandtoanalyzelearners’experiencesandcontextualissues.Afinalprojectrelatedtothestudyoflanguageandliteraciesasusedinanactualclassroomorothercontextcanbeconductedinasiteofthestudent'schoice.WhiletheassignedreadingsprimarilyfocusonEnglishasthemediumofinstructioninUSschools,thiscourseisintendedforstudentsinterestedinadolescentandadultacademicsecondlanguagedevelopmentinmanydifferentcontexts,andstudentsareencouragedtoselectreadingsandresearchprojectfociaccordingly. RequiredText: Dyson,A.H.,&Genishi,C.(2005).Onthecase:Approachestolanguageandliteracyresearch.NewYork:TeachersCollegePress. SLS760.LinguisticLandscapes.Higgins ThisseminarexaminesthenewandinterdisciplinaryresearchareaofLinguisticLandscapes,thatis,thestudyofhowlanguagesaredisplayed,used,andunderstoodinpublicspaces.WhileearlyLLresearchexaminedethnolinguisticvitalityandlanguagepolicyinrelationtotheuseoflanguagesinpublicsigns(Cenoz&Gorter,2006;Landry&Bourhis,1997),morerecentworkhas
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takenadeeplycontextualizedperspective,seekingtoinvestigatenotonlythepresenceorabsenceoflanguages,butalsotounderstandtheproductionandinterpretationofsignsintheirhistoricalandsociopoliticalcontexts.LLresearchalsoinvestigatesthesemioticsofplace,includingthewaysthatlanguageinpublicspacereflectsbutalsoconstitutesidentitiesrelatedtoethnicity,cosmopolitanism,andlocalpride.MuchrecentworkexaminestheuseofEnglishasagloballanguageandthenewsocialmeaningsthatEnglishacquiresasitisrecontextualizedforlocalpurposes.Inaddition,agrowingbodyofLLresearchnowalsoexploresthesocio-politicalimplicationsofmakingspacefornewlanguages,includingindigenouslanguagesandlanguagesofimmigrantgroups.Inthisseminar,wewillbecomefamiliarwiththecontributionsandcontroversieswithinthefieldofLLstudieswhilecarryingoutourownfieldworkinOahu’slinguisticlandscapesinvolvingChinese,English,Hawaiian,Japanese,Korean,andPidgin.Inthefirsthalfofthesemester,seminarparticipantswillworkingroupstoexaminesectionsofthecitywithreferencetoexistingstudiesasawaytoengagewiththemethodsandresearchfindingsinthefield.WithsupportfromUHM’sDigitalHumanitiesInitiative,wewilllearnhowtodocumenttheLLbycreatingdigitalmapsoflanguageusebasedonourfieldwork.WewillalsoexaminedevelopmentscurrentlyunderwayinLLresearchthatattempttoapplyLLworktoreal-worldneedsintherealmsofeducation,tourism,economics,humangeography,andurbanplanning.Finally,studentswillhavetheopportunitytodevelopaproposalortowriteupatermpaperforanLLstudyonthecontextoftheirchoice. RecommendedReadings: Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity. Multilingual Matters. Rubdy, R. & Ben Said, S. 2016. Conflict, exclusion and dissent in the linguistic landscape. Palgrave. Shohamy, E. G., Rafael, E. B., & Barni, M. (Eds.). (2010). Linguistic landscape in the city. Multilingual Matters. SLS775(1).TheSocialLifeofResearchMethods:KnowledgeProductioninAppliedLinguistics.Kasper Themethodologicalliteratureinappliedlinguisticscoversawiderangeofqualitative,quantitative,andmixed-methodsapproaches.Itpromotesunderstandingandexpertuseofourempiricalmethodsandilluminateshowdifferentmethodsgeneratedisciplinaryknowledge.Inthisseminarwewillconsiderresearchmethodsinappliedlinguisticsandelsewhereinthe(social)sciencesasformsofsocialpractice.Wewillsituatethisundertakingintwocognateresearchtraditions,thelongstandingethnomethodologicalprogramonscientificresearchasapracticalsituatedaccomplishment(e.g.,Lynch,1993)andseveralstrandswithinappliedconversationanalysis(Antaki,2011).Basedontheresearchliteratureandempiricaldata,wewillexaminehowresearchersandresearchparticipantsaccomplishstandardappliedlinguistic
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researchmethodsassocialinteractioninrealtimeandinthiswaygetaninsider’sperspectiveonknowledgeproductioninourfield. Notextbook. ReadingswillbeavailableonLaulima. SLS775(2).Ethnography.as.Multicultural/Multilingual.Policy-Making.Davis