Syllabus

ENGL 4420/6420 Teaching Syntax & Phonology to English Language Learners Summer, 2012, Weber State University DOWNLOAD SYLLABUS: CLASS DATES/TIMES: 10:30 am – 1:10 pm MW Elizabeth Hall 204, Jun 25 - Aug 13

INSTRUCTOR: Dr. Tim Conrad, EH 257 (my office), tconrad@weber.edu, 801-564-5944 (my cell)

COURSE OBJECTIVES: In this class, you will review the key aspects of syntax (grammar) and phonology (sound system), which English language learners need to know for everyday and academic communication. You will also practice ways to set up interesting, natural ways to teach these concepts focusing on the following important factors:

*Understanding how grammar shows us powerful things we can DO with English, not simply what we SHOULDN’T DO. *Recognizing formal and informal speech & writing; personal, regional, & international English dialects *Providing both direct and indirect practice of English grammar and sounds *Using a variety of topics: general, specific, social, academic, humorous, and serious *Considering the age of the English language learner *Planning for the type of communication: reading, writing, conversation, listening *Gaining an awareness of the common kinds of grammar and pronunciation problems for all ESL students, as well as errors influenced by a student’s home language

TEXTBOOK: //Keys to Teaching Grammar to English Language Learners//, by Keith S. Folse *In addition, the instructor will make available during class English Phonology Notes & Exercises

SYLLABUS & CLASS SCHEDULE

June 25, Monday: 1) Introduce syntax and phonology for English language learners (ELLs) 2) Read & discuss the textbook “Foreword” and “Preface” (pp. iii-x) 3) Chapter 1: Four “Pre-test” Quizzes about native-speaker and ELL grammar ASSIGNMENT 1: Look at Chapter 1, Section 2. In this section, choose one “approach” or “role” affecting the teaching of grammar, and be prepared to explain it to a classmate in our next class. Include at least one descriptive example from your own experiences or observations. Write up one paragraph/half-page and post it on the Wikispaces page called “ASSIGNMENT 1.”  TO READ: Sections 1 & 2 of Chapter 2, pp. 31-63

June 27, Wednesday: 1) You will explain your grammar teaching approach or role to a classmate 2) During class, we will work through Sections 1 & 2 of Chapter 2, pp. 31-63 ASSIGNMENT 2: Read Sections 3 & 4 of Chapter 2 and complete Activities 1 and 2 on pages 84 & 85, writing your answers in your book or in a notebook. After you’re finished, on the Wikispaces page called “ASSIGNMENT 2” post 12 original sentences about your own personal life, using each of the 12 different types of verb tenses. TO READ: Keys 1 & 2 of Part 3 about ELL Grammar: pp. 89-113.

July 2, Monday 1) During class we will complete practices about the information of Keys 1 & 2 2) You will compare your 12 verb-tense sentences with classmates during class. 3) Phonology Notes & Exercises ASSIGNMENT 3: On the Wikispaces page called “ASSIGNMENT 3,” post your information/conclusions about your choice of the “Find Out” research question asked in either Key 1 or Key 2.  CLASS PRESENTATIONS: For July 9, Monday, two class members will give a brief interactive discussion/demonstration about their choice of one of the Part 4 “Hot Seat” Grammar Questions. Also two class members will give reports/demonstrations about their choice of one of the Part 5 Specific Techniques for Teaching ELL Grammar.  TO READ: Keys 3 & 4

July 4, Wednesday: NO CLASS, HOLIDAY

July 9, Monday 1) Student Presentations about “Hot Seat” and Grammar Teaching Techniques 2) In-class practices about Keys 3 & 4 3) Phonology Notes & Exercises ASSIGNMENT 4: Post your “Find Out” choice for Key 3 or 4.  CLASS PRESENTATIONS: Two students about “Hot Seat” questions and two about Grammar Techniques  TO READ: Keys 5 & 6

July 11, Wednesday 1) Student Presentations 2) Key 5 & 6 Practices ASSIGNMENT 5: Post your “Find Out” choice for Key 5 or 6. CLASS PRESENTATION ASSIGNMENTS: “Hot Seat” and Grammar Techniques TO READ: Keys 7 & 8

July 16, Monday 1) Student Presentations 2) Key 7 & 8 Practices 3) Phonology Notes & Exercises ASSIGNMENT 6: “Find Out” for Key 9 or 10.  CLASS PRESENTATION ASSIGNMENTS  TO READ: Keys 11 & 12

July 18, Wednesday 1) Presentations 2) Key 11 & 12 Practices ASSIGNMENT 7: “Find Out” for Key 11 or 12 CLASS PRESENTATION ASSIGNMENTS TO READ: Keys 13 & 14

July 23, Monday 1) Student Presentations 2) Key Practices 3) Phonology ASSIGNMENT 8: “Find Out” for Key 13 or 14  PRESENTATION ASSIGNMENTS  TO READ: Key 15

July 25, Wednesday 1) Student Presentations (we will wait until August 1) 2) Key Practices ASSIGNMENT 9: “Find Out” for Key 15 TO READ: The remaining “Hot Seat” and Grammar Techniques not yet covered

July 30, Monday: NO CLASS, I’LL BE OUT OF TOWN

August 1, Wednesday 1) Student Presentations 2) Discussion and practice of remaining Hot Seat & Grammar Techniques 3) Phonology LAST ASSIGNMENT/HOMEWORK: Study & review for the final exam

August 6 & 8, Monday & Wednesday Final practice and review of phonology and grammar

August 13, Monday: FINAL EXAM

COURSE ASSESSMENT: Each of the following will count one-third of your total grade: 1) Attendance & In-Class-Work, 2) Assignments & Class Presentations, and 3) Final Exam

LATE WORK: If you are late for any required assignment, make sure you get it to me by the next class day and you will not lose any credit. Email or see me if you need to miss a class.

OTHER UNIVERSITY COURSE/STUDENT REQUIREMENTS & RESOURCES: // Academic Dishonesty // : As specified in PPM 6-22 IV D, cheating and plagiarism violate the Student Code. Plagiarism is “ the unacknowledged (uncited) use of any other person’s or group’s ideas or work.” Students found guilty of cheating or plagiarism are subject to failure of a specific assignment, or, in more serious cases, failure of the entire course. // Core Beliefs // : According to PPM 6-22 IV, students are to “[d] etermine, before the last day to drop courses without penalty, when course requirements conflict with a student's core beliefs. If there is such a conflict, the student should consider dropping the class. A student who finds this solution impracticable may request a resolution from the instructor. This policy does not oblige the instructor to grant the request, except in those cases when a denial would be arbitrary and capricious or illegal. This request must be made to the instructor in writing and the student must deliver a copy of the request to the office of the department head. The student's request must articulate the burden the requirement would place on the student's beliefs.” // Disability Accommodation // : PPM 3-34 notes: “When students seek accommodation in a regularly scheduled course, they have the responsibility to make such requests at the Center for Students with Disabilities __before__ the beginning of the quarter [semester] in which the accommodation is being requested. When a student fails to make such arrangements, interim accommodations can be made by the instructor, pending the determination of the request for a permanent accommodation.”

// Emergency Closure: // If for any reason the university is forced to close for an extended period of time, we will conduct our class. . . . [via e-mail, WebCT, Blackboard, etc.]. Look for announcements on. . . . [Weber e-mail, our listserv, etc.].