CPS SCHOOL OF EDUCATION AND COUNSELING GRADUATE LEARNING MODULE EDES 630 LINGUISTIC STUDY OF ENGLISH & ITS CLASSROOM IMPLICATIONS Term___________________ Semester___________________ Year_____________ (8w1, 8w2, semester) (Fall, Spring, Summer) Student Name __________________________________ Phone Number ______________ Instructor Name ________________________________ Phone Number ______________ Course Description: This course provides an understanding of language as a structural system. It emphasizes sound patterns, word formation, meaning, and sentence structure, and explores the use of linguistic error analysis and the use of linguistic skills for classroom problem solving. Course Prerequisites: EDES 600 Foundations of Language Diversity EDES 601 Social and Political Perspectives EDES 602 Cultural and Language Diversity Learning Topics: Learning Topic #1: Sociolinguistics Learning Topic #2: Language Acquisition Learning Topic #3: English Phonology Learning Topic #4: English Orthography Learning Topic #5: Phonics Learning Topic #6: English Morphology Learning Topic #7: English Syntax Learning Topic #8: “Standard English” Field Experience: This course includes 2 field experience hours in designated requirements. In order to receive a final grade for the course, students must turn in field experience logs at the required time. Students must maintain a copy for their personal records and/or the portfolio. Standard Elements By passing this course with a grade of B- or better, it is assumed the student has passed the appropriate performance based standards and elements at a level of Proficient or Distinguished. First Night Assignment (for classroom-based courses only) Required Resources:- 2 - © Regis University 2004 All Rights Reserved Revised 8/20/04 Freeman, D.E., and Y.S. Freeman. (most recent edition). Essential Linguistics: What you need to know to teach reading, ESL, spelling, phonics and grammar. Portsmouth, NH: Heinemann. Disability Statement: Equal access to education means equal opportunity to learn in an academic setting. Under Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act of 1990, students with documented disabilities who are otherwise qualified have a right to equal access to classes at Regis University. If you have a documented disability requiring academic adjustments for this class, please contact the Director of the Office of Disability Services at 303-458-4941 for discussion of disability issues. Since accommodations are not retroactive, it is suggested that you contact the Disability Services Office as soon as possible; adequate lead-time may be required to receive accommodations, including review of appropriate documentation. Regis University Grading Scale: A 93-100 A- 90-92 B+ 88-89 B 83-87 B- 80-82 C+ 78-79 C 73-77 C- 70-72 D+ 67-69 D 63-66 D- 60-62 F 59 or lower Assessments Reflection paper 10 points Summary 10 points Error Analysis 10 points Observation paper 10 points Spelling/Writing plan and reflection 10 points Running Record/Miscue Analysis 10 points Word Classification 10 points Lesson 10 points Language Structures and Implications 10 points Philosophy 10 points TOTAL 100 points NOTE: The facilitator may provide additional learning opportunities during the course. The course outcomes, however, will not change. Teaching Fundamentals * = Teaching Fundamental addressed in this course- 3 - © Regis University 2004 All Rights Reserved Revised 8/20/04 Performance-Based Standards for Teachers: Standard One: Knowledge of Literacy* Standard Two: Knowledge of Mathematics Standard Three: Knowledge of Standards and Assessment Standard Four: Knowledge of Content Standard Five: Knowledge of Classroom and Instructional Management Standard Six: Knowledge of Individualization of Instruction Standard Seven: Knowledge of Technology Standard Eight: Democracy, Educational Governance and Careers in Teaching Standards for Teachers of Language Diverse Education Addressed in this Course: *8.22(1) The educator of linguistically diverse students is knowledgeable about first and second language acquisition and learning, including but not limited to: the nature of bilingualism and multilingualism; and the relationships and implications of each in the teaching of second language learners. *8.22(2) The educator of linguistically diverse students is knowledgeable about the foundations of the English language and the principles of English language acquisition, including, but not limited to: linguistics, psycholinguistics, and sociolinguistics, and is able to contrast the features and styles of English and other languages. *8.22(3) The educator of linguistically diverse students shall know and understand language teaching methodology and instructional techniques for teaching a wide range of linguistically diverse students, K-12, founded on scientifically based research and proven applications; content based strategies; identification, selection, evaluation, design and adaptation of appropriate instructional materials; and child and adolescent literature from various cultures. *8.22(4) The educator of linguistically diverse students should know and be able to apply a practical understanding of assessment practices and applications in the instructional process. *8.22(5) The educator of linguistically diverse students is knowledgeable about communication strategies and availability of resources. *8.22(6) The educator of linguistically diverse shall self-assess the effectiveness of instruction, as based on the achievement of students, and pursue continuous professional development, through appropriate activities and coursework, and through participation in relevant professional organizations. Nine Essential Strategies for Teachers: Identifying Similarities and Differences* Summarizing and Note taking* Reinforcing Effort and Providing Recognition* Homework and Practice * Nonlinguistic Representations* Cooperative Learning* Setting Objectives and Providing Feedback* Generating and Testing Hypotheses* Questions, Cues, and Advance Organizers* SCHOOL OF EDUCATION AND COUNSELING Mission Components: Strong Scholarship and Service in the Jesuit Tradition*- 4 - © Regis University 2004 All Rights Reserved Revised 8/20/04 Personalized Programming for Adults * Innovative Instruction and