COURSE OUTLINE1. Understanding of first language (L1) and second language (L2) acquisition processes, research, and developmental stages as well as their applicability to classroom instruction.2. Knowledge of various definitions and theories on bilingualism, language proficiency, and language acquisition.3. Understanding of the developmental stages of L2 acquisition.4. Ability to identify and discuss the social, cultural, affective, and cognitive factors playing a role in L2 acquisition.5. Familiarity with the concepts of code-switching, language borrowing, and the role of L1 and L2 acquisition and foreign/world language acquisition.6. Familiarity with the relationship of standard languages and dialects and the implications for teaching.7. Understanding the relationships among teaching practice and second language acquisition (SLA) research, methods of teaching foreign/world/second languages and language assessment practices.8. Use of technology to assist in their understanding of SLA and an understanding of its use to support learning in the WL/SL classroom.Details to guide you in your analysis process:Course Performance-based AssessmentGeorge Mason UniversityCollege of Education and Human DevelopmentGraduate School of EducationEDCI 516-001-CRN 13461BILINGUALISM AND LANGUAGE ACQUISITION RESEARCHSpring 2005Professor: Jorge P. Osterling, Ph.D.Class Day & Time: Thursdays, 4:30 – 7:10 p.m.Class Location: Robinson Hall A247 Contact Information & Office HoursE-Mail:[email protected]: Robinson A, Room 323Office Hours: Thursdays 2:00 - 4:00 pmAnd by appointmentTelephone: 703 – 993 - 8136Fax: 703 – 993 – 3336Profile: http://mason.gmu.edu/~josterli/COURSE OUTLINEA. Course Description:This course will provide students with knowledge of first and second language acquisition,including the interaction of a bilingual’s two languages, with implications for the classroom. This is a required course for Virginia State PK - 12 ESL/FL licensure and for foreign language immersion teachers. Students will examine research on the cognitive and linguistic achievements of bilingual children and will acquire knowledge about the consequences of bilingualism for children’s cognitive development, school achievement, and linguistic processing. B. Course Delivery:Course delivery is accomplished in a combination of ways in order to meet the needs of alllearners and learning styles. Course delivery is accomplished through a variety of in-class, on-line, and individualized instructional strategies. Instruction includes: - Presentations (i.e., lectures,/lecturettes assisted by Power Point and other visuals);- Discussions (i.e., active involvement of students in learning by asking questions that provoke critical thinking and verbal interaction); - Cooperative learning (i.e., small group guided learning interactions emphasizing learning from and with others); - Collaborative learning (i.e., heterogeneous groups in an interdisciplinary context);EDCI 516/Fox & Osterling/Spring 20051- Guest lectures; - Student presentations;- Video presentations;- Blackboard 6 web-based course management system.The seminar format of EDCI 516 requires the active participation of all students. As an experiential course, it is structured around discussion, hands-on activities, and small group projects. Therefore, it is critical that students attend all classes, actively participate in class, and keep up with the readings. Students should be prepared to discuss the content readings in class and on the class Blackboard site in relation to teaching culturally and linguistically diverse students in grades PK-12, as well as to ask questions for clarification, exploration, or discussion. To extend learning beyond the scope of the class time and to promote continuing dialogue among class members, students will also be expected to post emergent thoughts and responses regularly on the class Blackboard site and should thus have regular access to a computer with internet access. C. College of Education and Human Development Statement of Expectations and George Mason University Statement of Professional Behavior and Dispositions, Honor Code, and Policy on Disabilities: The Graduate School of Education (GSE) in the College of Education and Human Development expects that all students abide by the following: Students are expected to exhibit professional behavior and dispositions. See http://gse.gmu.edu/facultystaffres/profdisp.htm for a listing of these dispositions. Students must follow the guidelines of the University Honor Code. See http://www.gmu.edu/catalog/apolicies/#TOC_H12 for the full honor code. Students must agree to abide by the university policy for Responsible Use of Computing. See http://mail.gmu.edu and click on Responsible Use of Computing at the bottom of the screen. Students with disabilities who seek accommodations in a course must be registered with the GMUDisability Resource Center (DRC) and inform the instructor, in writing, at the beginning of the semester. See www.gmu.edu/student/drc or call 703-993-2474 to access the DRC.D. Course Outcomes: At the conclusion of EDCI 516, students will be able to demonstrate:1. Understanding of first language (L1) and second language (L2) acquisition processes, research, and developmental stages as well as their applicability to classroom instruction.2. Knowledge of various definitions and theories on bilingualism, language proficiency, and language acquisition.3. Understanding of the developmental stages of L2 acquisition.4. Ability to identify and discuss the social, cultural, affective, and cognitive factors playing arole in L2 acquisition.5. Familiarity with the concepts of code-switching, language borrowing, and the role of L1 and L2 acquisition and foreign/world language acquisition.6. Familiarity with the relationship of standard languages and dialects and the implications forteaching. EDCI 516/Fox & Osterling/Spring 200527. Understanding the relationships among teaching practice and second language acquisition (SLA) research, methods of teaching foreign/world/second languages and language assessment practices. 8. Use of technology to assist in their understanding of SLA and an understanding of its use to support learning in the WL/SL classroom. E. Relationship to Program Goals and Professional OrganizationsLanguage is the most human form of behavior, and the investigation of what research shows us about how language is acquired and the study of how