George Washington University

    The George Washington University Graduate School of Education and Human Development

    Department of Teacher Preparation and Special Education

Syllabus for TRED 257: Second Language Acquisition

Summer 2007, 5/22 – 6/28			Dr. Jill Robbins
Tuesdays & Thursdays 6 - 9 pm			Tel. (240) 485-7500 (cell) (202) 973-1086 (office)
Graduate Education Center - Arlington			e-mail
Office hours by appointment at 2011 Eye St, NW Suite 200 (or at Starbucks in Virginia Square before or after class)
Texts	Requirements	Objectives	Assignments
Behavior	Schedule	Technology	Universal Design

                                            BRIDGING CONCEPTS

The following bridging concepts or overarching themes are central to the new, unified conceptual framework of the School and weave through the mission, goals and initiatives of its strategic plan. These bridging concepts are:

• Research & Scholarship
• Research and Scholarship are Prerequisite to the Improvement of Educational Practice.
• Leadership in the Educational Endeavor
• Leadership is Critical in the Reform and Redesign of Education and Human Service at all Levels.
• Building Reflective Practitioners
• Building Reflective Practitioners Through the Integration of Theory and Practice Needs to be a Focus of All Programs.
• Service to the Multi cultural, Multinational, and International Community of Diverse learners.
• A Community of Diverse Learners is Prerequisite to Success in the Education and Human Service Professions.

Course Description and Objectives

This course addresses TESOL Standards 1a: Describing Language and 1b: Language Acquisition and Development and ACTFL Standard 3a: Understanding Language Acquisition and Creating a Supportive Classroom by examining and comparing major second language acquisition theoretical issues and research findings and applications. In this course students will:

1. Gain an understanding of the nature of second language acquisition processes and how they affect student learning;
2. Study the differences and similarities between first language development in children and second language acquisition by children and older learners;
3. Relate second language acquisition processes to general learning theories;
4. Identify cognitive variations in second language acquisition, including learning styles and learning strategies.
5. Identify personality and affective factors that influence a student’s learning of a second or foreign language;
6. Identify social and cultural aspects of the second language acquisition process;
7. Analyze learners’ errors and relate them to their stage of language development, proficiency level, and acquisition of communicative competence;
8. Identify different models of instructional delivery in the ESL and foreign language classroom;
9. Investigate the language development of a second language learner and relate findings to research on second language acquisition; and
10. Explore classroom applications of language acquisition theory and research.

Texts

Brown, H. D. (2006). Principles of language learning and teaching. Fifth Edition. White Plains, NY: Pearson Education.
Brown, H. D., and Gonzo, S. (1995). Readings on second language acquisition. Englewood Cliffs, NJ: Prentice-Hall Regents.
Additional assigned readings will be provided

Course Requirements

Class attendance, punctuality, completion of reading and other assignments, and active participation in class are required. One excused absence is allowed. The following assignments are required:

ASSIGNMENT	% OF GRADE
Self-reflection blog	5%
Web-based SLA bibliography	10%
Team informal case study presentation	20%
Learning Strategies Diary	15%
Expert group report on assigned readings	25%
Individual research project	25%

Classroom behavioral expectations:

            Food: It is understood that the class time may be the most convenient time to have dinner for those who are working until 5 or have a long commute. However, eating tends to distract attention from presentations and discussion. Please eat food that you have brought before class begins or wait until the break time to eat. Sharing of snacks is permitted during the class time as long as they are not of a disruptive nature, in which case it’s preferable to share them during the break time.

            Computers: Student use of laptops should be limited to following along with the discussion through the class notes pages or links provided by the professor. Typing of homework or other documents during class is considered cyber rudeness.

            Discussion: During class discussions, try to avoid starting a one-to-one side discussion with classmates. Respect speakers by allowing them to complete their thoughts before jumping in with your own opinions. Awareness of differing conversational styles should inform participants’ patient listening habits.

Description of Assignments

1. Reflection on self as a language learner: Write a 1-2 page journal-style reflection on your experiences learning language(s).  Some things to think about: effective teachers, classroom experiences, traveling or living abroad, interaction with native speakers and media/Internet. This should be submitted via the class blog.
2. Web-based SLA bibliography: Cite and describe (i.e., annotate with a paragraph that includes specific examplesin writing or verbally on the class podcast) 5 web sites that provide scholarly information on research in second language acquisition. Use the APA method of electronic citation (see http://www.apastyle.org/elecref.html) and submit electronically in text or audio file. Example of a text based bibliography is here.
3. Team Case Study Presentation: Two to three students will work together to conduct an informal case study of a second language learner. The informal case studies will be presented to the whole class, who will make suggestions for additional research directions. Presentations will be linked to class pages so make sure no identifying names are given in them. (see instructions for assignments)
4. Learning Strategies Diary: Keep a diary for one week in which you record your own learning strategies and reflect on them. Write 3-4 pages about what you learned. As an alternative to a written product for this, you can post your observations as a blog or series of blogs. This way the class can share in the discussion.
5. Expert Group Reports: The class will work in 5 expert groups, with each group working on one topic. The topics are:

a.    First and second language acquisition
b.   Cognitive variation in second language acquisition
c.    Affective factors in second language acquisition
d.    Sociocultural factors in second language acquisition
e.    Development of second language communicative competence.

Each group will read 5 articles on their topic, two from Readings in Second Language Acquisition and 3 additional articles on the same topic. The groups will analyze, discuss, and report on their articles to other class members. The reports will be presented visually (e.g., graphic organizers, pictorially) and/or through the use of technology (e.g., podcast, computer presentation, video). Feel free to ask Jill for assistance with electronic presentation set up. See a model here.

6. Research Project: This individual project will include information from the group informal case study, but with additions and expansions made by the writer, including a review of 4-5 research articles that provide insights into the findings of the case study. The research project should be about 9-10 pages in length and must conform to APA Style for full credit. . APA’s site link http://www.apastyle.org/pubmanual.html lists a number of resources for citation guidelines; software and guides are downloadable.
   Note: More details about assignments will be provided in class. See a model of an excellent project here.

.Note:    PLLT = Principles of Language Learning and Teaching
    RSLA = Readings on Second Language Acquisition

Session	Date	Topic	Assignment for current week
1	5/22	Definitions and Course Requirements
2	5/24	First Language Acquisition Due: Reflection on Self as a Language Learner	PLLT Ch.1, (p. 1 - 19; Language, Learning, Teaching)  Ch 2 (p. 20 - 48; First Language Acquisition) RSLA Ch. 1 (p. 1 - 35; Statistics as a FL)
3	5/29	Comparing First and Second Language Acquisition	PLLT Ch. 3 (p. 49 - 77; Age & Acquisition) RSLA Ch. 2 (p. 55 - 116; Comparing L1 & L2 Acquisiton)
4	5/31	Human Learning (Guest Prof: Abbe Spokane)	PLLT Ch. 4 (p. 78 - 111; Human Learning)
5	6/5	Cognitive Variations in Language Learning: Styles and Strategies Due: Web-Based Bibliography of SLA resources Due: Case Study Presentation	PLLT Ch. 5 (p. 112 - 141; Cognitive Styles & Strategies)
6	6/7	Learning Strategies in Second Language Acquisition Due: Case Study Presentation	RSLA Ch. 6 (p. 138 - 160; Listening Comp. Strategies)
7	6/12	Personality and Affective Factors in Second Language Acquisition Due: Case Study Presentation	PLLT Ch. 6 (p. 142 - 175; Personality Factors) RSLA Ch. 7 (p. 161 - 205; Affective Factors)
8	6/14	Sociocultural Factors in Second Language Acquisition Due: Case Study Presentation Due: Expert Reports Group A	RSLA Ch. 9 (p. 227 - 261; World Englishes) RSLA Ch. 10 (p. 262 - 280; Pidginization)
9	6/19	Contrastive Analysis, Interlanguage, and Error Analysis Due: Expert Report - Group B	PLLT Ch. 8 (p. 207 - 244; Contrastive Analysis) RSLA Ch. 11 (p. 306 - 330;   Task-Related variation in Interlanguage)
10	6/21	Communicative Competence Due: Expert Report - Group C Due: Learning Strategies Diary (From groups A, B, D, & E)	PLLT Ch. 9 (p.245 - 270; Communicative Competence) RSLA Ch. 14 (p. 363 - 385; Sex Differences and Apologies)
11	6/26	Second Language Acquisition in Immersion Classrooms Due: Expert Reports Group D Due: Learning Strategies Diary (Expert Group C)	Immersion Supplemental Reading
12	6/28	Theoretical Perspectives; Practical Applications of Second Language Acquisition Theory Course evaluations Due: Research Project Due: Expert Reports – Group E	PLLT Ch. 10 (p. 271 - 299; Theories of SLA) RSLA Ch. 18 (p. 470 - 488; Least a Theory has to Explain)

EXPECTATIONS FOR USE OF TECHNOLOGY

            The instructional delivery methods include computer display of content and multi-media presentations, podcasts, web pages, and blogs. There is an expectation that each student will incorporate technology into their presentations, which can include presentation software, podcast of audio or video clips, or on-line links. Students are encouraged to ask for help whenever they need it with technology used in the course. Dr. Robbins loves to teach how to use computers and other technology!

UNIVERSAL DESIGN PRINCIPLES

            This course integrates the 9 principles of universal design for learning and instruction. The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts.

•           Principle 1: Equitable use. Instruction is designed to be useful to and accessible by people with diverse abilities.

•           Principle 2: Flexibility in use. Instruction is designed to accommodate a wide range of individual abilities, providing choice in methods of use.

•           Principle 3: Simple and intuitive. Instruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level.

•           Principle 4: Perceptible information. Instruction is designed so that necessary information is communicated effectively to the student, regardless of ambient conditions or the student's sensory abilities.

•           Principle 5: Tolerance for error. Instruction anticipates variation in individual student learning pace and prerequisite skills.

•           Principle 6: Low physical effort. Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning.

•           Principle 7: Size and space for approach and use. Instruction is designed with consideration for appropriate size and space for approach, reach, manipulations, and use regardless of a student's body size, posture, mobility, and communication needs.

•           Principle 8: A community of learners. The instructional environment promotes interaction and communication among students and between students and faculty.

•           Principle 9: Instructional climate. Instruction is designed to be welcoming and inclusive and high expectations are espoused for all students (NCSU, Center for Universal Design, 1997)