English Language Learner:
Linguistics
|
Dr.
Karen Lea |
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Phone: |
509-891-7219 |
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Office
Hours: |
8
a.m. to 5 p.m. PST Monday - Friday |
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Email: |
|
|
Address: |
Virtual
Education Software |
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23403
E Mission Avenue, Suite 220F |
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Liberty
Lake, WA 99019 |
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Technical
Support: |
English
Language Learner: Linguistics was
written to help teachers understand concepts and terms related to educating
students whose first language is not English. This course discusses how to understand theoretical foundations of
linguistics and how to apply the knowledge and skills in linguistics in ELL
classrooms and content classrooms.
This
computer-based instruction course is a self-supporting program that provides
instruction, structured practice, and evaluation all on your home or school
computer. Technical support information can be found in the Help section of
your course.
|
Title: |
English Language Learner: Linguistics |
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Publisher: |
Virtual Education Software, inc. 2020, Revised 2022 |
|
Instructor: |
Dr. Karen Lea |
Academic Integrity Statement
The structure
and format of most distance-learning courses presume a high level of personal
and academic integrity in completion and submission of coursework. Individuals
enrolled in a distance-learning course are expected to adhere to the following
standards of academic conduct.
Academic Work
Academic work
submitted by the individual (such as papers, assignments, reports, tests) shall
be the student’s own work or appropriately attributed, in part or in whole, to
its correct source. Submission of commercially prepared (or group prepared)
materials as if they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual
will encourage honesty in others by refraining from providing materials or
information to another person with knowledge that these materials or
information will be used improperly.
Violation of
these academic standards will result in the assignment of a failing grade and
subsequent loss of credit for the course.
Level of Application
This course is
designed as an informational course for K–12 teachers, administrators, parents,
and related service personnel. Information discussed is designed to help you
better understand linguistics.
Expected Learning Outcomes
As a result of taking this course, participants will
be able to demonstrate their ability to:
1.
Understand
the origins, structure, and development of language and its application to
other areas of humanistic and scientific knowledge.
2.
Understand
the general characteristics of the structure of language, including its
phonological sound system, word structure, and phrase and sentence patterns.
3.
Identify
the terminology used to describe and analyze the structure and systems of
language.
4.
Identify
basic principles of linguistic theory.
5.
Consider
linguistic diversity a wealth, not a problem.
Course Description
Information
provided in this course has been divided into four chapters, which should be
completed in the order in which they are presented in the program. Once you
have completed these four chapters, you should have a better understanding of
linguistics. This course will give you the knowledge and skills to create
morphological trees and use the International Phonetic Alphabet. This course
will include discussions on phonetics, phonology, morphology, syntax,
semantics, and pragmatics. You are strongly encouraged to read additional journal
articles, books, and research materials outside the course material to gain a
better understanding of current issues related to educating students who are
learning English as a second language.
Chapter 1: What Is Linguistics?
This chapter
focuses on the science and principles of linguistics, including
sociolinguistics, pragmatics, structural linguistics, systemic-functional
linguistics, discourse analysis, text linguistics, deep grammar, and current
trends.
Chapter 2: Phonology & Phonetics
Chapter 2
focuses on the knowledge and skills of phonology, phonetics, phonemes, the
International Phonetic Alphabet, and best practices in the classroom.
Chapter 3: Morphology, Semantics, Pragmatics
This chapter
focuses on morphology, semantics, pragmatics, and instructional methods for
teaching these in the ELL classroom and the content classroom.
Chapter 4: Syntax & Pragmatics
This chapter
focuses on syntax, pragmatics, and instructional methods for teaching these in
the ELL classroom and the content classroom.
Student Expectations
As a student you will be expected to:
·
Complete all four information sections showing a
competent understanding of the material presented in each section.
·
Complete all four section examinations, showing a
competent understanding of the material presented. You
must obtain an overall score of 70% or higher, with no individual exam score below 50%, and successfully
complete ALL writing assignments to pass this course. *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete
a review of any section on which your examination score was below 50%.
·
Retake
any examination, after completing an information review, to increase that
examination score to a minimum of 50%, making sure to also be achieving an
overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete all course journal article and essay writing
assignments with the minimum word count shown for each writing assignment.
·
Complete a course evaluation form at the end of the
course.
Examinations
At the end of
each course section, you will be expected to complete an examination designed
to assess your knowledge. You may take these exams a total of three times. Your
last score will save, not the highest score. After your third attempt, each
examination will lock and not allow further access. The average from your exam scores will be printed on your certificate. However,
this is not your final grade since your required writing assignments have not
been reviewed. Exceptionally written or poorly written required writing
assignments, or violation of the academic integrity policy in the course syllabus,
will affect your grade. As this is a self-paced computerized instruction
program, you may review course information as often as necessary. You will not
be able to exit any examinations until you have answered all questions. If you
try to exit the exam before you complete all questions, your information will
be lost. You are expected to complete the entire exam in one sitting.
Writing Assignments
All assignments are reviewed and may impact your final grade. Exceptionally or poorly written assignments, or
violation of the Academic Integrity Policy (see course syllabus for policy),
will affect your grade. Fifty percent of your grade is determined by your
writing assignments, and your overall exam score determines the other fifty
percent. Refer to the Essay Grading
Guidelines, which were sent as an attachment with your original course link.
You should also refer to the Course
Syllabus Addendum, which was sent as an attachment with your original course
link, to determine if you have any writing assignments in addition to the Critical
Thinking Questions (CTQ) and Journal Article Summations (JAS). If you do, the
Essay Grading Guidelines will also
apply.
Your writing
assignments must meet the minimum word count and are not to include the
question or your final citations as part of your word count. In other words,
the question and citations are not to be used as a means to
meet the minimum word count.
Critical
Thinking Questions
There
are four CTQs that you are required to complete. You will need to write a
minimum of 500 words (maximum 1,000) per essay. You should explain how the
information that you gained from the course will be applied and clearly convey
a strong understanding of the course content as it relates to each CTQ. To view
the questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to
complete; this will bring up a screen where you may enter your essay. Prior to
course submission, you may go back at any point to edit your essay, but you
must be certain to click SAVE once you are done with your edits.
You
must click SAVE before you write another essay or move on to another part of
the course.
Journal
Article Summations
You are
required to write, in your own words, a summary on a total of three
peer-reviewed or scholarly journal articles (one article per JAS), written by
an author with a Ph.D., Ed.D. or similar, on the topic outlined within each JAS
section in the “Required Essays” portion of the course (blogs, abstracts, news
articles, or similar are not acceptable). Your article choice must relate specifically
to the discussion topic listed in each individual JAS. You will choose a total
of three relevant articles (one article per JAS) and write a thorough summary
of the information presented in each article (you must write a minimum of 200
words with a 400 word maximum per JAS). Be sure to
provide the URL or the journal name, volume, date, and any other critical
information to allow the facilitator to access and review each article.
To
write your summary, click on REQUIRED ESSAYS and choose the JAS that you would
like to complete. A writing program will automatically launch where you can
write your summary. When you are ready to stop, click SAVE. Prior to course submission you may go back at any point to
edit your summaries but you must be certain to click
SAVE once you are done with your edits. For more information on the features of
this assignment, please consult the HELP menu.
You
must click SAVE before you write another summary or move on to another part of
the course.
Instructor Description
Karen Lea
holds a Ph.D. in education. Dr. Lea has 15 years of experience teaching at the
K–12 level and another 14 years’ experience teaching education courses at the
undergraduate and post-graduate levels. Those 14 years in higher education
included 6 years as a dean at a university and 7 additional years in charge of
assessment and accreditation at a university. Currently, she is a lead program development
owner at Western Governor’s University. Dr. Lea has been professionally published
more than 15 times and has served on over a dozen panels and boards, including
serving on the NCATE (CAEP) Board of Examiners.
Contacting the Instructor
You may
contact the instructor by emailing karen_lea@virtualeduc.com
or by calling 509-891-7219 Monday through Friday. Calls made during office
hours will be answered within 24 hours. Phone conferences will be limited to
ten minutes per student, per day, given that this is a self-paced instructional
program. Please do not contact the instructor about technical problems, course
glitches, or other issues that involve the operation of the course.
Technical Questions
If you have
questions or problems related to the operation of this course, please try
everything twice. If the problem persists please check our support pages for
FAQs and known issues at www.virtualeduc.com
and also the Help section of your course.
If you need
personal assistance then email support@virtualeduc.com or call
509-891-7219. When contacting technical support, please know your course
version number (it is located at the bottom left side of the Welcome Screen)
and your operating system, and be seated in front of
the computer at the time of your call.
Minimum Computer Requirements
Please refer
to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility
of your operating system.
Refer to the addendum
regarding Grading Criteria, Course Completion Information, Items to be
Submitted, and how to submit your completed information. The addendum will also
note any additional course assignments that you may be required to complete
that are not listed in this syllabus.
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All About
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Everyday ESL.
(2018). Basic English grammar for the ESL teacher: Noun edition. https://everydayesl.com/blog/basic-english-grammar-nouns
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M. (2021). English language use and usage in formal and social contexts: A
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to change it and how to learn it https://www.fluentu.com/blog/english/english-intonation/
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(2021, December 9). Multilingual mysteries: Should we expand or diminish the
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& Kester, E. S. (2013). Phonological
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