EDUC 597

Applied Linguistics for ESOL Teachers, PK-12

Summer 2006

Dr. Shelley Wong

George Mason
Graduate School of Education

EDUC 597 - Syllabus

Special Topics:
Applied Linguistics for ESOL Teachers, PK-12
in PreK-12 Settings
SUMMER
M. W. F.

3:50 p.m.

6:50 p.m.

2006
Robinson Hall A, Room 210

Professor

Dr.

Shelley Wong

Mailing Address

Graduate School of Education, MSN 4B3

George Mason University, Fairfax, VA 22030-4444

Office Location

Robinson Hall A, 3rd floor, Room 325

Office Hours

Weds. 2:00 to 3:30 p.m. and by appointment

URGENT/Same Day Messages

NON-Urgent Messages

Contact Mrs. Maggie Gonzales 703-993-3688

Email: swong1@gmu.edu
FAX: (703) 993-3513

Course Description/Rationale
This graduate course provides an introduction to language as a system, with a particular
focus on teaching English as a second language to students in public schools, Grades Pre K-12.
Among the topics addressed are: first and second language acquisition processes; English
phonology, morphology, syntax, and discourse; implications for teaching English language learners
the four language skills listening, speaking, reading, and writing; and implications for teaching
content-specific language (math, science, social studies). In addition, candidates will be introduced
to major grammatical structures ESOL teachers encounter in standard ESL textbooks and that pose
difficulty for English language learners, including verb formation and verb tenses, modals and
auxiliary verbs, phrasal verbs, articles, reference and possession, mass and count nouns,
prepositions, conditionals, and relative clause formation. The course will employ frameworks,
repertoires, strategies and activities to raise intercultural awareness and respect others, including
non-European languages and instructional and curricular implications of multilingualism of
multilingualism as a resource, rather than a problem.
This course was piloted for the first time in Fall 2005. It is being proposed as an alternative to LING

EDUC 597
Applied Linguistics for ESOL Teachers, PK-12
Summer 2006

Dr. Shelley Wong

George Mason
Graduate School of Education

520, Descriptive Linguistics for Teachers, PK-12 in U.S. school setting to fulfill the English Linguistics
requirement for Virginia Licensure in ESL. Linguistics 520 is a foundational course in descriptive linguistics
recommended especially for ESL teachers who plan to teach at the university level. EDUC 597 has two
specific purposes: (1) to focus on TEACHING APPLICATIONS and (2) to meet NCATE/TESOL Standards
for Teacher Preparation programs.

Teachers of English to Speakers of Other Languages (TESOL

National Council of Accreditation for Teacher Education (NCATE)
Professional Standards for ESL PreK-12 Teacher Licensure
DOMAIN 1: LANGUAGE
Standard 1.a. Describing Language
Candidates demonstrate understanding of language as a system and demonstrate a
high level of competence in helping ESOL students acquire and use English in
listening, speaking, reading, and writing for social and academic purposes.

Candidates completing EDUC 597 will be able to:

1.

Demonstrate applications of linguistics to teaching and learning in PreK-12 contexts;

integrate and connect the four language skills (listening, speaking, reading, and writing) to
develop curriculum that addresses the whole person.

2.

Teach strategies to help Pre K-12 students in U.S. public schools:

extend the forms and functions of language use
monitor their own pronunciation and grammar in spoken and written forms
learn new vocabulary
extend and use their native languages to promote proficiency in English

3.

Adopt a multilingual, multicultural orientation to teaching and learning English as an

additional language; anticipate learning difficulties based on students native languages; and
incorporate home languages into the classroom.

4.

Use knowledge of language as a system to scaffold literacy instruction at various grade

levels with content area textbooks (e.g., social studies, math, and science); analyze texts
critically for their hidden curriculum and selective tradition.
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EDUC 597
Applied Linguistics for ESOL Teachers, PK-12
Summer 2006

Dr. Shelley Wong

George Mason
Graduate School of Education

5.

Answer ESOL students questions about grammar, to distinguish between errors and
mistakes and to know how to address them in a supportive and sensitive manner.

7.

Utilize knowledge of English phonology, morphology, syntax, and discourse to develop

meaningful contextualized learning activities for ESOL students.

8.

Analyze pedagogical implications of discourse variety and register including English as an

International Language and African American Vernacular English, discourse varieties and
register, including elements of politeness and slang.

Instructional approaches include: Whole class mini-lectures and demonstrations, workshops, small
group and peer feedback sessions, field projects, videos, and homework assignments for applying principles
discussed in texts and class. Interacting in meaningful ways with other grad students/teachers during each
class session is essential for success in this course. Student reports and projects will be evaluated using
performance-based, criterion-referenced scoring rubrics.

GSE Syllabus Statements of Expectations/Behaviors/Attitudes

The Graduate School of Education (GSE) expects that all students abide by the following principles:
1. Students are expected to exhibit professional behavior and dispositions. See
http://gse.gmu.edu for a listing of these dispositions.
2. Students must follow the guidelines of the University Honor Code. See
http://www.gmu.edu/catalog/apolicies/#TOC_H12 for the full honor code.
3. 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.
4. Students with disabilities who seek accommodations in a course must be registered with the GMU
Disability 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.

Inclement Weather/Emergency Policy

In case of snow, hurricanes, other bad weather, or security emergencies, call 703
993-1000 or go to www.gmu.edu for information on class cancellations and university
closings.

EDUC 597
Applied Linguistics for ESOL Teachers, PK-12
Summer 2006

Dr. Shelley Wong

George Mason
Graduate School of Education

Statement of Student Rights

Any student with a documented disability who may require special accommodations should selfidentify to the instructor as early in the quarter as possible to receive effective and timely accommodations.

EDUC 597
Applied Linguistics for ESOL Teachers, PK-12
Summer 2006

Dr. Shelley Wong

George Mason
Graduate School of Education

Course Requirements
1.

Class participation and assignments: Participation in discussions, problem solving

activities to be done in class and taken home.
Read chapters and complete assigned exercises from the GB text.
(15%)

2.

Presentation on readings:

3.

Teaching demonstration on selected grammar points from the GB. Each person will do one
presentation on a required topic and one presentation on an optional topic. Prepare a
handout for the class which you may post to the web. Each presentation should include the
following components:
1) What is the grammar point/topic?
2) Why is it difficult for ESL/EFL learners?
3)
Show us some activities or exercises (realia, multi-media, meaningful and
theme-based)
4)
e topic.

4.
5.

Lead activities on readings prepare a summary handout.

(10%)

Look at the way that various grammar reference books and textbooks handle tth
Provide an annotated bibliography or critique of what you found. (15%)

A midterm (15%) and final exam (20%).

Final group project (Textbook analysis)
Total:

(35%)
(25%)
(100%)

Textbooks
All books have been ordered through the GMU Bookstore.
Required Texts
Luria, H. & Seymour, D. M. & Smoke, T. (2006). Language and linguistics in context. Mahwah,
NJ: Lawrence Erlbaum Associates
Celce-Murcia, M. & Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL Teachers
Course. 2nd edition. Rowley, MA: Newbury House.
Recommended Texts
Freeman, D. & Freeman, Y. (2004). Essential Linguistics: What You Need to Know to Teach
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EDUC 597
Applied Linguistics for ESOL Teachers, PK-12
Summer 2006

Dr. Shelley Wong

George Mason
Graduate School of Education

Reading, ESL, Spelling, Phonics, and Grammar. Heinemann, NH

Richards, J. et al Longman dictionary of language teaching and applied linguistics. London:
Longman (2002) 3 ed.

Statement of Student Rights

Any student with a documented disability who may require special accommodations
should self-identify to the instructor as early in the quarter as possible to receive effective and
timely accommodations.

Final Take Home Exam DUE June 21st: (10 points)

Double spaced. 8-10 pages without references.
Turn in two copies.
Write your name on the cover sheet only.

Situate yourself within a specific institutional context for your answer (i.e. Head Start Program,
Special Education Pre-school program, bilingual elementary school, middle school, high school).
Select one from A:

1. What role should grammar play in the EFL/ESL classroom? What are the most important
principles to you in teaching grammar?
2. What are the linguistic systems (i.e. phonological, syntactic, etc) that EFL/ESL teachers
should be aware of? What linguistic terminology or meta-language is important for us (but
not our students) to know? Select 3-4 terms and provide examples that illustrate teacher
linguistic knowledge and applications for the PreK-12 classroom.

Select one from B:

1. What is discourse? Why is it important for ESOL teachers to be aware of discourse?
What relevance does critical discourse analysis have for us in education? Provide
classroom examples or applications that are situated within a specific context.

EDUC 597
Applied Linguistics for ESOL Teachers, PK-12
Summer 2006

Dr. Shelley Wong

George Mason
Graduate School of Education

2. How can teachers adopt a multilingual, multicultural orientation to teaching and learning
English as an additional language--when they do not know the languages of their students?
Why is language loss of concern to TESOL educators?

Rubric:

_____

1. The essay demonstrates problem solving skills with respect to the teaching of
grammar.

_____2.

The essay argues points with supporting examples, references or supporting evidence.

_____3. The essay shows a clear link between the readings in the course and practical
applications. There is a strong link between theory and practice.
_____4. The essay analyzes the role of grammar in syllabus design, materials preparation,
preparation and classroom activities.

_____5. The essay is well written with respect to conventions of academic writing and and does
not exceed the page limit (4-5 pages double spaced).

EDUC 597
Applied Linguistics for ESOL Teachers, PK-12
Summer 2006

Dr. Shelley Wong

George Mason
Graduate School of Education

EDUC 597
Applied Linguistics for ESOL Teachers, PK-12
Summer 2006

Dr. Shelley Wong

George Mason
Graduate School of Education

Class Schedule
Prepare to discuss the assigned readings during the week in which they appear.

Week/
Date
1

5/22

Topics & Assigned Readings

Language and linguistics in context
Chapter 1. Language and Its Acquisition
Trudy Smoke p.
The Grammar Book (GB) Chapter 1

5/24

Pretest
Introduction to the role of grammar in ELT
Demonstration: MASS Count Nouns
Sign up for Presentations on readings & Demons for the Grammar Book
Overview of course objectives, texts, & requirements.
Language and linguistics in context
6. Hablamos Spanish and English
Ana Celia Zentella

9. Language and Shame

Meena Alexander

5/26

GB Chapter 4: Read and do homework

Crosstalk videotape
Language and linguistics in context
10. Unfinished Knowledge: The Story of Barbara
Ryuko Kubota
11. Sociolinguistics and Power
Alastair Pennycook

5/29

5/31

GB Chapter 8: Read and do homework

MEMORIAL DAY NO CLASS

Language and linguistics in context

15. People and Language
Kate Parry

EDUC 597
Applied Linguistics for ESOL Teachers, PK-12
Summer 2006

Dr. Shelley Wong

George Mason
Graduate School of Education

16. Gueens English

Homi K. Bhabha

6/2

GB Chapter 9: Read and do homework

Language and linguistics in context
18. The African Writer and the English Language
Chinua Achebe
21. Gender Issues in Language Change
Deborah Cameron

6/5

GB Chapter 15: Read and do homework

Language and linguistics in context
23. Definitions of Literacy and Their Consequences
Michael Newman
24. What Is Literacy?
James Paul Gee
GB Chapter 16: Read and do homework
Language and linguistics in context
25. The Politics of Teaching Literate Discourse
Lisa D. Delpit

6/7
MIDTERM

6/9

Mid-Term Feedback Forms.

Language and linguistics in context
26. Literacy and Learning Out of School: A Review of Theory and Research
Glynda Hull and Katherine Schultz

6/12

GB Chapter 17: Read and do homework

Language and linguistics in context
27. Understanding Critical Writing
A. Suresh Canagarajah

10

6/14

11

6/16

GB Chapter 21: Read and do homework

Language and linguistics in context
28. Language, Literacy, and Culture: Intersections and Implications
Sonia Nieto
GB Chapter 22: Read and do homework
GB Chapter 28: Work in groups

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EDUC 597
Applied Linguistics for ESOL Teachers, PK-12
Summer 2006

Dr. Shelley Wong

George Mason
Graduate School of Education

12

6/19

GB Chapter 29: Work in groups

13

6/21

Final Take Home Exam Due

6/23

Language and linguistics in context

31. Women and Empowerment Through Literacy
Malini Ghose
Language and linguistics in context
32. Confessions of an English Professor: Globalization and the Anxiety of the (Stand
ard) English Practice
Robert Ji-Song Ku

14

15

6/26

Final In class Exam

Due today: Final project (TEXT ANALYSIS).
Course evaluations.

Feedback Forms.

Materials Release Forms.

Bibliography
Algeo, J. (1974). Exercises in contemporary English. New York: Harcourt Brace Jovanovich.
Azar, B. S. (1981). Understanding and using English grammar. Engelwood Cliffs, NJ: Prentice-Hall.
Breyer, P. (1982). Grammar Work. New York: Regents.
Celce-Murcia, M. & Larsen-Freeman, D. (1983). The grammar book. Boston: Newbury House.
Celce-Murcia, M. & Hilles, S. (1988). Techniques and resources in teaching grammar. New York:
Oxford University Press.
Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL
Quarterly, 25, 459-480.
Celce-Murcia, M. (1992). Formal grammar instruction: An educator comments. TESOL Quarterly, 26,
406-409.
Chomsky, N. (1957). Syntactic structures. The Hague: Mouton.
Danielson, D. & Hayden, R. (1972). Using English: Your second language. Engelwood Cliffs, NJ:
Prentice-Hall.
Dart, A. K. (1978). ESL grammar workbook 1. Engelwood Cliffs, NJ: Prentice Hall.
Dart, A. K. (1978). ESL grammar workbook 2. Engelwood Cliffs, NJ: Prentice Hall.
Dart, A. K. (1982). ESL handbook for intermediate to advanced students of English as a second
language. Engelwood Cliffs, NJ: Prentice-Hall.
Deakins, A. H., Parry, K., & Viscount, R. R. (1994). The tapestry grammar: A reference for learners of
English. Boston, MA: Heinle & Heinle Publishers.
Fingado, G. & Jerome, M. R. (1982). English alive. Boston: Little, Brown, and Company.
Frank, M. (1972). Modern English: A practical reference guide. Engelwood Cliffs, NJ: Prentice-Hall.

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EDUC 597
Applied Linguistics for ESOL Teachers, PK-12
Summer 2006

Dr. Shelley Wong

George Mason
Graduate School of Education

Frank, M. (1986). Modern English: exercises for non-native speakers (2nd ed.). Engelwood Cliffs, NJ:
Prentice Hall.
Frodeson, J. (1991). Grammar in writing. In M. Celce-Murcia (Ed.) Teaching English as a second or
foreign language (2nd ed., pp. 264-276). Boston: Newbury House.
Halliday, M. A. K., & Hasan, R. (1989). Language, context and text: Aspects of language in a socialsemiotic perspective. Oxford: Oxford University Press.
Halliday, M. A. K. (1994). An introduction to functional grammar. London: Edward Arnold.
Jesperson, O. (1969). Essentials of English grammar. University, AL: University of Alabama Press.
Johnson, J. S. (1992). Critical period effects in second language acquisition: The effect of written versus
auditory materials on the assessment of grammatical competence. Language Learning, 42, 217248.
Krishna, S. D. (1992). Formal grammar instruction: Another educator comments. TESOL Quarterly,
26, 409-411.
Larsen-Freeman, D. (1991). Teaching grammar. In M. Celce-Murcia (Ed.) Teaching English as a second
or foreign language 2nd ed., pp. 279-296). Boston: Newbury House.
Leaner, G. (1990). Students uses of grammars of English--Can we avoid teaching. IRAL, 28, 153-165.
McKay, S. L. (1985). Teaching grammar: Form, function and technique. New York: Pergamon.
Odlin, T. (1994) Perspectives on pedagogical grammar. New York: Cambridge University Press
Odlin, T. (1997) Language transfer: Cross-linguistic influence in language learning. New York:
Cambrige University Press
Praninskas, J. (1975). Rapid review of English grammar (2nd ed.). Engelwood Cliffs, NJ: PrenticeHall.
Quirk, R. & Greenbaum, S. (1973). A concise grammar of contemporary English. New York: Harcourt
Brace Jovanovich.
Rein, D. P. (1986). Grammar exercises: Part two. Brattleboro, NM: Pro Lingua.
Rings, L. (1992). Authentic spoken texts as examples of language variation: Grammatical, situational,
and cultural teaching models. IRAL, 30, 21-33.
Rutherford, W. E. & Sharwood Smith, M. (Eds.). (1988). Grammar and second language teaching. New
York: Newbury House.
Shaughnessy, M. P. (1977). Errors and expectations. New York: Oxford University Press.
Taylor, G. (1956). Mastering American English. New York: McGraw-Hill.

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