English 321W-01: Linguistics for Teachers
Nancy Myers Office: 110 McIver
Phone: 334-5484 Office Hours: T 12:30-2 p.m. or by appointment
Mailbox: 133 McIver W 12-3 p.m., Th 9-10:30 a.m.
"There are deeply rooted connections between personality, learning, and language, and what touches one touches all." Mike Torbe and Peter Medway
"I have the words already. What I am seeking is the perfect order of words in the sentence. You can see for yourself how many different ways they might be arranged." James Joyce
"What I know about grammar is its infinite power. To shift the structure of a sentence alters the meaning of that sentence, as definitely and inflexibly as the position of a camera alters the meaning of the object photographed. Many people know about camera angles now, but not so many know about sentences." Joan Didion
This course is about language, language use, and theories and applications of language study in the classroom. Across the semester we cover the history of the English language and of language teaching and participate in a personal exploration into and reflection on language acquisition. We examine definitions of language, communication, discourse, and literacy and the political ideologies implicated in those definitions. We investigate language structures and systems, including an understanding and application of phonology, morphology, and syntax. Finally, we explore the interrelationships of language and contexts, examining such issues related to language and language learning as dialects, multilingualism, gender, language standards and conventions (correctness/error), language variations/varieties, technology and language, oral/literate traditions, direct/indirect speech acts, etc.
Required: Dennis Baron. Guide to Home Language Repair. NCTE 1994.
Lee Thomas & Stephen Tchudi. The English Language: An Owner's Manual. Allyn & Bacon, 1999.
Recommended: David Crystal. The Cambridge Encyclopedia of Language. 2nd ed.
Cambridge UP 1995.
On Reserve at Jackson Library
C. H. Knoblauch
Constance Weaver's "Learning Theory and the Teaching of Grammar" in
Teaching Grammar in Context
You will need one floppy disk that can be formatted for a PC, reserved solely for your work in this class. I also suggest that you obtain a large 2-3" three-ring binder to collect and arrange your work, course materials, and presentation handouts. Handouts from the beginning of the semester will be used throughout. By compiling the materials for this course and your work in a three-ring binder, you will have your work easily available for each class period and will have a ready reference on linguistics and language instruction to review for the PRAXIS II and to take with you to your classroom.
Advice and Aid
Attendance and Preparedness
This course is interactive which means you will be participating in each class session through oral and written discussions and activities. I assume you will attend class regularly, but you have five absences for illness, car trouble, emergencies and the like. This means that there is no distinction between an "excused" and an "unexcused" absence; every absence counts. More than five absences lowers your course grade by an entire letter, so if your course grade averages out to a "B," but you have more than five absences, you will receive a "C." Be prepared to enter into the discussion in one form or another. If written assignments/paper drafts are due for group work and you are not prepared, I will consider you absent. If you miss a conference with me and do not call or contact me ahead of time, I will consider you absent. Any student who presents as his or her own work the efforts of another without precise acknowledgment is guilty of plagiarism.
Graded Work for This Course
Reading and Learning Responses 20%
Literacy and Language Learning Project 20%
Position/Philosophy Statement on Language and Literacy 20%
Group Presentation on Linguistics and Annotated Bibliographies 20%
Group Lesson Plan and Demonstration on Computers and Language 20%
Overview of Assignments
The purposes of the reading and learning responses are
You will draft and revise two short texts across the semester:
We will talk about these assignments, generate topics, and use various invention strategies to plan your texts and incorporate your research. The final drafts of these texts will be formatted appropriately and typed or word-processed.
In small groups, you will do two oral presentations: one in which you research and report on a linguistics topic and one using Blackboard to generate and teach a language lesson that your group designs. In the first, you will have some choice over your topic and the direction of your research that will culminate in an annotated bibliography. In the second, you will be grouped by future teaching interests and will design a language lesson on the computer that all of us will experience.
Through the readings, assignments, and class activities in this course, you will
A. investigate language structure and systems, including an understanding and application of phonology, morphology, and syntax
B. examine definitions of language, communication, discourse, and literacy and the political ideologies implicated in those definitions,
C. learn about the history of the English language and its dialects,
D. participate in electronic discussions on language and education issues discussed in class
E. analyze language difference in specific cultural contexts and make decisions about the appropriate uses of standard and nonstandard usage with specific educational contexts,
F. research linguistics topics, share that knowledge through an oral presentation, and apply it to teaching language
G. communicate your knowledge, thinking, and language-teaching plans in writing, in speaking, in gesture (and sign), and in other visual forms,
H. apply the NC Standard Course of Study for language arts and technology by developing a lesson plan, meeting several of the NC Advanced Technology Skills Competencies/ISTE National Educational Technology Standards for Teachers, and
I. work to integrate the language arts curriculum (composition/communication, literature, and language/grammar) as a means to teach language/grammar.
English 321W-01: Linguistics for Teachers
Schedule for Fall 2001
G = Guide to Home Language Repair EL = The English Language
CEL = The Cambridge Encyclopedia of Language (on reserve or purchase)
Date Topic/Focus Readings/Papers RLR
A 21 T When Did You Learn Grammar?
23 Th Rules versus Conventions G 1-21 # 1
28 T Language Contexts and Language Play CEL 48-65, EL 67-104 # 2
and Language Project Info
30 Th Language, Education, and Authority (Meet Stone Lab 127) G 22-80 # 3
S 4 T Literacy and Education Reserve: Knoblauch and Hall # 4
6 Th No class: Individual Conferences over Language Projects
11 T Language Projects due for Class Share
13 Th Learning Language through Computers (Meet McIver Lab 231) EL 1-30 # 5
18 T Learning Language through Computers (Meet McIver Lab 231)
20 Th Learning Language through Computers (Meet McIver Lab 231)
25 T Computer Teaching Demonstrations (Meet McIver Lab 231) # 6
27 Th Computer Teaching Demonstrations (Meet McIver Lab 231) # 7
O 2 T Computer Teaching Demonstrations (Meet McIver Lab 231) # 8
4 Th Critique of Blackboard Instructional Software and Discussion of State Technology Portfolio
(Meet McIver Lab 231) and RLR #3-8 due by 5 p.m.
9 T Fall Break
11 Th Teaching Language in School G 141-158, Reserve: CCCC "Students
and Philosophy/Position Statement and Group Linguistics Presentation Info
16 T Speaking versus Writing CEL 180-183, G 112-120, EL 309-342 #10
and Set Groups and Topics for Presentations
18 Th Accounting for Language Differences EL 277-308 #11
23 T Propriety and Poetry in Language Variations CEL 71-75, G 95-111 #12
25 Th History of the English Language (Meet McIver Lab 231) EL 139-166 #13
30 T History of the English Language (Meet McIver Lab 231) G 121-140 #14
N 1 Th Meet in Electronic Citi for Library Workshop (Sit with your group members)
6 TDescribing Language (Sound and Word) CEL 90-91, 162-163, EL 31-66 #15
and Presentation Groups meet 15 minutes
8 Th What is Grammar? CEL 88-89, 93, EL 167-204 #16
13 T Why does Grammar Matter? CEL 94-99, EL 205-238 #17
and Presentation Groups meet 15 minutes and set dates
15 Th Rethinking the Teaching of Grammar Reserve: Weaver #18
20 T Rethinking the Teaching of Grammar G 81-94, Handout: Weaver #19
and Presentation Groups meet 30 minutes
22 Th Thanksgiving Break
27 T Pres. 1: #20
Pres. 2: #21
29 Th Pres. 3: Individual conferences over #22
Pres. 4: draft of position statement #23
D 4 T Pres. 5: #24
Pres. 6: #25
6 Th So, how are you going to teach/see language? Course Evaluations/Position Statement Due
RLR #9-24 due by 5 p.m.
English 321W-01: Linguistics for Teachers
Reading and Learning Responses
Directions for the Semester: Use these questions and directions as prompts for your ideas: You need not address every issue as they
Reading and Learning Responses to Fall Break 2001
6-8. For each demonstration, write through Blackboard Email a letter to all group members that states what you liked or found interesting about the lesson, what questions or connections have occurred to you because of it, and what was effective and not effective in the organization and content of the lesson and demonstration, in the manner of the presenters, in the use of electronic materials, and in the interactive nature of the event. In other words, you are offering praise, analysis, and suggestions for change. (Note: Each letter should be around 100 words, and I expect these letters to be quite detailed and instructive for the presenters. Remember to send your letters to me too or you will not get credit for them. Remember to send each letter to yourself so that you can save them in a message folderto print out for your advanced technology portfolio and to resend to someone in case the letter doesn
Reading and Learning Responses After Fall Break 2001
20-25. For each presentation, write through Blackboard email a letter to the group members that states what you liked or found interesting about the presentation, what questions or connections have occurred to you because of it, and what was effective and not effective in the organization and content of the presentation, in the manner of the presenters, in the use of audio-visual materials, and in the interactive nature of the presentation. In other words, you are offering praise, analysis, and suggestions for change. (Note: I expect these letters to be quite detailed and instructive for the presenters, approximately 200 words each. Remember to send your letters to me too or you will not get credit for them. Remember to send each letter to yourself so that you can save them in a message folderto print out for your technology portfolio and to resend to someone in case the letter doesn