English 321W:
Linguistics for Teachers
Nancy
Myers Office:
110 McIver
Phone:
336-334-5484 Office
Hours: M & W 3-6 pm
Mailbox:
133 McIver Th
2-4 pm or by appointment
E-mail:
nancymyers@uncg.edu
“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
Focus
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 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.
Texts
Required:
Dennis Baron. Guide to Home Language Repair. NCTE 1994.
Lee Thomas & Stephen Tchudi. The English
Language: An Owner's Manual. Allyn & Bacon, 1999.
On Reserve at Jackson
Library
Students’ Right to Their Own
Language. CCCC Language Statement. NCTE 1974
C. H. Knoblauch’s “Literacy
and the Politics of Education” in The Right to Literacy
Nigel
Hall’s “The Discovery of Emergent Literacy” in The Emergence of Literacy
Constance
Weaver's "Learning Theory and the Teaching of Grammar" in
Teaching Grammar in Context
David
Crystal’s The Cambridge Encyclopedia of Language, 2nd ed (2 copies)
Organizational Strategies
You
will need one floppy disk that can be formatted for a PC, reserved solely for
your work in this course. 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
·
You
are welcome to discuss your writing and assignments with me during office hours
or by appointment.
·
The
Writing Center offers one-to-one conferences with trained consultants. Located in 101 McIver, the Writing Center is
open days and evenings, Monday through Friday.
You can drop in or make an appointment by phoning 334-3125.
·
Realize
the UNCG library is not the only one available to you; check with the Jackson
librarians about borrowing materials from other colleges and universities in
this area.
·
Computer
labs are available across campus: they contain both Macintosh and IBM
compatible computers; they all offer Microsoft Word word-processing software,
and they provide access to your e-mail account and the Internet.
Attendance and Preparedness
This
course is interactive which means you will be participating in each class
session through oral, written, and electronic 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 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. Because
this course is required for North Carolina licensure in English, there may be
exceptions to the attendance policy only for lateral entry teachers traveling
over 120 miles roundtrip. 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%
Language
and Literacy Learning Project 20%
Position/Philosophy
Statement on Language and Literacy 20%
Teaching
Language Project with Annotated Bibliographies 20%
Group
Lesson Plan and Demonstration on Computers and Language 20%
The
purposes of the reading and learning responses are
1.
to
interact in writing with the reading assignments,
2.
to
reflect on language, its use/misuse/reuse,
3.
to
explore the relationship of language use across various contexts and within
educational, political, cultural, social, and personal realms,
4.
to
interact with other students’ opinions and ideas through Blackboard.
You
will draft and revise two short texts across the semester:
1.
a
project that records some aspect of your language learning;
2.
a
philosophy statement reflecting your position on language and literacy either
for teaching or in society.
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
pairs and small groups, you will do two oral presentations: one in which you
research and teach the day’s language topic and one using Blackboard to
generate and teach a language lesson appropriate for K-12 students. In the
first, you will have some choice over your topic and the direction of your
research that will culminate in an annotated bibliography, a lesson plan for
the day, and appropriate handouts as well as in you conducting between 30-45
minutes of the class session. 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.
Learning Goals
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 presentations, 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 2002
G =
Guide to Home Language Repair EL
= The English Language
CEL
= The Cambridge Encyclopedia of Language, 2nd ed. (two copies on Reserve)
Date Topic/Focus Readings/Papers RLR
A 19 M When Did You Learn Grammar?
21
W Rules versus Conventions and Teaching Language Project Info G 1-21 # 1
26
M Language Play (Meet McIver Lab 231) EL
1-30 # 2
28
W Language Contexts and Language Project Info (McIver Lab) EL 67-104 #
3
and set dates and pairs for Teaching
Language Project
S 2 M Labor Day Holiday
4
W Language, Education, and
Authority (McIver Lab) G
22-80 # 4
9
M Literacy and Education (McIver Lab) Reserve: Knoblauch
and Hall # 5
11
W No Class: Individual
Conferences over Language Projects
16 M Language Projects Due for Class
Share
18
W Semiotics, Signing, and
Gesture Reserve: CEL 403-407 & 222-227 # 6
23
M Speaking versus Writing EL 105-137, G 112-120 #
7
25
W Language Structures:
Phonology EL
31-57
30
M Language Structures:
Morphology and Word Classes EL 57-66,
G121-140 # 8
O 2
W Accounting for Language
Differences—Dialects EL
277-308 # 9
7 M Propriety and Poetry in Language
Variations G
81-111 #10
9
W Teaching Language in
School Reserve: CCCC “Students’ Rights” #11
14
M Fall Break
16
W What Is Grammar? EL
167-204 #12
21
M Why Does Grammar Matter? EL
205-238 #13
23
W Rethinking the Teaching
of Grammar 1 Reserve: Weaver
28 M Rethinking the Teaching of Grammar 2 Weaver
Handout #14
and
Position Statement Info
30
W History of the English
Language 1—The Past EL
139-166 #15
N 4
M History of the English
Language 2—The Future (World English) G
141-158, EL #16
6
W Learning Language through
Computers
11
M Learning Language
through Computers
13
W Learning Language through
Computers
18
M Computer Teaching
Demonstrations #17
20
W Computer Teaching
Demonstrations #18
25
M Computer Teaching
Demonstrations #19
27
W Thanksgiving Holiday
D 2
M Critique of Blackboard
Instructional Software and Discussion of State Technology Portfolio #20
4
W No Class: Individual
Conferences over Position Statements
9
M So, how are you going to
teach/see language? Course Evaluations
and Position Statement Due for Class Share
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
are intended to get you started writing and responding. Realize that you have an audience for these
writings beside yourself and that you can always write more than required to
finish the thought you are exploring.
There are three types of reading and learning responses: 1) the first two responses need to be
approximately 350 words (two hand-written pages or one and one-half
word-processed, double-spaced with one inch margins). These are expected at the
class time of the reading assignment.
2) For Blackboard discussion postings, your response should be around
175-200 words, and you need to write short interactive responses to at least 2
other postings. You have one week to post and respond to the two other students
after the reading assignment is due for class.
If you post after that time, your entry will be marked “late,” and this
will affect your response grade. 3) For
the computer demonstration letters, see the specific prompt for directions,
which must be followed for credit. You do
not need to write about your group’s demonstration.
1.
After
reading Dennis Baron’s chapters, write 5 rules or familiar language questions
that you have learned from your schooling.
This might include issues of writing—spelling, usage, punctuation, documentation,
sentence structure, organization of text, use of examples/support, formatting,
titles, etc.—or of speaking—pronunciation, word choice, word order, etc. For instance, I learned to never start a
sentence with a coordinating conjunction.
But, I do it all of the time,
don’t you? Then discuss what you see
are the differences between language conventions and communication.
2.
Working
from Britton's terms of expressive, transactional, and poetic, categorize the
types of oral and print language that you experience/interact with in a typical
school day. What does this categorization tell you about yourself and your
interactions with people, ideas, and information? What does this show you about
the types of language uses you may include in your teaching and/or
interpreting?
3.
[Post
in the Blackboard Discussion titled “Contexts”] Using the information from The
English Language reading, explain how you see the relationship of context
to language use (spoken or written).
How does the situation change the ways you and others speak or
write? How are your school voices and
texts different from other voices and texts you generate? As a prospective teacher and/or deaf
interpreter, what do you feel your obligation is to help your students
understand appropriateness in speech and writing? Cite examples from your life and from EL that show how
language is appropriate or inappropriate.
4.
[Post
in the Blackboard Discussion titled “Parts is Parts”] Baron offers many
examples of usage distinctions emphasizing underlying social assumptions about “proper” English whether spoken or
written. He further exemplifies this
emphasis on parts and pieces through his discussion of standardized
testing. Using his examples and your
own, discuss what you believe about a student’s language use, testing, and a
teacher’s and/or interpreter's responsibility.
5.
[Post
in the Blackboard Discussion titled “Literacy”] What assumptions do you think
you hold about literacy? Do you think
literacy is “emergent,” as Hall argues?
Knoblauch discusses four kinds of literacy that act as underlying
assumptions when our society argues about curriculum in education. Which types of literacy do you value and
why? In what contexts is each type
valuable to society? As a language user
and teacher, which kinds of literacy do you want to promote? Why?
6.
[Post
in the Blackboard Discussion titled “Semiotics.”] Using examples from your
experience, write about how communication happens beyond speech and
writing. Categorize these examples as
auditory-vocal, visual, or tactile.
7.
[Post
in the Blackboard Discussion titled “Speaking and Writing.”] After reflecting
on one difference you know between speaking and writing as explained in the
reading, discuss which is more powerful for you, speaking or writing. Why? Then
talk about when communication is blocked in both mediums. Recount a time when
you could not understand someone else or he/she could not understand you. This
may have been face-to-face, through email, on TV, on the phone, in class, at
work, etc. What were the causes of this communication block—context,
perspective, vocabulary, spelling, accent, etc?
8.
[Post
in the Blackboard Discussion titled “Morph Play.”] Morphology deals as much
with slang (you fill in the expression) and new words and expressions (“sound
byte,” “pregnant chad”) as it does with Standard English and technical
jargon. Offer one example of slang
and/or a newly coined word and provide a morphological analysis. Include its word classification(s). Try making up a new word and do the same analysis.
9.
[Post
in the Blackboard Discussion titled “Dialects”] How were you taught about language variety and dialect in high
school? Were dialects and writing
practices other than Standard English valued?
What assumptions and stereotypes do you see in society and school that
tie to intelligence and spoken or written language? Some believe that slow speech or a drawl equals stupidity. Some
believe that clipped and brief responses represent coldness and distance. Have
any of these been applied to you? If
so, tell your story. As teachers, what
should we be doing in the classroom with language variety to offset some of
these stereotypes?
10. [Post in the Blackboard Discussion titled “Proper
English?”] What do the terms “error” and “correctness” mean to you when dealing
with language? Is there such a thing as
unintentional error? If so, when might
that happen; if not, why not? Try to
include examples from both spoken and written language and try to think about
error in terms of reading and listening. Do teachers unintentionally mishear or
misread? Is this error? In addition,
Baron talks about the “double standard” of plagiarism. How do you plan to deal
with this issue (where the literature we teach practices one approach, while we
preach another) in your classroom? What
experiences have you had as a student or teacher with these issues?
11. [Post in the Blackboard Discussion titled “CCCC
Resolution.”] The CCCC resolution on language and teaching was adopted by its
members and first published in 1974.
Did the English teachers you had in high school and at college follow
it? Use examples from your educational
experiences to show when teachers supported aspects of this resolution and when
they did not. Note: They may not have
even addressed these issues directly, and they may not know this document
exists; however, their teaching supports, goes against, or ignores aspects of
this resolution. I suggest not using
the names of the teachers you write about.
12. [Post in the Blackboard Discussion titled
"Grammar, Yuck"] What is your reaction to the word
"grammar"? What images and emotions does the term conjure for you and
why? You have just read a history and review of English grammar. Did this
reading reinforce your reactions to the term, or did it change your thinking or
perspective? Explain by using specific examples from the chapter.
13. [Post in the
Blackboard Discussion titled "Which Grammar?"] Were you taught
diagrams in school? If so, which types? If not, how did you learn word order
and word classifications? After writing about your own experiences of
diagramming (or the lack of it), discuss what your goal is for teaching
grammar/syntax to mainstream students and to those whose languages or dialects
differ from Edited American English (ASL users, ESL speakers, strong dialect
users, etc.). How does modern grammar theory and practices account for
variations of language use that the traditional diagramming does not?
14. [Post in the Blackboard Discussion titled “Teaching
Language.”] Of the twelve guidelines that Weaver offers, which ones do you want
to incorporate in your teaching and why?
Provide examples and ideas of how you might achieve these goals with
your future students. How might Weaver’s guidelines help with issues like
plagiarism and language diversity?
15. [Post in the Blackboard Discussion titled “Why
History?”] After reading “A Brief
History of the English Language,” discuss why it is important to know about the
history of the language and its dialects. What do you want to know more about?
What do you want your students to know and value about the English language?
16. [Post in the Blackboard Discussion titled
“Englishes.”] After our readings and two class days of media and technology
examples of Englishes, write on your impressions about that history and about
the multiple Englishes that occur around the world. What kinds of language changes have you observed? Provide
examples. With our world becoming smaller everyday thanks to the Internet, the
media, and various forms of technology, growth in international businesses,
etc., how do you think English will evolve and change in the future?
17-19. For each
demonstration, write through Blackboard e-mail 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 folder—to print out for your advanced
technology portfolio and to resend to someone in case the letter doesn’t make
it to each presenter).
20. [Post in the Blackboard
Discussion titled “Computers and Language.”] For this course you have
communicated your memories, your ideas, your analyses, and your plans for
teaching through the instructional software Blackboard. Moreover, most of you
have used the Internet as an informational resource, communicated through other
email systems, and created documents (complete with text, image, and sound)
through the computer. Reflect on the computer as both a tool which demonstrates
your thoughts and a tool which shapes them. How does the computer limit your
communication and learning? How does it free it? Do you believe that the
computer has an influence on shaping the English language? Why or why not?
Offer examples and proof for your views.