Fall 2004
Tuesdays and Thursdays 12:30 – 1:45 p.m. in McIver 231
Nancy Myers
Office: 110 McIver
Phone: 336-334-5484 Office Hours: M 2-3:30, T & Th 10-12, W 5:30-6 or
by appointment
Mailbox: 133 McIver
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
Brock Haussamen’s “An Overview of Linguistic Grammar” in
Grammar Alive!
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
This course has been approved as both speaking-intensive and writing-intensive;
moreover, we will meet in a computer lab because so much of our work will be
supported by BlackBoard. I believe that as preservice teachers and interpreters,
we need lots of experience communicating in multiple forms—oral, written,
imagistic, sign, and electronic. To support your various responsibilities and
communication formats in this course, I suggest the following tools: You will
need one floppy disk that can be formatted for a PC, reserved solely for your
work in this course. You may want to 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 take with you to your
classrooms and interpreting positions.
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.
•
The Speaking Center offers one-to-one tutoring, videotaping, planning and presentation
support. Located in 22 McIver, the Speaking Center is open days (M-F) and some
evenings. You can make an appointment by phoning 256-1346.
•
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, BlackBoard, 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 25%
Teaching Language Project with Annotated Bibliographies 25%
Group Lesson Plan and Demonstration on Computers and Language 25%
Language and Literacy Learning Project OR
Position/Philosophy Statement on Language and Literacy 25%
Overview of Assignments
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 one individual project at the end of the semester:
•
Either a project that records some aspect of your language learning;
•
Or 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-03: Linguistics for Teachers
Schedule for Fall 2004 (Tues. & Thurs. 12:30-1:45 p.m.)
Class meets in Computer Lab McIver 231
G = Guide to Home Language Repair
EL = The English Language
ER = E-reserve
Date Topic/Focus Readings/Papers RLR
A 17 T When Did You Learn Grammar?
19 Th Rules versus Conventions (Meet in McIver 231 Lab) G 1-21
and Teaching Language Project Info
24 T Language Play EL 1-30
and set dates and pairs for Teaching Language Project
26 Th Language Contexts EL 67-82 # 1
31 T Language, Education, and Authority On ER: CCCC “Students’ Right”
S 2 Th Literacy and Education On ER—2 texts: Knoblauch and Hall # 2
7 T Literacies?
Teaching Language Pairs from 9 September until 26 October
9 Th 1. Semiotics, Signing, and Gesture
14 T 2. Speaking versus Writing EL 105-137, G 112-120 # 3
16 Th 3. Language Structures: Phonology EL 31-57
21 T 4. Language Structures: Morphology and Word Classes EL 57-66, G 121-158
# 4
23 Th 5. Accounting for Language Differences—Dialects EL 277-308
28 T 6. Propriety and Poetry in Language Variations G 95-111 # 5
30 Th 7. Teaching Language in School G 64-80
O 5 T 8. What Is Grammar? EL 167-204
7 Th 9. Why Does Grammar Matter? ON ER: Haussamen EL 205-215 # 6
RLR# 1-6 due by 5 p.m. Friday, 8 October
12 T No Class—Fall Break
14 Th 10. Rethinking the Teaching of Grammar 1 On ER: Weaver
19 T 11. Rethinking the Teaching of Grammar 2 Weaver handout, G 47-63 & 81-94
# 7
21 Th 12. History of the English Language 1—The Past EL 139-166
26 T 13. History of the English Language 2—The Future (World English)
# 8
EL 83-103 & 273-276
28 Th Learning Language through Computers
N 2 T Learning Language through Computers
4 Th Learning Language through Computers
9 T Computer Teaching Demonstrations (3) # 9
11 Th Computer Teaching Demonstrations (3) #10
16 T Computer Teaching Demonstrations (3) #11
18 Th Critique of BlackBoard Instructional #12
and Individual Project/Paper Assignment Info and Idea Generation
23 T No Class—Individual Conferences over Position Statements or Language
Projects
25 Th No Class—Thanksgiving
30 T No Class—Individual Conferences over Position Statements or Language
Projects
D 2 Th So, how are you going to teach/see language? Course Evaluations
and Individual Projects Due for Class Share
RLR# 7-12 due by 5 p.m. Friday, 3 Dec
English 321SW-03: 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 two types of
reading and learning responses: 1) For BlackBoard discussion forum postings,
your response should be around 200-250 words, and you need to write short
interactive responses to at least 3 other postings. You have one week to
post and respond to the three 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. Note that all postings have a mid-semester
and end-semester cut off. 2) 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. [Post in the BlackBoard Discussion titled “Contexts”] Using the information from The English Language and Guide to Home Language Repair readings, explain how you see the relationship of context to language use (oral, print, and symbolic). 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 and G that show how language is appropriate or inappropriate to a specific situation/context.
2. [Post in the BlackBoard Discussion titled “Literacy.”] The CCCC resolution on language and teaching was adopted by its members and first published in 1974. Both Knoblauch’s and Hall’s articles were published approximately 15 years later. How do Knoblauch’s and Hall’s articles address (or not) the points made in the CCCC resolution? Across these three readings, all which deal with literacy in different ways, what points matter to your work as a new teacher or interpreter? In other words, how can you use this information in your teaching, with administrators, or with understanding your students?
3. [Post in the BlackBoard Discussion titled “Communication.”] This prompt has three parts. First, using examples from your experience, write about how communication happens beyond speech and writing. Categorize these examples as auditory-vocal (sound but not words), visual (pictures, symbols, images), or tactile (touch such as a hug). Second, reflect 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? Third, talk about when communication is blocked in any of the above 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?
4. [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.
5. [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?
6. [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. 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 might you help students to change their usually negative attitudes about learning grammar?
7. [Post in the BlackBoard Discussion titled “Teaching Language.”] Weaver’s and Baron’s readings ask us to not assume with our students and to not fall into the either-or trap of error and correctness. 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? 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?
8. [Post in the BlackBoard Discussion titled “Englishes.”] After our readings, class discussions, and technology examples of Englishes, discuss why it is important to know about the history and future of the language and its dialects. Document 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, various forms of technology, growth in international businesses, etc., how do you think English will evolve and change in the future? What do you want your students to know and value about the history and future of the English language?
9.-11. 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).
12. [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.