||LTL602 - Linguistics & Lang Learn
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Focuses on the components of language and theories of first and second language acquisition. Compares and contrasts the processes and outcomes of first and second language acquisition. Includes classroom implications of first and second language acquisition.
|Course Learning Outcomes:
- Identify and describe the major components of language, and explain the ways in which they interact.
- Describe, compare and contrast the major theories of first language acquisition, and use those theories to explain how first language is acquired.
- Identify and describe the stages of first language acquisition, and give examples of each stage.
- Describe the major factors that affect the process and outcome of first language acquisition, and explain how each affects first language development.
- Compare and contrast the natures of first and second language acquisition, and analyze the relationships between the two processes.
- Identify and analyze the major theories of second language acquisition, and use those theories to explain how second language is acquired.
- Describe the major factors that affect the process and outcome of second language acquisition, and explain how each affects acquisition.
- Describe the classroom implications of first language development.
- Explain the ways in which literacy and language develop during the school years.
- Analyze and design classroom strategies that will support students' first language development during the early school years.
- Describe the classroom implications of second language acquisition.
- Analyze and design classroom strategies that will assist students at various stages of second language acquisition.
|Specified Program Learning Outcomes:
- Analyze and apply culturally responsive and inclusive teaching strategies, including multicultural and multilingual approaches.
- Construct an Applied Research Project that reports findings from applied research and a presentation that describes the research findings.
- Demonstrate effective strategies, resources, and technologies for teaching English Language Learners (EL).
- Demonstrate knowledge of educational philosophy, perspectives and practices related to language teaching and learning.
- Differentiate between factors of first and second language acquisition to analyze teaching and learning strategies.
- Implement effective standards-based assessments of learning outcomes for EL learners.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures