8.3+Syntax+&+Phonology

ENGL 4420/6420 Teaching Syntax & Phonology to English Language Learners Summer, 2011, Weber State University Scheduled Meeting Times: 1:30 pm - 4:10 pm MW Elizabeth Hall 204, Jun 20- Aug 05 Phonology & Syntax for ESL - MENG 6420 CRN: 11114
 * CRN: ** Phonology/Syntax for ESL Teach - ENGL 4420 CRN: 10734

INSTRUCTOR: Dr. Tim Conrad, EH 257 (my office), tconrad@weber.edu, 801-564-5944

COURSE OBJECTIVES: In this class, you will review the key aspects of syntax (grammar) and phonology (sound system), which English language learners need to know for everyday and academic communication. You will also practice ways to set up interesting, natural ways to teach these concepts focusing on the following important factors:

*Providing both direct and indirect practice of English grammar and sounds *Using a variety of topics: general, specific, social, academic, humorous, and serious *Adjusting for the age of the English language learner *Adjusting for the type of communication: reading, writing, conversation, listening *Gaining an awareness of the common kinds of grammar and pronunciation problems for all ESL students, as well as errors influenced by a student’s home language

TEXTBOOK: //The Teacher’s Grammar of English//, by Ron Cowan (available in the bookstore) *In addition, the instructor will make available during class my English phonology notes & exercises.

SYLLABUS & HOMEWORK

WEEK ONE (including class days June 20/22), Chapter 1: Introduction; Chapter 16: Tense and Aspect; phonology notes and exercises. *Note: the main requirements for the first week are attending and reading Chapters 1 and 16. We will practice some of the types of exercises and homework assignments you will be doing in advance about each of the weekly chapters and topics. WEEK TWO (June 27/29), Chapter 2: Grammatical Terms; Chapter 21: Complements; phonology notes & exercises. HOMEWORK: Read Chapter 2, complete Exercises 2.1-2.8, but don’t hand in your answers to the exercises; instead for EACH exercise create two real-life language examples of your own, identifying their corresponding grammatical terms. Read Chapter 21, do your choice of TWO exercises, creating two real-life language examples; also choose ONE of the “Suggestions for Teaching Complements” and be prepared to explain it during class discussion (in addition, write a one-paragraph personal review of your own of your chosen “suggestion”). WEEK THREE (July 6), Chapter 3: Teaching Grammar; Chapter 23: Adverbial Subordinate Clauses; Chapter 25: Coordination; phonology. HOMEWORK: Read Chapter 3 and write paragraph-length responses to each of the Discussion Questions 3.1 and 3.2. Read Chapters 23 and 25, do your choice of THREE exercises from each chapter, creating two real-life language examples for each one, explaining the corresponding grammatical terms; also prepare your choice of one “Suggestion for Teaching” from the end of each chapter. WEEK FOUR (July 11/13), Chapter 14: Modal Verbs; Chapter 19: Conditional Sentences; phonology. HOMEWORK: Read Chapters 14 and 19, do your choice of three exercises from each chapter, creating two real-life language examples for each one; also prepare your choice of one “Suggestion for Teaching” from the end of each chapter. WEEK FIVE (July 18/20), Chapter 8: Prepositions; Chapter 11: Articles; phonology. HOMEWORK: as before complete three exercises from each chapter with your own language examples & explanations and a teaching suggestion from each chapter. WEEK SIX (July 27), Chapter 4: Questions; Chapter 5: Negation; Chapter 7: Nonreferential //It// and //There//, phonology. HOMEWORK: Complete in the same manner as before: three exercises and a teaching suggestion from each chapter. WEEK SEVEN (Aug 1/3): Presentations and Discussion of Course Projects (see below) COURSE PROJECTS UNDERGRADUATE STUDENTS choose one of the following: 1- See page X in the front of your book called “Term Project”—design a teaching activity on one of the grammar points covered in the course. The activity may extend beyond one hour of instruction and includes a lesson plan. You can collaborate with one or two other students if you would like. You may also involve the class in demonstrating your lesson plan/activity. The project should be written/typed and include a background explanation of the type of student, class, or language program it is designed for, as well as a description of the grammatical teaching approach you have chosen (see p. 32 of the textbook). 2- Similar to our course homework, choose four chapters we do not cover during the term, complete exercises, write your own creative examples with corresponding terminology explained, and point out helpful teaching suggestions. 3- Tutoring an ESL student, keeping a journal of your experiences, and writing up a final reflection paper 4- Another relevant project you might like to suggest which meets your own personal interests and needs.

GRADUATE STUDENTS will be participating with me in a teacher-research project about Arabic and English phonology as we co-teach a pronunciation class of five Saudi Arabian students at Weber State University enrolled in the LEAP Program (Learning English for Academic Purposes). The project will involve tutoring, a teaching journal, and a final pedagogical paper. The class will be taught during our regular Monday and Wednesday class time from 2:30-3:20 pm. COURSE ASSESSMENT: Each of the following will count one-third of your total grade: 1- Attendance & Participation, 2- Homework, 3- Course Project.

LATE WORK: If you are late for any required assignment, make sure you get it to me by the next class day and there will be no penalty. Email or see me if you need to miss a class.

OTHER UNIVERSITY COURSE/STUDENT REQUIREMENTS & RESOURCES: // Academic Dishonesty // : As specified in PPM 6-22 IV D, cheating and plagiarism violate the Student Code. Plagiarism is “ the unacknowledged (uncited) use of any other person’s or group’s ideas or work.” Students found guilty of cheating or plagiarism are subject to failure of a specific assignment, or, in more serious cases, failure of the entire course. // Core Beliefs // : According to PPM 6-22 IV, students are to “[d] etermine, before the last day to drop courses without penalty, when course requirements conflict with a student's core beliefs. If there is such a conflict, the student should consider dropping the class. A student who finds this solution impracticable may request a resolution from the instructor. This policy does not oblige the instructor to grant the request, except in those cases when a denial would be arbitrary and capricious or illegal. This request must be made to the instructor in writing and the student must deliver a copy of the request to the office of the department head. The student's request must articulate the burden the requirement would place on the student's beliefs.” // Disability Accommodation // : PPM 3-34 notes: “When students seek accommodation in a regularly scheduled course, they have the responsibility to make such requests at the Center for Students with Disabilities __before__ the beginning of the quarter [semester] in which the accommodation is being requested. When a student fails to make such arrangements, interim accommodations can be made by the instructor, pending the determination of the request for a permanent accommodation.”

// Emergency Closure: // If for any reason the university is forced to close for an extended period of time, we will conduct our class. . . . [via e-mail, WebCT, Blackboard, etc.]. Look for announcements on. . . . [Weber e-mail, our listserv, etc.].