SOU French Summer Language Institute Session I 2015
FLL 511: SECOND LANGUAGE ACQUISITION
PRACTICAL INFORMATION
MEETINGS: M-F 8:30 – 10:20 AM PROFESSOR: Heather Willis Allen E-MAIL: [email protected]
COURSE DESCRIPTION & GOAL
This course will provide an overview of major theoretical approaches to second language acquisition (SLA) and relate theoretical constructs to issues of instructional concern for in-service French teachers at the secondary level. The goal of the course is to equip participants with a working knowledge of major theoretical approaches to SLA and related constructs through individual and collaborative activities and assessments.
STUDENT LEARNING OBJECTIVES
Participants in this course will…
1. Demonstrate understanding of major theoretical approaches to SLA 2. Identify and describe key constructs related to theoretical approaches to SLA 3. Reflect on the implications of key constructs introduced for their own beliefs and experiences related to SLA 4. Develop and share critical insights on practical applications of key constructs and theoretical approaches to teaching French to secondary-level students
REQUIRED MATERIALS
Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. 3rd Edition. London and New York: Routledge.
COURSE ASSESSMENTS
1. PARTICIPATION & ATTENDANCE (10%)
Coming to class on time, attending all class sessions, and being actively involved in discussions and activities are essential to your success in this course. In addition, the ability to relate information gleaned from required readings and reflective journal entries (see below) to in-class discussions and activities is expected. Given the nature of the Summer Language Institute and brevity of the course, any absence will not only result in a major loss of information and connection to the progress of this course, but will also negatively impact your participation and attendance grade. If you foresee an unavoidable absence, please make me aware of this in advance.
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2. REFLECTIVE READING JOURNAL (40%)
You will write eight journal entries, six related to chapters of the textbook that we are reading plus two reflections (Journals 1 and 8) on your beliefs and experiences related to second language teaching and learning (see prompts below). Each entry should be 500- 750 words long.
Journal entries 2-7 should contain the following components: Summary: A summary of the assigned chapter from Mitchell, Myles, & Marsden (2013) Key Concepts: A list of key concepts from each chapter and their definitions Response: Your reaction to the chapter in light of your own experiences, beliefs, and/or goals related to second language teaching and learning Discussion Questions: At least two questions related to the reading that you would like to broach in class
Journal 1 should respond to the following prompts, based on your beliefs and experiences related to your beliefs and experiences related to SLA: How are languages best learned? What is the effect of instruction on second language learning? What are your past language teaching and learning experiences? How have these experiences shaped your beliefs related to second language teaching and learning?
Journal 8 should respond to the following prompts: How are languages best learned? What is the effect of instruction on second language learning? How have the theories and concepts studied in this course shaped your beliefs related to second language teaching and learning? (Reread your response to Journal 1 before completing this entry)
You are encouraged to mention connections or relations that you see among different readings as the course progresses in the Response section of Journals 2-7. Your journal entries will serve as the basis for class discussion; therefore you must bring them with you to each class (either on your laptop or a print out). All journal entries should be posted on the course Moodle site (which will be activated the week before classes begin).
Journal entries will be evaluated weekly using the following criteria:
Task Completion: Are all components included? Were entries completed on time? Key Ideas: Do summaries and key concepts reflect the major ideas introduced? Reflection and analysis: Do the response and discussion questions demonstrate critical thinking and inform in-class discussions of the readings?
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3. QUIZ (10%)
You will take a short quiz after the first two class sessions. The quiz will assess your ability to describe key theoretical concepts related to SLA presented in the first two chapters of Second language learning theories (2013).
4. WRITTEN EXAMS (40%)
You will take two exams during the course. Exam 1 (20%) will assess information discussed during the first 6 class sessions; Exam 2 (20%) will assess information discussed during the last 7 class sessions. Both exams will evaluate your understanding of key concepts and your ability to apply these concepts to theoretical perspectives and practical issues related to foreign language teaching and learning.
COURSE CALENDAR
DATE IN CLASS OUT OF CLASS (prepare prior to each class meeting) WEEK 1
6/22 Introduction to the course READ: Chapter 1
Ch. 1: Second language learning: Key POST: Journal 1 (Initial Reflection) concepts & issues
6/23 Ch. 2: Recent history of second language READ: Chapter 2 learning research POST: Journal 2
6/24 QUIZ CHAPTERS 1 & 2 REVIEW: Chapters 1& 2
Ch. 3: Linguistics & language learning: READ: Chapter 3 The Universal Grammar approach, Part I POST: Journal 3
6/25 Ch. 3: Linguistics & language learning: REVIEW: Chapter 3 The Universal Grammar approach, Part II
6/26 Ch. 5: Cognitive approaches to second READ: Chapter 5 language learning, Part I POST: Journal 4 JOURNALS 1-3 GRADED
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WEEK 2
6/29 Ch. 5: Cognitive approaches to second REVIEW: Chapter 5 language learning, Part II
6/30 EXAM 1 REVIEW: Chapters 1-3, 5
7/1 Ch. 6: Interaction in second language READ: Chapter 6 learning, Part I POST: Journal 5
7/2 Ch. 6: Interaction in second language REVIEW: Chapter 6 learning, Part II
7/3 Ch. 7: Meaning-based perspectives on READ: Chapter 7 second language learning, Part I POST: Journal 6 JOURNALS 4-6 GRADED
WEEK 3
7/6 Ch. 7: Meaning-based perspectives on REVIEW: Chapter 7 second language learning, Part II
7/7 Ch. 8: Sociocultural perspectives on READ: Chapter 8 second language learning, Part I POST: Journal 7
7/8 Ch. 8: Sociocultural perspectives on REVIEW: Chapter 8 second language learning, Part II
7/9 Ch. 10: Conclusions & Review READ: Chapter 10
JOURNALS 7-8 GRADED POST: Journal 8 (Final Reflection)
7/10 EXAM 2 REVIEW: Chapter 6-8, 10
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