educ 521-01 linguistics & culture fall 2015 fall 2015...

EDUC 521-01

Linguistics & Culture

Fall 2015 Fall 2015

Tuesday 5-7:30pm

South 237

Instructor: Dr. Mary Caitlin Wight Office Phone: 245-5468

Office: Office Hours: Tuesdays 4:00pm-5:00pm

E-Mail: & by appointment

COURSE DESCRIPTION

This course presents conceptual foundations and general principles of linguistics relevant to the teaching of

English to speakers of other languages with an emphasis on culture and its interrelationship with language

acquisition, production, and comprehension. The relationship among linguistics, language, and culture will be

explored with a focus on how perception and conceptualization influences language, and how this influence is

manifested by different cultures and societies. Candidates are provided a psycholinguistic and sociolinguistic

overview of normal speech and language development with particular emphasis on speech perception, the

cognitive and social prerequisites to the acquisition of language, and the development of the form (syntax,

morphology, phonology and phonetics), content (semantics), and use (pragmatics) of language. Major

language acquisition theories are studied, and programs and techniques designed to facilitate acquisition of

language skills are introduced. The relationship of language development to cognitive and social-emotional

growth is explored as well as the nature and role of culture and cultural groups in constructing supportive

learning environments for English Language Learners. 3(3-0).

COURSE PREREQUISITES

Undergraduates must hold senior status.

Graduates: no prerequisites

COURSE TOPICS:

1. Culture

2. Communication

3. Language Structures- Linguistic Analysis

4. Important Concepts & Theories in Language Acquisition

5. Application of Linguistic knowledge

COURSE RATIONALE

This course infuses the constructivist approach to teaching and learning in which teacher candidates use their

prior knowledge and social contexts to interact and develop relevant knowledge, skills and dispositions to

become teachers committed to improve the lives of students through education. This course is consistent with

the following Geneseo core values:

1. Geneseo mission to develop socially responsible citizens with skills and values important to the pursuit

of an enriched life and success in the world; and

2. The School of Education mission to prepare future teachers to be reflective, critical thinkers, adept at

problem solving, and committed to the development of communities of inquiry to ensure that all

students have the opportunity to learn the skills necessary for a productive life and responsible

citizenship.

Consistent with SUNY policies, regulations of the New York State Department of Education, CEC, ACEI and

standards, and with the School of Education Conceptual Framework, this course will provide candidates the

opportunity to acquire the knowledge and skills, and dispositions pertinent to the specific learner outcomes

listed below.

REQUIRED TEXTS, READINGS, AND MATERIALS

1. Membership to:

a. NYS TESOL ($20/year student) or TESOL ($35/year student)

2. Brown, S. & Larson-Hall, J. (2012). Second language acquisition myths: Applying second language

research to classroom teaching. Ann Arbor: University of Michigan Press.

3. Mihalicek, V & Wilson, C. (Eds). (2011). Language files: Materials for an introduction to language and

linguistics (11th ed.). Columbus, OH: The Ohio State University Press.

4. Additional texts and media posted to Mycourses.

LEARNING OUTCOMES.

Course Learning Outcome TESOL

Professional

Standards

SOE

Conceptual

Framework

Performance-based

Assessments/ Assignments

Teacher candidates will

demonstrate understanding of

culture, communication, and

language acquisition as it

affects student learning.

1.b, 2 A1, A2 Annotated Bibliography

Final Presentation


demonstrate an understanding

of foundational terms,

theories, and concepts in the

field of linguistics.

1.a A1, A2, B2 Annotated Bibliography

Final Presentation


demonstrate the ability to

apply basic tools and

techniques for linguistic

analysis.

1.a A1, C1 Practice Problems

Linguistic Exam


demonstrate the ability to

apply linguistic and cultural

understandings to meet the

various needs of learners.

3.a, 3.b A1, A2, C1 Final Presentation


commit to professional

development, partnerships,

and advocacy.

5.b

B3 Membership in Professional

Societies

COURSE GRADING PROCEDURES

Grading scale is based on percentage of total points earned:

95-100 A

90-94 A-

87-89 B+

83-86 B

80-82 B-

77-79 C+

Below

73

E

Note: This course can only be used toward TESOL supplemental certification if you attain a B- or better.

Note: Rounding standards will be used to determine final grades.

ASSIGNMENTS

Class Participation- 10%

Annotated Bibliography- 20%

Practice Problems & Reflections- 25% (5 total- 5% each)

Linguistic Exam- 20%

Final Presentation- 25%

ASSIGNMENT EXPLANATIONS

Class Participation- 10%

Active class participation requires reading all of the required readings before class begins and coming to

class prepared to make substantive contributions through discussion. You are expected to actively

participate thoughtfully and constructively in all class activities and discussions. Active class

participation includes arriving fully prepared to every class session, commenting on discussion topics in

a way that advances the level of discussion and depth of dialogue, and actively supporting, engaging,

and listening to your peers. 3 2 1

Preparation Arrives fully prepared at

every class session.

Arrives mostly prepared Preparation is inconsistent

Contribution to Class Comments advance level

and depth of dialogue

Relevant comments are

based on assigned materials

Demonstrates a noticeable

lack of interaction on

occasion.

Peer Interaction Actively supports, engages,

and listens to peers.

Makes a sincere effort to

interact with peers

Limited and/or negative

interaction with peers.

Technology Uses technology

appropriately in class

Any category can receive a score of 0 if deemed that poor or not completed.

Annotated Bibliography- 20%

You will conduct an in-depth examination of one issue related to the acquisition of a new language or

culture. Broad areas of interest and possible specific topics within each of those areas are listed below.

Second Language

Acquisition

L2 communication & compensatory strategies; neurolinguistics

of SLA; motivation & attitudes; An in-depth look into one of the

theories of language acquisition

Language contact Code-switching/translanguaging; pidgins and creoles; language

shift; language revitalization; language death

Language variation &

change

Language and identity; specific regional varieties of English;

special social varieties of English; world Englishes; style shifting;

register

Language & culture Cross-cultural (mis) communication; the Sapir-Whorf

Hypothesis; Language and power; language and politeness;

kinship terms across cultures

An annotated bibliography calls for an in-depth exploration of a particular aspect of research. It is meant

to summarize existing research and point future research to the existing gaps. Once you have decided on

your topic, you find at least 20 peer-reviewed sources pertaining to the topic and summarize as

described below.

Your work must follow APA 6th ed. conventions.

Format:

o 1 page introduction to the topic, why it is relevant to our studies in this course, and why you

decided to learn more about it.

o Annotations of 20 sources

Citation

Summary

How it connects to the overarching topic

o 1 page conclusion detailing what you learned and how this research has helped you grow as a

member of this field. In the conclusion, you should discuss any existing gaps in the research that

future research should aim to fill.

Presentation

o You will need to create a 5 minute presentation in which you discuss the purpose of your

annotated bibliography the sources you discovered, and how this research has helped you grow

as a member of the field. You should also discuss any large gaps in the literature. As this

presentation is only 5 minutes in length, do not focus on specific citations, but rather give a

broad overview of the larger picture you explored. 3 2 1

Organization of Ideas Logical sequence of

information and a strong

development of ideas and

reflections.

Somewhat logical sequence

of information, development

of ideas and reflections

could be stronger.

Weak development of ideas

and reflections. Information

presented does not flow

well.

Review of existing literature Comprehensive review of

existing literature which is

considered in depth without

being redundant.

Significance to topic is

clear.

Somewhat comprehensive

review and/or redundant in

explanation and/or

confusion to topic

addressed.

Significance of some of the

literature is unclear to the

topic being reviewed and/or

explanations are extremely

redundant.

Conclusion Comprehensively addresses

what you’ve learned from

the review of the literature

and how it has helped you

grow. Discusses any

existing gaps.

Somewhat addresses what

you’ve learned from the

review of the literature and

how it has helped you grow.

Makes some mention of

future research

Minimally addresses what

you’ve learned from the

review of the literature and

how it has helped you grow.

Makes no mention of future

research.

Presentation Presentation was a concise

overview of the problem

and available literature that

supports the growth in

understandings of

classmates.

Presentation was a

somewhat concise

overview, with gaps

evident. Supports the

growth of understandings of

classmates.

Presentation focused too

much as a summary of

specific articles and/or

presentation lacked

cohesion and understanding.

Task Met all requirements of the

task, include APA, page

length, and criteria

presented.

Missing some aspects of the

task.

Task barely addressed.

Overall: Professional Voice Voice and tone enhance

professional quality; field

terminology is used

exceptionally well to

support ides; academic

voice is strong and clear.

Voice and tone sound

professional; appropriate

field terminology is used;

academic voice is used.

Voice or tone detracts from

professionalism.

Overall: Grammar &

Spelling

Consistently grammatically

correct with few to no

misspellings

Mostly uses correct

grammar and spelling with

minimal errors



misspellings


Points:

21= 20 points

20= 19 points

19= 18 points

18= 17 points

17= 16 points

16= 15 points

15= 14 points

14= 13 points

13= 12 points

12= 11 points

10-11= 10 points

9= 9 points

8= 8 points

7= 7 points

6= 6 points

5= 5 points

4= 4 points

3= 3 points

2= 2 points

1= 1 point

0= 0 points

Practice Problems & Reflections- 25%

During weeks 9- 13, you will complete 5 sets of practice problems. Before class weekly you are to

attempt the problems individually. You are to bring this attempt with you to class where you will have

time to discuss the problems with classmates and make any changes necessary.

By Thursday of that same week, you will need to submit your final draft of your practice problems. This

draft should include your original answers as well as any changes you made after discussion with you

classmates. You can note these changes using track changes or comments in Word.

o Once you’ve settle on your answers, write a short 1 paragraph summary at the top of your

practice problems explaining how your answers have developed over the course of working on

them individually and with your classmates. The purpose of this assignment is to practice

concepts as well as to demonstrate reflective thinking about your learning.

Your practice problems are graded on a 5 point scale:

1 point

Rough draft of practice problems is brought to class

Time spent working with classmates is used well

Actively supports the learning of classmates

Final draft includes edits of changes made

Final draft include reflective paragraph and demonstrates growth in learning.

Linguistics Exam- 20%

During Week 13, you will have an exam on the linguistics topics covered in the course during weeks 8-

12.

Final Presentation- 25%

The final presentation for this class involves creating a 10 minute presentation for your classmates on a

linguistics topic of your choice. The purpose of this presentation is to allow you to explore in greater

depth a topic with relevance to linguistics and language teaching. Possible topics include (but are not

limited to):

o Grammar instruction

Grammar correction

Explicit v. implicit grammar

teaching

o Role of non-native English speaking

teacher

o What variety of English to teach

o Teaching pronunciation

o Articulation and voice disorders

o Bilingual education

o Communicative language teaching

o Use of L1 in language teaching

You will need to conduct research into this topic using a minimum of 8 resources, which must be

trustworthy sources.

You will create a presentation to give to your classmates during Week 16. The format is flexible and is

up to your discretion, but needs to provide detailed information regarding the topic as to further your

classmates’ understandings. 3 2 1

Content Presentation demonstrates

high-order thinking,

including an analysis of

pertinent information to

better prepare their audience

for the field of TESOL.

Presentation demonstrates

some high-order thinking

and meaningful insights to

help prepare audience for

the field of TESOL.

Presentation is strictly

summarization of sources

without connecting to larger

topic. Lacks cohesion and

insights.

Clarity Logical sequence of

information and a strong

development of ideas and

reflections.

Somewhat logical sequence

of information, development

of ideas and reflections

could be stronger.

Weak development of ideas

and reflections. Information

presented does not flow

well.

Accuracy Presentation contains factual

information from

trustworthy sources.

Presentation contains few

errors on the topic discussed

and/or few sources are

untrustworthy

Presentation contains many

errors on the topic discussed

and/or many sources are

untrustworthy.

Task Met all requirements of the

task, include APA,

presentation length, and

criteria presented.

Missing some aspects of the

task.

Task barely addressed.

Overall: Professional Voice Voice and tone enhance

professional quality; field

terminology is used

exceptionally well to

support ides; academic

voice is strong and clear.

Voice and tone sound

professional; appropriate

field terminology is used;

academic voice is used.

Voice or tone detracts from

professionalism.

Overall: Grammar &

Spelling



misspellings

Mostly uses correct

grammar and spelling with

minimal errors



misspellings


Points:

18= 25 points

17= 24 points

16= 22 points

15= 21 points

14= 19 points

13= 18 points

12= 17 points

11= 15 points

10= 14 points

9= 13 points

8= 11 points

7= 10 points

6= 8 points

5= 7 points

4= 6 points

3= 4 points

2= 3 points

1= 1 point

0= 0 points

COURSE CONTENT

Date

Week

Topic Readings Due

(Additional Readings on

Mycourses)

Reading/Assignment DUE

9/1/15

1

Introduction to

the Course

9/8/15

2

Communication Mihalicek & Wilson-

Files 1, 8.2, 8.3, & 8.4

9/15/15

3

Culture Mihalicek & Wilson- File 11

Del Carpio & Del Carpio- The

importance of considering

students’ cultural and linguistic

backgrounds

Topic for Annotated Bibliography Due

9/22/15

4

Language

Acquisition

- Theories of

Language

Acquisition

Mihalicek & Wilson- Files 8.1 &

8.5

Brown & Larson-Hall- Myths 1

& 3

Spada & Lightbown- Second

Language Acquisition

(This is a dense reading week, we

will spend class working through

all of the various theories)

9/29/15

5

Language

Acquisition

- Topics in

SLA

Brown & Larson-Hall- Myths 4-7 Rough Draft Annotated Bibliography Due

10/6/15

6

Annotated

Bibliography

Presentations

Language

Acquisition

Phonetics

Annotated Bibliography Due

10/13/15

7 NO CLASS-

FALL BREAK

NO CLASS- FALL BREAK NO CLASS- FALL BREAK

10/20/15

8

Linguistics-

Phonetics

Mihalicek & Wilson- File 2 Practice Problem 1

- Rough Draft due in Class

- Final Draft & Reflection due Thurs 10/22

10/27/15

9

Linguistics-

Phonology




11/3/15

10

Linguistics-

Morphology




11/10/15

11

Linguistics-

Syntax




11/17/15

12

Linguistics-

Semantics &

Pragmatics

Mihalicek & Wilson- Files 6 & 7

Brown & Larson- Hall- Myth 8

Practice Problem 5



11/24/15 Linguistics Linguistics Exam

13

Application of

Linguistic

Knowledge

12/1/15

14

Application of

Linguistic

Knowledge

- Language

Variation &

Dialects

Mihalicek & Wilson- File 10

12/8/15

15

Application of

Linguistic

Knowledge

- Bilingualis

m/

Multilingual

ism

- Language &

Power

Brown & Larson-Hall- Myth 2

Mihalicek & Wilson- File 8.5

Motha- Race, empire, and English

language teaching- C1 & C3

12/22/15

16 Final Exam

Meeting Time

6:45-9:45

Final

Presentations

Final Presentations

*This is a tentative outline; subject to change to meet the needs of the class, guest speaker schedules, etc. **

References (Course Readings)

Brown, S. & Larson-Hall, J. (2012). Second language acquisition myths: Applying second language research to

classroom teaching. Ann Arbor: University of Michigan Press.

Del Carpio, K. & Del Carpio, P. (2015). The importance of considering students’ cultural and linguistic

backgrounds: Languages are friends, not enemies! Journal of Language Teaching and Research, 6(3),

467-474.

Spada, N. & Lightbown, P. M. (2010). Second language acquisition. In N. Schmitt (Ed.), Applied Linguistics

(3rd ed.) (108-123). London: Hodder Education.

Mihalicek, V & Wilson, C. (Eds). (2011). Language files: Materials for an introduction to language and

linguistics (11th ed.). Columbus, OH: The Ohio State University Press.

Motha, S. (2014). Race, empire, and English language teaching: Creating responsible and ethical anti-racist

practice. New York: Teachers College Press.

COURSE POLICIES

SOE Policies and Supports

Certification Exam Statement: The New York State Teacher Certification Examinations™ (NYSTCE®) address

New York Education Law and Commissioner's Regulations, which require prospective New York State

educators to pass designated tests as a requirement for receiving state certification.

Please refer to the NYSED website http://www.nystce.nesinc.com/index.asp for the most current

information on testing requirements.

Disclaimer Statement: National Accreditation: The Ella Cline Shear School of Education (SOE) is accredited by

NCATE. In the future we will seek to continue our national accreditation for our programs through the Council

for the Accreditation of Educator Preparation (CAEP). Part of this accreditation process includes reviews of

samples of teacher candidates' course work by professional societies and the CAEP Board of Examiners.

Therefore, your course work may be selected and used as examples to demonstrate that the learning outcomes

are being addressed and achieved in this course.

Please be advised that to ensure your privacy, when possible, names will be removed from the selected work.

Please note that we cannot modify work uploaded into Taskstream. If you want your name removed from your

work you will need to remove it from the document(s) prior to submission into Taskstream. If you do not wish

to participate in this process, please state your intent in writing to your professor or supervisor.

Key Assignments Statement: Please note that certain assignments are considered "key assignments" for School

of Education teacher education candidates. These assignments must be completed at an acceptable level as per

the CAEP/NCATE Rubric in order to pass the course. There is no key assignment in this class.

Students with Disabilities Statement: SUNY Geneseo will make reasonable accommodations for persons with

documented physical, emotional, or cognitive disabilities. Accommodations will also be made for medical

conditions related to pregnancy or parenting. Students should contact Dean Buggie‐Hunt in the Office of

Disability Services ([email protected] or 585-245‐5112) and their faculty to discuss needed

accommodations as early as possible in the semester.

Course Policies and Supports

“People First” Language: All references to individuals with disabilities should address the child or adult first,

and not the disability or difference. For example, use “child with autism,” or “adult with a disability.” Do not

use “mentally retarded”; the federal, state, and politically correct terminology is “intellectual disability”.

Class Participation: Class participation points are given for students who are active participants in class

discussions and practice activities, and for class attendance. You are expected to contact the instructor prior to

class if you are unable to attend, and it is your responsibility to obtain any information and materials you missed

during your absence.

Required Readings: There are a variety of required readings that are key to your successful completion of the

course, development of required understanding and skills to be a successful teacher of students who are English

language learners. Please schedule the readings so that you are continually reading these materials in advance of

the due date (in other words, not the night before), keep a list of questions or areas for clarification, and seek to

fully understand the documents. Don’t hesitate to contact me if you have questions that are not clarified in

class. All readings are required and may be covered on quizzes or exams; not all readings will be discussed in

detail in class, so keeping lists of questions for clarification will be beneficial for your understanding.

Writing Learning Center. Experienced student writers in the Writing Learning Center provide advice and

writing assistance. Appointments are available. The Writing Learning Center has two locations, one primarily

for visits by appointment and one for drop-in visits. Please see http://www.geneseo.edu/english/writing_center

for more details or to schedule an appointment.

http://www.nystce.nesinc.com/index.asp

mailto:([email protected]

http://www.geneseo.edu/english/writing_center

http://www.geneseo.edu/english/writing_center

Assistance with Assignments. If you have questions regarding an assignment or feel that the directions are

ambiguous, please drop by during my office hours or set up an appointment to discuss your concern. Please note

that any questions pertaining to a particular assignment should be addressed well in advance of the due date.

Please do not expect to engage in detailed discussions about any assignment the day before it is due. Please

come prepared with specific questions about the assignment on which you are working. The earlier you discuss

your draft with me, the more extensive the feedback. Under no circumstances should feedback given be

construed as what is needed to do to get an “A” on a given assignment. Feedback will provide clarification to

questions or point out glaring omissions in the assignment requirements.

Computer Issues. Things go wrong with computers and printers. These issues may be avoided if you complete

and print an assignment in advance. Computer issues will not be considered a legitimate excuse for late work,

so please plan ahead.

Academic Dishonesty & Plagiarism: SUNY Geneseo has a responsibility to promote academic honesty and

integrity. Students are responsible for the honest completion and representation of their work, for appropriate

citation of sources, and for respect for others’ academic endeavors. By placing their name on academic work,

students certify the originality of all work not otherwise identified by appropriate acknowledgements.

Plagiarism, cheating and other incidents of academic dishonesty will result in an automatic “E” grade for the

assignment and a potential “E” grade for the course. Depending on the severity of the violation, your case may

also be reported for further investigation and may result in expulsion.

Plagiarism is defined by SUNY Geneseo as “the representation of someone else’s words or ideas as

one’s won, or the arrangement of someone else’s material(s) as one’s own”. It consists of copying work

from another source without giving proper citations. You must not copy information from printed

materials, internet sources, or from the work of other students. Plagiarism also consists of using work to

complete assignments in multiple courses. If you are uncertain about how to properly cite a course,

consult the instructor immediately.

Any claim of ignorance of the rules of academic integrity by any student is unacceptable. For further

information regarding the Academic Misconduct Policies, please go to

https://www.geneseo.edu/dean_office/dishonesty

Miscellaneous notes on absences, laptops, cell phones, and other electronic devices. I seek to facilitate the

members of this class in becoming a community of learners and professionals. This requires a few important

contributions from you, the students, as you prepare for your professional careers:

Participation: Students are expected to come to each class on time and ready to work. This includes

completing all readings.

Attendance: Students may be excused from one class. Missing class after one excused absence will impact

your grade. Your final grade will be lowered (A to A-, B- to a C; etc.) for every additional class missed.

Regarding tardiness, every three times late more than 10 minutes, results in 1 absence. If you are on an

athletic team and will miss class due to a scheduled competition, please provide me with a team schedule

and roster by the third class; it is your responsibility to inform me in advance via email that you will miss

class for a meet/game, to get missed notes and handouts, and turn in all work ON TIME or in advance of the

class it is due.

o If you will be observing a religious holiday which conflicts with class, please notify me in advance

via email. All work must be turned in on time. Quizzes and activities can be made up in advance of

the observance day or as determined as reasonable.

o If you have an emergency that will keep you off campus for an extended period of time, please

provide me with notice as soon as possible. You should also notify the Dean of Students, Dr. Lenny

Sancilio, [email protected]. He can facilitate notification of your professors and support your

return to campus.

http://academicintegrity.buffalo.edu/policies/index.php

https://www.geneseo.edu/dean_office/dishonesty

mailto:[email protected]

Cell Phone/ Technology: Please refrain from using cell phones in class. It distracts not only you, but others

in the class. Phones should be silenced for the class time. Please inform me if there is a situation where you

need to leave your phone on vibrate and take calls in the hallway. Technology used inappropriately can be

distracting as well and misuse will result in lowering of your participation grade.

Professionalism: Since this course is a step toward a career in the education profession, students are

expected to demonstrate professionalism through their appropriate ethical behavior, acceptance of

constructive criticism, appropriate dress and a willingness to grow in a reflective stance toward teaching and

learning. Students are expected to participate in and promote a community of learning through their respect

and tolerance for diversity in backgrounds and experiences. As education is a sensitive topic in nature

(names of teachers, schools, etc.) any information shared in this classroom should be treated with that

respect. Under no circumstances should individual students or teachers be identified or discussed by name

when referring to the experience. (Use pseudonyms). This is the law (FERPA confidentiality – Family

Educational Rights and Privacy Act). Classmates should not have to worry if what they share in our class

will leave this room.

These policies will be strictly adhered to, and failure to comply will result in a referral to the Dean of the

School of Education.

Representative Bibliography (as provided by Ella Cline Shear’s School of Education)

Texts Owens, R.E. (2012). Language Development: An introduction (8th Ed.) Boston, MA: Pearson

Trask, R. L. (2004) Language: The basics (2nd ed.). New York, NY: Routledge.

Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.

Bibliography – Language Development:

Anderson, R. (1994). Cultural and linguistic diversity and language impairment in preschool children. Seminars

in Speech and Language, 15(2), 115-124.

Bialistok, E. (2001). Bilingualism in development: Language, literacy, and cognition. New York, NY:

Cambridge University Press.

Blumenfeld, H.K., & Marian, V. (2009). Language-cognition interactions during bilingual language

development in children. In B. Kuzmanovic & A. Cuevas (Eds.), Recent Trends in Education.

Hauppauge, NY: Nova Science Publishers, Inc.

Brice, A. & Absalom, D. (1996). Classroom pragmatics skills: Investigating adolescents learning English as a

second language. Journal of Children's Communication Development, 18(2), 19-29.

Bryant, J. (2005). Language in social context: Communicative competence in the preschool years. In J. Berko

Gleason (Ed.), The development of language (6th ed.), (pp. 191-229). Needham Heights, MA: Pearson.

Cisero, C.A., & Royer, J.M. (1995). The development and cross-language transfer of phonological awareness.

Contemporary Education Psychology, 20, 275-303.

Collier, V. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly,

21(4), 617-641.

Denton, C., Hashbrouck, J., Weaver, L., & Riccio, C. (2000). What do we know about phonological awareness

in Spanish? Reading Psychology, 21, 335-352.

Genesee, F. (2004). What do we know about bilingual education for majority language students? In T.K. Bhatia

& W. Ritchie (Eds.), Handbook of bilingualism and multiculturalism (pp. 547-576). Malden, MA:

Blackwell.

Hausamann, M., Durmusoglu, G., Yazgan, Y., & Gunturkun, O. (2004). Evidence for reduced hemispheric

asymmetries in non-verbal functions in bilinguals. Journal of Neurolinguistics, 17, 285–299.

Hulit, L.M. & M.R. Howard. (2002). Born to talk: An introduction to speech and language development, (3rd

ed.). Boston, MA: Allyn and Bacon.

Hull, R., & Vaid, J. (2007). Bilingual language lateralization: A meta-analytic tale of two hemispheres.

Neuropsychologia, 45, 1987-2008.

Indefrey, P. (2006). A meta-analysis of hemodynamic studies on first and second language processing: Which

suggested differences can we trust and what do they mean? Language Learning, 56, 279–297.

Indefrey, P., & Levelt, W.J.M. (2004). The spatial and temporal signatures of word production components.

Cognition, 92, 101.

Kan, P. & Kohnert, K. (2008). Fast mapping by developing bilinguals in L1 and L2. Journal of Child

Language, 35, 495–514.

Kaushanskaya, M., & Marian, V. (2009a). The bilingual advantage in novel wordlearning. Psychonomic

Bulletin and Review, 16(4), 705–710.

Kaushanskaya, M., & Marian, V. (2009b). Bilingualism reduces native-language interference in novel word

learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 35(3), 829–835.

Kaushanskaya, M., Yoo, J., Van Hecke, S., & Mirsberger, J. (2009, March). Learning new words silently vs.

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Graduate Conceptual Framework Teacher as Accomplished

Educator

Introduction

The Graduate Conceptual Framework extends the themes of the Undergraduate Conceptual Framework:

Teacher as Scholar, Teacher as Constructivist Educator, and Teacher as Reflective Practitioner. All graduate

programs are designed to add content, depth, and sophistication to the knowledge gained in undergraduate

education, whether at Geneseo or elsewhere. They require mastery of oral and written discourse at the

professional level, as well as facility with new and innovative uses of educational technologies. All courses in

the graduate programs are taught by faculty with terminal degrees or who possess substantial and relevant

professional qualifications.

Programs include:

Literacy (B-6 and 5-12)

Early Childhood Education

Adolescence Education in Social Studies, Mathematics, English, and Foreign Languages

A. Teacher as Accomplished Scholar

Graduate programs in the School of Education are designed to extend candidate’s knowledge of research,

curriculum development, assessment, and pedagogical methods that reflect the latest developments in the

relevant fields of study. Graduate candidates are expected to deepen their understanding of the theoretical bases

of educational practice, including philosophical, psychological, and sociological theories of education; theories

of learning, curriculum development, and assessment; as well as a variety of research methodologies and their

theoretical assumptions.

Candidates in graduate programs will:

1. Link content, curriculum development, assessment, and pedagogy, based on the latest developments in

the field

2. Interpret and evaluate educational research

B. Teacher as Accomplished Constructivist Educator

Graduate programs in the School of Education are designed to deepen candidates’ understanding of the

connections between home, school, and community in order to increase their effectiveness as constructivist

educators in a variety of educational settings. Extending their knowledge of student development and multiple

teaching strategies, candidates in graduate programs are expected to understand how issues of social justice

affect children’s learning in a variety of settings.

This entails a critical understanding of the legal status of education under local, state, and federal legislation, as

well as court cases regarding, for example, literacy education, bilingual education, special education, and early

childhood education, and assessment and curriculum development. Candidates also are expected to extend their

understanding of the social services available to students and their parents or primary caregivers, as well as the

impact of geographical location, composition of the school population, and parents’ socioeconomic status on

children’s education and family and community connections with school.

Candidates are expected to be critically aware of diversity and willing to act on the issues associated with

diversity that affect children’s learning in the classroom, including gender and sexual orientation, the social

construction of racial and ethnic categories, special education and inclusion, socioeconomic status, and

linguistic and cultural diversity. Graduate programs in the School of Education foster candidates’ understanding

of the need for teachers to become advocates for the children under their care; they also provide opportunities

for candidates to develop leadership skills to advocate for children’s rights in education.


1. Connect home, school, and community in the practice of education

2. Understand the theoretical basis of and implement educational practices that respect and welcome

diversity

3. Develop leadership skills to advocate for children

C. Teacher as Accomplished Reflective Practitioner

Candidates in graduate programs are expected to use tools of critical inquiry to reflect on, accurately interpret,

and implement the research of others. They are expected to conduct comprehensive library research and to

design innovative research-based curriculum and to apply associated pedagogies. Candidates also are expected

to use their understanding of research methodologies to design and implement their own action research or

ethnographic research in local schools or other educational settings.

To this end, all graduate programs in the School of Education include a component of clinical practice that

involves research and the implementation of research, through innovative pedagogies, research-based design of

curriculum and assessment, or the use of new technologies.


1. Link theory to practice

2. Design and implement action research or ethnographic research in local schools or other educational

setting

educ 521-01 linguistics & culture fall 2015 fall 2015...

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