Catalog > ESOL : Applied Linguistics

ESOL : Applied Linguistics

Description

Explore concepts and principles of applied linguistics such as phonology, principles of English, sociolinguistics, language acquisition, and second language acquisition. Identify how these concepts and principles relate to English language learners (ELLs) as they progress through ESOL programs and mainstream classrooms.

Learning Objectives

Domain 2 (from Florida Teacher Standards for ESOL Endorsement 2010)

Participants

  • Demonstrate knowledge of the components of language and understanding of language as an integrative and communicative system. (2.1.a)
  • Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of context on language) to support ELLs’ development of listening, speaking, reading, and writing (including spelling) skills in English. (2.1.b)
  • Demonstrate knowledge of rhetorical and discourse structures as applied to second language and literacy learning. (2.1.c)
  • Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes. (2.1.d)
  • Identify similarities and differences between English and other languages reflected in the ELL student population. (2.1.e)
  • Demonstrate understanding of current and past theories and research in second language acquisition and bilingualism as applied to ELLs from diverse backgrounds and at varying English proficiency levels. (2.2.a)
  • Recognize the importance of ELLs’ home languages and language varieties, and build on these skills as a foundation for learning English. (2.2.b)
  • Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’ learning of English. (2.2.c)
  • Understand and apply knowledge of the role of individual learner variables in the process of learning English as a second language. (2.2.d)
  • Understand and apply current theories of second language reading and writing development for ELLs from diverse backgrounds and at varying English proficiency levels. (2.3.a)
  • Demonstrate understanding of similarities and differences between L1 (home language) and L2 (second language) literacy development. (2.3.b)
  • Demonstrate understanding of how L1 literacy influences L2 literacy development and apply this to support ELLs’ learning. (2.3.c)
  • Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’ L2 literacy development in English. (2.3.d)
  • Understand and apply knowledge of how principles of phonology, morphology, syntax, semantics, and discourse affect L2 reading and writing development. (2.3.e)

Documentation Methods

Participants must document their learning by completing the following summatives.

1 Multiple Choice Exam - Learner demonstrates knowledge of content by selecting the correct answer from the choices provided.
9 Reflections - Learner synthesizes previous knowledge and course content in order to develop a narrative response.

The summatives must meet 80% of the established criteria.

Project Team

Author: Eileen N. Ariza, EdD; Sandi King, MEd

Developed by Sandra Hancock, PhD; Marion Fesmire, EdD .


Course Last Updated: 2022