Pennsylvania State University-Penn State Berks · Courses
APLNG
62 courses with the subject APLNG, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
APLNG 200Introduction to Language, Culture, and Social Interaction3
This course is an introduction to the study of language as a communication system and to contemporary thought on the interrelationships among language, culture, and social interaction and their fundamental links to social identities and discourse communities in today's culturally diverse and technology driven environments. It investigates the fundamental links of language, culture, and social interaction to social identities, social role relationships, and discourse communities. Students will develop an awareness of their interpersonal and intercultural skills and who they are as communicators, an appreciation for variations and dialects of languages, and an understanding of issues related to bilingualism, language learning, and identity.
Having developed since the fifth century in the British Isles, English has now become a global language used by millions of native and non-native speakers around the world. This course examines the historical roots of English and the factors that explain its spread as the lingua franca of globalization, adopting the metaphor of `ecology¿ to illustrate how English has adapted INTERNALLY in response to, and in conjunction with, EXTERNAL circumstances. Readings and activities will explore how English language has been instrumental to globalization and how globalization has changed English. After studying the historical and geopolitical bases for the rise of English, we explore the implications of decolonization, diaspora communities, the Internet, and the new economy for diversifying the structure, norms, and usage of the English language. We will place particular emphasis on exploring new modes of literacy and discourse practices, the fluid relationships between English and other languages and cultures, and the continuing reconceptualization of language standards, linguistic identities, and literacy practices.
APLNG 220NMultilingual Lives: Stories of Language and Culture Learning3
This course will explore how research into language acquisition intersects with the lived experiences of multilingual speakers. Drawing upon both social sciences and the humanities, the course will give students the opportunity to understand and appreciate multilingualism, and the complex relationships that language has with culture, education, family life, and the structures of power, gender, and class. In addition to reading formal studies of scholarly research into language acquisition, language education, motivation and identity, students will read excerpts from literary works that illuminate these topics through the lens of narrative, memoir, and fiction. The stories we read will help us find answers to questions such as these: How can we understand the processes of language learning and language loss? What are the documented cognitive benefits of bilingualism? What are the factors that influence language learning, including motivation, age, and social context? In addition to reading, analyzing, and discussing texts, students will conduct a community outreach project in which they collect and analyze stories from multilingual individuals in the local community, including members of their own family, recent immigrants, long-term residents, international students or scholars, retirees, heritage language learners or parents in a multilingual household.
This course examines the contribution of language to a variety of social justice agendas by exploring how language is used to form and support unjust social structures. The course has two main aims. First, drawing from sociolinguistic theories of linguistic ideologies, the course aims to show the significance of language in how the hierarchization and ranking of languages in a society are produced, maintained, and reinforced. The second aim is to demonstrate the effects of such a hierarchization and ranking of languages on (in)equality in educational institutions and before the law. The topics covered in this course include the role of language in structuring individual identity and human relations and how this process characterizes the nature of social institutions in producing social inequality. As the course touches on issues pertinent to our daily lives, students' questions, comments, and relevant personal experiences and observations will play an important role in our exploration of how the language we use can affect opportunities and privileges in society.
APLNG 240Arcade Speak: The Language of Video Games3
This course explores the evolving relationship between language and video games through the lens of applied linguistics. The course invites students to examine how language is used within video games, how people talk about games across different platforms, and how gaming discourse influences broader communication practices. Students will analyze a wide range of language use connected to gaming, including but not limited to in-game communication (e.g., in massively multiplayer online games), the rhetorical techniques used in video game marketing, discussions and debates from podcasters and streamers, and the fast-paced speech of e-sports announcers. Topics also include how scholars in other fields, such as sociology, media studies, and cultural studies, investigate the ways the language of gaming shapes identity, belonging, and community. The course explores how the rules and norms of video game language have developed over time, tracing influences from early gaming forms, internet culture, and online social spaces. The course also examines how language associated with video games moves beyond digital spaces, influencing everyday conversations - such as how friends talk to each other in casual settings - and reshaping linguistic norms in other discourse communities. The course is built around active discussions and hands-on workshops. Students will complete a series of focused analytical assignments, leading up to a multi-part final project in which they conduct original discourse analysis on a topic of their choosing related to language and gaming. This course is open to undergraduate students of all backgrounds and does not require prior experience in linguistics or gaming. Designed for all students who are gamers, language enthusiasts, or curious about the intersections between digital culture and communication, the course offers tools and space to critically explore one of the most dynamic and influential forms of contemporary media.
This class provides theoretical and practical training to prepare Writing Center Peer Tutors with specific expertise in tutoring international/multilingual students. This course provides a theoretically-grounded introduction to the principles and practices of peer tutoring with multilingual writers (writers for whom English is not a first language). It is designed specifically for undergraduate students who wish to be employed as Peer Tutors with Penn State Learning at the Writing Center. Like ENGL 250, the class provides a basic orientation to the techniques of being an effective writing tutor, but offers a deeper understanding of the issues faced by writers whose first language is not English. The class may be of particular interest to students who study languages or education, who plan to work in academia, or who have a strong interest in cross-cultural communication or international education. However, undergraduate students of any major and of any language background are welcome to enroll in this course. Drawing upon research in second language acquisition, instructional theory, and composition pedagogy, the class examines the central roles of identity, belief, and cultural perspective in the development of tutoring expertise. Exploring the student's own development as a writer and learner, engaging in practical training activities, writing intensively, talking about writing, and engaging in reflective exercises comprise the first set of topics in the semester. In the second unit, through readings, interaction, observation and discussion, each tutor-in-training will explore the cultural and linguistic factors in the development and maintenance of second-language writing proficiency for international students in an American university context. There is a strong focus as well on tutoring pedagogy, and the class includes a 10-week structured practicum experience during which each student will tutor an ESL student from a first-year writing class (ESL 15). Students who want to work as Peer Tutors must have completed their own first-year writing requirement; it is recommended that they have completed ENGL 202 also.
Applied Linguistics is an interdisciplinary field that investigates and aims to study social issues through a linguistic lens. APLNG 260 - Language and Technology - is designed to introduce students to how technology helps shape language learning, education in general, and its impact on society. To develop students' skills in Social and Behavioral Science (GS), students are introduced to various learning theory-informed technological applications, such as natural language processing. These applications include virtual reality, gaming, speech recognition within deep learning, and virtual assistants. To develop students' skills in humanities (GH), students will develop critical and ethical awareness of applying technology use in education based on learners' needs. Theories of learning and methods will be introduced and applied to technological applications, such as learner-centered design, cloud computing, and open-source learning. The intersection of language learning and technology will be examined by understanding what is second language acquisition (SLA) and its technologies that support SLA, such as using a corpus and using mobile apps to aid in pronunciation production. Through critical reflections and designing instructional methods/materials integrating technology into various educational contexts, students will broaden their intellectual horizon regarding technological use in society, and more importantly, gain further understanding on the possible research directions linking technology, language learning within Applied Linguistics, and education.
Global Engagement Seminar is a one-credit course for Global Engagement Community (GEC) Living-Learning Community (LLC) residents, and if space permits, non-GEC residents who are interested in cross-cultural engagement. The course engages students in discussion and reflection around cross-cultural exploration, collaboration, and inclusion. Peer-based intercultural exchange is a central component of the course, in addition to the development of global competency and citizenship.
APLNG 280NConducting International Comparative Research3
APLNG 280N Conducting International Comparative Research. (3) (Gen Ed;IL; Integrative) (BA) This course meets the Bachelor of Arts degree requirements and may also serve as a methods course in the Global and International Studies (GLIS) major. The goal of this course is to equip students with effective methods for conducting international and cross-cultural research that addresses issues and problems occasioned by an increasingly globalized world. Students will acquire the background knowledge and skills necessary to analyze and evaluate existing international comparative literature and to design and propose new cross-national and cross-cultural research. The course focuses on projects in five key, contemporary domains of globalization: human rights, culture and identity, global conflict, wealth and inequality, and health and environment, and it draws on multidisciplinary methods from across the humanities and social sciences - including qualitative, quantitative, and mixed methods. Particular attention is paid to working with international datasets and the issue of translation and interpretation. As a result of the course, students will be able to: (1) locate and understand the structure and import of existing international databases, (2) design comparative, cross-national and cross-cultural research projects, (3) evaluate the validity, reliability, and significance of published international comparative research, (4) conduct basic comparative analyses of social, political, and cultural texts (documents) and oral interview data and other audio and visual data, (5) evaluate comparative quantitative data from cross-cultural surveys and other quantitative instruments, and (6) design reports and multimedia presentations of international comparative research.
APLNG 290NCritical Approaches to Applied Linguistics3
APLNG290N is a critical, exploratory introduction to the discipline of applied linguistics designed primarily for undergraduate students who plan to enroll in the major; as such, the course is a required course for all students who plan to major in Applied Linguistics. It serves as the prerequisite course for APLNG 450W (Research Methods) and APLNG494 (Capstone), two higher-level required courses for the major. In addition, this course is open to all interested undergraduate students as a General Education course (GH & GS). To introduce the fundamental perspectives of theory and practice in the discipline, the course draws upon several foundations: sociology, psychology, education, and linguistics. To prepare students for future study and work within the discipline, the course will give students the opportunity to define and distinguish the basic approaches and principles of Applied Linguistics (language as social practice, language diversity as the human default, how language and culture intersect); to complete hands-on work with data and research methods (ethnographic interviews; critical and conversation discourse analysis); to analyze and critique scholarly and popular readings in discussion with classmates and instructor; and to collaborate with each other in designing and producing project work, individually and in small groups, relating to linguistic needs, challenges, and advocacy issues in a variety of workplaces and contexts. Project work might include workplaces such as corporations, media companies, and technology companies, or contemporary innovations such as artificial intelligence, user experience research, computer-mediated education, and other settings where language and culture invite exploration and responsive discussion.
This is a course on language rights, policy, and planning from individual, group, inter-ethnic, and national perspectives. Linguistic minorities are a consequence of colonization by European powers in different regions of the globe. Other effects of colonization and political conflicts include mass movement, migration, and the emergence of nationalism. In such contexts, minorities have made demands for language rights and used language policy and planning as strategies to realize demands for social justice. This course will examine how linguistic minorities secure opportunities to use their own languages and have them accommodated in official legislation as mother tongue, second, or foreign languages. The course will adopt a global perspective and analyze language rights as well as language policy and planning in diverse regions of the globe, including but not restricted to, Africa, Asia, and South America. Analysis will primarily focus on how language policies can be carried out from different perspectives (e.g., literary, linguistic, and political) in different geographical regions. After examining how language policies operate in and influence society, the course will use sociopolitical ideologies to explore the nature of the relationship between language policies and language rights and the ways this relationship enables one to achieve an expanded understanding of the impact of language policies and language rights on local language practices.
The course gives students hands-on tools for investigating ideology and propaganda through the analysis of a variety of historical and contemporary texts. With the help of different theoretical perspectives, students learn how to analyze ideologies that can be found in texts, identify whose interests those ideologies serve, and discuss their biases, with the goal of learning how these belief systems can be used to promote and circulate specific political views (i.e., propaganda). The course begins with a historical overview of the role played by language and other meaning-making resources in the production and circulation of ideology and propaganda across a variety of historical contexts. The course will then explore contemporary practices of disinformation, and investigate alternative strategies through which to counter disinformation.
APLNG 402Language, Culture and Cognition in East Asian Context3
This course is a linguistic introduction to the relationship between language, culture, and cognition with a focus on Chinese, Japanese, and Korean. In this course, we study the cognitive linguistic view that human cognition is fundamentally embodied and shaped by various figurative processes such as metaphor and metonymy grounded in our bodily and cultural experiences, and that human thought and language are fundamentally metaphorical in nature. We examine how we think and speak figuratively and conceptualize our experience metaphorically in everyday life, and compare the languages in terms of cognitive universals and cultural variations. The objectives of this course are threefold: (1) to lead language students to a linguistic approach to language analysis so that they learn about how individual linguistic expressions fit into a coherent linguistic system; (2) to enable them to see how linguistic structures reflect underlying cognitive, conceptual structures which are derived from the interplay between human embodiment and cultural environment; and (3) to provide them with a broad perspective on similarities and differences among Chinese, Japanese, and Korean as components that form a coherent category known as "East Asian". Class work will include some lecture but will emphasize guided discussions, literature review writings, student presentations, and research papers. This interactive approach is intended to encourage students' participation, involvement, and cooperation in learning, to help them understand the relationship between language, culture, and cognition, and to assist them in developing both analytic and expressive abilities. This course is designed to count as a BA "Other Cultures" and International Culture. Students can take this course as long as they have an interest in the relationship between language, culture and cognition, especially in the context of East Asia.
Study and application of principles of North American English phonetics and theories of teaching pronunciation. APLNG 410 Teaching American English Pronunciation (3)(BA) This course meets the Bachelor of Arts degree requirements This course, for teachers who deal with speakers of other languages, integrates research and theory on the acquisition and development of pronunciation, as well as current pedagogy, to enable them to construct their own principled theory of teaching pronunciation. Students are introduced to the characteristics of the consonant and vowels systems of English. In addition, students are introduced to variations in the production of consonants and vowels by speakers of languages other than English. Students are expected to understand and to be able to describe the stress rhythm, and intonation of English as well as the adjustments that are made in connected speech. Students will learn how grammar and orthography influence the pronunciation of phonemes. Students will learn how to diagnose an individual's difficulties in the production of North American English and will learn how to develop appropriate curriculum. By focusing on instructional strategies from fields as diverse as theater arts, psychology, and instructional technology, students will be able to individualize their instruction by providing alternative ways to better respond to second language speakers' learning styles and preferences. Moreover, this course requires students to develop and implement appropriate curriculum for both hypothetical, real tutorial, and whole class instruction.The objectives of this course are for teachers 1) to develop a satisfactory understanding of the phonetics of North American English, including consonants, vowels, rhythm, stress, intonation and prominence, 2) to develop an understanding of the relationship between listening and pronunciation, as well as orthography and pronunciation, 3) to develop an ability to explain these phonetic concepts appropriate to students with varying learning styles using a variety of techniques such as kinesthetic and tactile reinforcement, 4) to develop an ability to diagnose speakers' particular pronunciation difficulties and to create instructional materials in response, 5) to develop a coherent philosophy of the teaching of pronunciation, and 6) to develop an ability to evaluate pronunciation textbooks and materials and supplement them when necessary.
This course provides opportunities for exploring various perspectives on theory, research, and pedagogial applications in second language writing. APLNG 412 Teaching Second Language Writing (3) This course has been designed to provide opportunities to explore various perspectives on theory, research, and pedagogical applications in second language writing. Through readings, writing, class discussion, and development of practical applications, students may develop an understanding of how research and theory can inform their practice, as well as an awareness of how personal and professional factors come together to inform their own theory of second language writing. By engaging in instructional activities, such as evaluating writing, responding to writing, and developing materials, students may begin to develop an understanding of how to implement theory in practice aligned with understanding. The overriding objectives are for students to help develop self-awareness as a writer and a teacher of writing, develop their own philosophy of teaching composition in an additional language context and to develop curriculum that embodies this philosophy. Students will be evaluated on reading journals, tutoring in the Writing Center, literature review, materials development project and developing of materials. APLNG 412 is an elective course in the M.A. TESL program and/or PhD option in Applied Linguistics.
APLNG 450Conducting Research in Applied Linguistics3
This course is a survey of state-of-the-art research methodologies in applied linguistics. The course covers both quantitative and qualitative methodologies including corpus linguistics, conversation analysis, ethnography, interviewing, critical discourse analysis, experimental designs, and surveys. Students will leave the course with a broad understanding of research methods in applied linguistics and the ability to conduct their own studies. All relevant coursework for APLNG450 must be completed within the fifteen weeks of the semester. This course is open to all majors at Penn State.
Application of theories of language to psycholinguistics, philosophy of language, anthropological linguistics, sociolinguistics, bi/multilingualism, second language acquisition and teaching. APLNG 482 Introduction to Applied Linguistics (3) (IL)This is a survey course concerned with the application of theories of language to issues in the areas of psycholinguistics, philosophy of language, anthropological linguistics, sociolinguistics, bi/multilingualism, second language acquisition, and second language teaching. Specifically, the course focuses on: a) how language influences the way people think and bring meaning to what they do, b) how language users match their utterances to specific functional purposes within specific social contexts, c) how the language practices of a particular culture are closely tied to the beliefs and conceptual principles by which people in the culture live, d) how language is used by speakers of different races, genders, and ethnic backgrounds, and e) how language is acquired, used, and perceived within bi/multilingual societies. Through reading, writing, and discussing the major issues in each of these areas students will come to understand how theories of language have influenced the way we think and bring meaning to what we do, the ways we communicate within different cultures and societies, and the way languages are learned and used.
Develop a working knowledge of the structure of English and apply such knowledge to research and/or classroom situations. APLNG 484 Linguistic Structures for English as a Second Language (3)This course is designed to enable prospective and practicing ESL/EFL teachers to understand the linguistic structures of the English language. Through the use of transformation grammar, students will interpret and analyze the basic grammatical structures of the English language. Students will apply their developing skills of linguistic analysis to recognize, and analyze, and remediate both oral and written grammatical errors in ESL/EFL instructional contexts. Students will understand the current theoretical issues related to pedagogical grammars and develop an appreciation for the practical and theoretical relevance of linguistics analysis for second language educators.
An investigation into current issues in the theoretical bases of second language acquisition. APLNG 491 Theory: Second Language Acquisition (3) This course considers the relationship between second language acquisition (SLA) theory and language teaching. An examination of various aspects of first language (l1) and second language (L2) learning/acquisition processes provides a framework for consideration of basic questions in SLA research and interpretation of findings to date. Of particular interest is the relationship of this research to teaching materials and methods. The questions addressed include the following: What is SLA? What are the methods and aims of SLA Research? How are theories of SLA related to major theoretical models of human language and human learning? What have been or could be important interdisciplinary perspectives in SLA?
Theory, research, and pedagogy that focus on the teaching of English to speakers of other languages in varied contexts. APLNG 493 Teaching English as a Second Language (3) (IL) This course focuses on the teaching of English to speakers of other languages. Specifically, the course explores the multidimensional nature of the teacher as a learner of teaching, the context of schools and schooling within which teaching occurs, and the activities and content of second language teaching and learning.Throughout the semester, students will engage in a range of theoretical, pedagogical, and reflective activities that will enable them to: 1) understand their own beliefs and knowledge about language learning and language teaching and become aware of the impact of such knowledge and beliefs on their classroom practices, 2) recognize the highly situated and interpretative processes involved in language teaching and be able to reflect on, critically analyze, and evaluate their own teaching practices, 3) become sensitive to the complex social, cultural, political, and institutional factors that affect language teaching and students' language learning, 4) come to recognize students' strengths and development as learners and language learners, 5) understand subject matter content from an instructional perspective and learn to anticipate areas that may require additional instructional support, 6) use their knowledge of theory to inform their instructional practices, 7) participate in professional collaborations with other teachers as they learn about language teachers, language teaching, and language learning.
APLNG 494Capstone: Research and Practice in APLNG3
This is a required course for all APLNG majors and only APLNG majors may take this course except with special permission from the instructor. As the culminating disciplinary experience for undergraduate APLNG majors, this course offers students a chance to engage with a personally relevant, semester-long project, involving either research or practice, in the field of Applied Linguistics. Students work with a project mentor and the course supervisor to develop one of the following options: a research project or a practice-oriented experience related to one of the teaching units in the Department of Applied Linguistics or in the community. All options require a final reflective research paper of 20-25 pages. Students must have completed the portal course for the major, APLNG290N Critical Approaches to Applied Linguistics, prior to enrolling in this course.
The effects of adult cognitive development and decline on the production and comprehension of language in mono- and multilinguals. APLNG 512 APLNG 512 Language and Adult Lifespan Development (3) This graduate seminar is designed to provide a theoretical and practical introduction to research on adult lifespan development and language processing among multilinguals. It will be offered every other year as one of the course options in language in society, an area of concentration for both the MA TESL and PhD in APLNG degree programs in LALS. This course is also part of a LALS sequence in Language, Health, and Aging. While the main draw will be graduate students in LALS, the course may be of interest to graduate students in bio-behavioral health, gerontology, and human development and family studies. The expected total enrollment is 15. Topics covered in course readings and activities include: theories of adult lifespan development and cognition; language processing among monolingual young, middle-aged, and older adults; multilingualism and adult lifespan development, with particular attention to the effects of aging on bilingual processing, second language acquisition, and language attrition; and research methods proper to cross-sectional and longitudinal studies of language development over time. Over the course of the semester, students will also plan, prepare, and conduct a quantitative experiment or qualitative study on one of these topics. Through participation in a variety of activities, students will 1) become familiar with the research literature on language processing and adult lifespan development, with particular attention to multilingualism, 2) develop critical skills in interpreting and comparing cross-sectional and longitudinal research designs in adult development studies, 3) develop practical skills in conducting such research and analyzing the results. Evaluation of students includes three components: 1) weekly presentation of results from required readings, 2) participation in an empirical research project conducted by the group, 3) summary paper describing the results of that research project.
APLNG 530Perspectives on African Language Research in the Global South3
The innovations and challenges of the Global South extend beyond an agenda that redresses exclusions. Rather, these are deep-seated challenges to the core tenets of language research as well as new directions for theories and practices on language research in the Global South in general. A renewal of southern epistemologies requires an understanding of the absences such knowledge implies. To engage with the transformative potential of non-Eurocentric thinking, the course explores the relevance of a decolonial imagination that makes it possible to envisage an alternative reality and justice that engenders"radical hope." Topics central to the course are the decolonization of research methods, feministic perspectives on African languages, Southern Multilingualisms and education, digitization of African cultural practices, indigeneity, an engagement with "Indigenous cosmovisions," and reinvented traditional concepts, such as ubuntu or sumac kawsay, that suggest that the formation of other worlds is feasible. These newly reinvented cosmovisions render it feasible to move beyond the limitations of Western-centric politics and knowledge production. The course is far more than a critique of the Global North's scholarship. It will cultivate a decolonial imagination, consequently producing African language knowledge with the South, and not on the South.
Theoretical and practical introduction to concepts, methods and practices of research and instruction of second language reading development. APLNG 570 APLNG 570 Second Language Reading (3) This graduate seminar is designed to provide a theoretical and practical introduction to the assumptions underlying and principles embodying a variety of approaches to second language reading development and instruction. In addition, it seeks to explicate the role of second language reading in the larger context of second language development. It will be offered every other year as one of the course options in language learning and teaching, an area of concentration for both the MA TESL and PhD in APLNG degree programs in LALS. While the main draw will be graduate students in LALS, the course may be of interest to graduate students in the foreign language departments and linguist ics. The expected total enrollment is 15. Topics addressed in course readings and activities include: 1) the epistemological underpinnings of the notion of second language literacies; 2) psycholinguistic, critical and sociocultural approaches towards second language reading; 3) variables affecting second language reading performance; 4) strategies and instruction to influence second language reading development; 5) assessment of second language learners' reading performance, and 6) critical evaluation of instructional materials for a variety of second language learning contexts. Through participation in a variety of activities, it is expected that students will: 1) develop an understanding of second language literacies, 2) develop critical understanding of the variables and processes involved in L2 reading, 3) develop a principled conception of L2 reading instruction, 4) integrate L2 reading into the broader disciplinary area of second language learning and L2 proficiency, and 5) develop practical skills of designing and evaluating L2 instructional materials. Evaluation of students learning includes the following components: 1) completion and discussion of required readings; 2) presentation of key instructional approaches; and 3) completion of a paper addressing a theoretical, instructional or research issue in second language reading.
APLNG 571Usage-Based Approaches to Second Language Learning and Teaching3
This course provides a broad exploration of usage-based approaches to second language learning and teaching. It considers the roles played by cognition, usage, and communication in shaping how we acquire, process, and use language and builds an awareness of language as a complex adaptive system that emerges gradually through usage. Building on these insights, participants will explore and critique foundations to contemporary research about the cognitive processes underlying language structure, language learning, and language teaching.
APLNG 572Communication in Second Language Classrooms3
The study of communication in second language classrooms. APLNG 572APLNG 572 Communication in Second-Language Classrooms (3)This course focuses on investigating and understanding the dynamics of communication in second/foreign language instructional settings. Students will examine different variables that influence the nature of communication in second/foreign language classrooms including: teachers' control over the patterns of classroom communication, students' perceptions of the patterns of classroom communication, students' knowledge and use of language, and students' use of language for learning and second language acquisition. Each variable will be evaluated for its theoretical and pedagogical contribution to communication, learning, and second language development.In addition, through understanding the basic theoretical tenants of and actively participating in reflective teaching, students will examine, frame, and manage the dilemmas of classroom practice, become aware of and question the assumptions and values they bring to teaching, become attentive to the institutional and cultural contexts in which they teach, and recognize their responsibilities for their own professional development. Finally, students will be exposed to sociocultural perspectives on mediated language and literacy instruction and recognize their relevance for second language teaching, learning, and classroom communication.Faculty: Karen E. Johnson
APLNG 574World Englishes: Pluralizing Policy, Pedagogy, and Proficiency3
This course explores the global spread of English, the diversification of its norms, and their pedagogical and policy implications. APLNG 574 World Englishes: Pluralizing Policy, Pedagogy, and Proficiency (3) This course analyzes how the English language aids globalization and how globalization changes English. English now features multiple grammatical systems and norms in diverse speech communities, adopts new modes of literacy and discourse practices, and enters into fluid relationships with other languages and cultures. These changes call for a reconceptualization of language standards, linguistic identities, literacy practices, and English language teaching. After studying the historical and geopolitical bases for the rise of English, the course explores the implications of contemporary forms of transnational relations, digital technology, and popular culture for diversifying the structure, norms, and usage of the English language. The course aims to develop in students a sensitivity to the changing norms in English, provide pedagogical resources for teaching English according to local repertoires, examine strategies for facilitating intercultural communication, and articulate policies on the role of English in a multilingual world. While students specializing in teaching English as a second language (TESL) will find this course useful to inform their teaching of English worldwide, doctoral candidates in applied linguistics will find it important to understand how the plural norms of English invite new research on issues such as language acquisition, discourse analysis, and sociolinguistic identities. The course will be of interest to students of English who are increasingly interested in the way World Englishes affect multilingual creative writing and composition practices. In addition, the course will be of interest to students in Education who have to address the diversification of English in the changing demography of students in national and international classrooms.
An overview of cognitive/conceptual/functional approaches to language analysis with applications to research, second language acquisition, and language pedagogy.
APLNG 578Computational and Statistical Methods for Corpus Analysis3
A hands-on introduction to the core and advanced computational and statistical methods for analyzing corpus data. APLNG 578 Computational and Statistical Methods for Corpus Analysis (3) This course will provide a hands-on introduction to the core and advanced computational and statistical methods for analyzing corpus data. Topics to be covered include basic UNIX tools and python scripting for text processing; state-of-the-art computational tools for automatic and computer-assisted corpus compilation and annotation; computational tools for querying and analyzing raw and linguistically annotated corpora; and statistical methods used in interpreting information extracted from text corpora. Prior experience in computational and statistical analysis is not assumed. By the end of the course, students will be expected to have a good grasp of the computational and statistical techniques necessary for processing, annotating and analyzing corpus data, and to be able to implement these methods in their own corpus-based research projects. This course will be highly applied, and there will be substantial opportunities for demonstrations, exercises, and discussions. Students will be evaluated on participation in in-class activities and discussions, completion of a series of lab assignments designed to help them practice the computational and statistical techniques introduced, and a final research project. This course serves as the methods component of the two-course sequence in corpus linguistics offered in the Department of Applied Linguistics.
This graduate seminar is designed to expose students to a wide range of corpus-based studies to answer questions of interest to applied linguists and language educators. We will examine studies that use large text corpora for describing and analyzing native and learner language from diverse perspectives as well as for language teaching and learning, focusing on theoretical, methodological, and empirical/pedagogical issues. Students will develop hands-on skills applicable to research topics of their own interest. Previous knowledge of corpus linguistics or a programming language is not assumed.
This team-taught seminar introduces PhD students to the scholarly areas and research perspectives in Applied Linguistics represented by department faculty. APLNG 580 Proseminar in Applied Linguistics (1)This team-taught pro-seminar is the cornerstone of the PhD program in Applied Linguistics. Its aims are to foster an intellectual community among incoming PhD students and department faculty and to provide the students with an overview of the scholarly expertise and research perspectives in Applied Linguistics represented by department faculty. The areas to be covered include: second and foreign language and literacy development and pedagogy; technology and language learning; language testing and assessment; language policy and planning; language uses in community, workplace, professional and academic settings from local, national, and international perspectives; language and identity; language and health; sociocultural theory; discourse and conversation analysis; and corpus linguistics. This is a required course for those entering the PhD program in Applied Linguistics and will be offered every fall. The enrollment will depend on the number of admitted students to the PhD program with a maximum number of 10. Through participation in discussions with individual faculty members, and readings when appropriate, it is expected that students will become familiar with 1) the scholarly expertise of the participating faculty members and 2) key concepts and research perspectives associated with their areas of specialization in the field of Applied Linguistics. Evaluation of student learning includes completion and discussion of readings. The department's Director of Graduate Studies will be responsible for scheduling the weekly meetings, for collecting feedback from individual faculty members on student contributions/performance and for assigning grades to students.
Overview of theories and approaches to the analysis of spoken and/or written discourse. APLNG 581 APLNG (CAS) 581 Discourse Analysis (3) This course is designed to provide an overview of the various theories of and approaches to the analysis of spoken and written discourse, e.g., speech act theory, conversation analysis, pragmatics, contextual analysis, functional/cognitive grammar, grammar and interaction. These and other approaches are intended to serve as analytic tools and frameworks for students to ultimately design and carry out their own research projects within the course of the semester. Research projects may focus on any aspect of language use, such as language and grammar, language and interaction, language and culture, language socialization, language and cognition; projects may center on some phenomenon of English or may involve other languages, as long as the student is capable of conducting an in-depth analysis of the particular phenomenon under investigation in that language.
Introduces methodology for selecting, developing, applying, and analyzing tests and questionnaires for research and evaluation in communication and language education. APLNG 583APLNG 583 Methods of Language Assessment (3)This course introduces standard methodology for selecting, writing, and analyzing language tests and research questionnaires. Major focus will be given to reliability and validity issues and the study of current testing research paradigms. Course activities will include reading texts and articles, completing assigned exercises, writing and analyzing a testing/questionnaire instrument, and the preparation and presentation of a research paper reporting test development findings or addressing an approved assessment issue.The course is aimed at promoting the skills necessary to be effective judges and developers of language tests. This will involve learning to conduct item analyses, to understand principles of classical and item response measurement theory, to appreciate current and past language assessment issues, to carry out appropriate statistical analyses by computer or calculator, and to produce assessment research of publishable quality. In addition, the course will provide introduction to issues in latent trait/item response theory, item banking, computer adaptive testing, and instructional program evaluation.Faculty: Karen Johnson
APLNG 584Sociocultural Theory and Second Language Learning3
The course is an introduction to research on second language learning from a sociocultural theoretic perspective. APLNG 584 APLNG 584 Sociocultural Theory and Second Language Learning (3)The course is designed to be a graduate level introduction to research on second language learning and teaching informed by sociocultural theory of mind and cognitive development. The course will initially focus on the general principles of the theory as laid out in the writing of L. S. Vygotsky, his colleagues and modern interpreters of the theory. It will then consider in detail the research that has been carried out over the past 15 years on L2 learning and teaching from a sociocultural perspective. Topics to be covered include the following: a brief history of cultural psychology; mind as a mediated cultural construct; activity theory; the genetic method; internalization and appropriation; the zone of proximal development; inner and private speech (including gesture); collaborative learning, prolepsis, and scaffolding; the role of artifacts and social relationships in development; interface between sociocultural research and language pedagogy; language testing from a sociocultural perspective; regulation in a first and other languages; metacognition in a first and other languages; identity in a first and other languages; the relationship of sociocultural theory to other theories f second language acquisition The course has two primary objectives: to provide students with a solid foundational and critical understanding of the principles of sociocultural theory and for them to carry out a research project on second language learning using the genetic method and sociocultural theory principles to interpret data. Given that second language acquisition has become a dominant paradigm within applied linguistics, developmental psychology, and educational psychology, the course is particularly relevant for students not only in the graduate program in Linguistics and Applied Language Studies (LALS), but also to those working in psychology and education, as well as those pursuing the applied linguistics concentration in the language departments. It also serves as a complement to the other courses in applied linguistics offer by LALS in that it exposes students to a very theoretical perspective from what is often encountered in graduate courses in applied linguistics. As such, it challenges them to think in different ways about mind, learning, development, teaching, and assessment. The requirements for the course are: completion of required readings; in-class presentation of one research study selected from the L2 literature; submission of two brief (4-5 pages maximum) critical analyses of two research studies drawn from the relevant research literature; completion of a significant research project (topic to be negotiated with the professor). Course to be offered every other year begging 2003-04. Maximum enrollment 12.
APLNG 589Technology in Foreign Language Education: An Overview3
Approaches to the uses and research applications of multimedia and other educational technologies applied to the teaching of foreign languages. (also crosslisted with SPAN 589)
Seminar in second language acquisition by second/foreign language learners and implications for language pedagogy and assessment. APLNG 591APLNG 591 Seminar in Second-Language Acquisition (3)This course focuses on the foundational research and theories of second language acquisition. Course content covers the theoretical underpinnings of models and research on the acquisition of second languages and communicative competence with direct implications for language pedagogy and assessment.Faculty: Sandra Savignon
APLNG 592Qualitative Research in Applied Linguistics3
This course offers an introduction to qualitative research methods in applied linguistics. APLNG 592 APLNG 592 Introduction to Qualitative Research in Applied Linguistics (3) This course is designed to acquaint students with the background, methods, and current status of qualitative research in the field of applied linguistics. The main goals of the course are: 1) to familiarize students with a range of contemporary qualitative approaches to second language research; 2) to develop students' ability to select appropriate methods for particular research questions, 3) to develop critical awareness of issues related to validity and ethics in research design and writing; 4) to enhance students' skill in the collection and analysis of qualitative data. The class will review a range of approaches to qualitative research (e.g.), ethnography, conversation analysis, diary study, case study) as well as issues of ethics and quality in research design, implementation and presentation. Students will be evaluated on reading and discussion (20%), assignments (30%), book and article reviews (20%), and final project (30%). APLNG 592 is a required course for the Ph.D. in Applied Linguistics, one of two courses on research methods contributing to the core curriculum. In addition, this course will be beneficial to students in Applied Linguistics options in the foreign languages (French, Spanish, and German).
Standard methodologies for planning, conducting, interpreting, and reporting research in Applied Linguistics. APLNG 593 Research Design and Methodology in Applied Linguistics (3) This course introduces standard methodologies for planning, conducting, interpreting, and reporting research in Applied Linguistics. Course activities will include reading texts and articles, completing assigned exercises, participating in group discussions, criticizing research articles, and conducting formal research projects. Students are encouraged, but not required, to focus the research project around their individual thesis or dissertation research and/or to target the research project for publication in a professional journal.The course is aimed at promoting the skills necessary to being effective consumers and producers of research. This will involve learning to formulate research questions, to select appropriate research designs, to appropriate statistical analyses by computer and/or calculator, and to interpret and report the results of studies.
Formal courses given on a topical or special interest subject which may be offered infrequently; several different topics may be taught in one year or semester.
APLNG 802Focus on English: Teaching Form, Meaning and Use3
Develops an understanding of the various domains of the English language as relevant for adult English language learning and teaching. APLNG 802 Focus on English: Teaching Form, Meaning, and Use (3) This course explores various domains of the English language (phonological, lexical, grammatical, pragmatics) in relation to adult English language learning and teaching. Attention is paid to the various components (form, meaning, and function) of these domains and how each component works within larger stretches of discourse. Students will come to understand: language as communication, meaning-making, social practice; grammar as both structure, arrangement, rules and choices; and language teaching concerned with both language form and language use. The major topics covered include the sound system, lexicon, grammar, tense & aspect, modality, spoken & written texts, discourse & genre, and pragmatics. Students will engage in a variety of data analysis activities that assess their knowledge of the various domains of language and engage in practical activities that require them to apply these understandings to adult English language teaching. This course is one of four required courses that make up the Post-Baccalaureate Credit Certificate in Teaching English to Speakers of Other Languages (TESOL).
APLNG 804Focus on Learners: Identity, Community and Language Learning3
Explores how individual identities shaped by cultural differences, social positioning, institutional roles and structures influence English language learning and teaching. This course explores how individual identities shaped by cultural differences, social positioning, and institutional roles and structures influence the learning and teaching of English in an increasingly globalized world. This course will enable students to: a) recognize the multiple dimensions of one's cultural, linguistic, and educational backgrounds, b) understand the roles and values associated with varieties of English, c) become sensitive to the complex social, cultural, political, and institutional factors that affect adult English language teaching and learners' language learning in diverse instructional settings, d) create culturally responsive curricula that is appropriate for adult English language learning communities in diverse instructional settings. The major topics covered include: developing an understanding of language identities; recognizing diverse instructional settings as cultural contexts of learning; and applying these understandings to adult English language teaching. Students will engage in a variety of practical activities in which they reflect on their own language learning and cultural experiences, conduct an exploration of a bi/multilingual/cultural community and its related instructional settings, and write a final reflective paper that examines learners' identity, community and English language learning in diverse instructional settings. This course is one of four required courses in the Post-Baccalaureate Credit Certificate in Teaching English to Speakers of Other Languages (TESOL).
APLNG 806Focus on Classrooms: Planning and Supporting Language Learning3
Develops a critical awareness of one's teaching practice and highlights instructional planning and classroom interactions with adult English language learners. This course will guide candidates to analyze the interactional patterns and discourse of diverse instructional settings and the factors that impinge upon planning and supporting effective instruction for adult English language learners. Students will: a) examine their own beliefs and knowledge about language learning and language teaching and become aware of the impact of such knowledge and beliefs on instructional practices; b) recognize the highly situated nature of teachers' instructional decisions and practices and develop an awareness of instructional language & classroom discourse that supports English language development; c) devise, select, and/or adapt a wide range of curricular resources to meet the linguistic, social, cultural and educational needs and goals of English language learners; d) develop lesson plans, evaluate curricular units and write teaching objectives; e) connect instruction to local and global activities and problem-solving using the imagination, collaboration, computer and other technological resources. Students will observe several English language instructional settings, recognize instructional models and classroom interactional patterns, review and adapt textbooks, and develop their own materials using authentic language texts. A focus will be on writing clear teaching objectives and lesson plans and the use of new technologies to support adult English language learning. This course is one of four required courses in the Post-Baccalaureate Credit Certificate in Teaching English to Speakers of Other Languages (TESOL).
APLNG 808Focus on Instruction: Teaching and Assessing Language Learning3
Develops an understanding of and ability to use effective teaching and assessment practices that support adult English language learning. This course facilitates the candidate's understanding of and ability to use effective teaching and assessment practices that support adult English language learning. Students will: a) recognize the highly situated and interpretative processes involved in English language learning and teaching and be able to reflect on, critically analyze, and evaluate their own instructional practices; b) understand subject matter content from an instructional perspective, learn to anticipate areas that may require additional instructional support, and carry out a range of appropriate instructional strategies and activities that support English language development; c) demonstrate an understanding of the central issues and current approaches to the teaching of English language speaking, listening, reading, writing, grammar, as well as approaches to language instruction that are content-based and focused on English for specific purposes; d) recognize the interconnectedness of teaching and assessment, assess students' knowledge using multiple forms of assessment, and address students' diverse needs, backgrounds, and English proficiency as they plan instruction. Major topics will include concepts surrounding second language assessment as well as classroom strategies to evaluate and monitor adult learners' English language learning. Also, students will explore the central issues and techniques for teaching oral communication (listening and speaking), literacy (reading and writing), and grammar. Students will complete a curricular development project, teach and videotape classroom lessons for mentor instructor feedback. A focus will be on guiding students to develop their own teaching practices appropriate to a group of adult English language learners in the specific context in which they live and work. This course is one of four required courses that make up the Post-Baccalaureate Credit Certificate in Teaching English to Speakers of Other Languages (TESOL).
