EDUC 540 Introduction to the Nature of Language and Linguistics (3 units)

Instructor: Marie Webb

Location: MRH 139
Email: mariewebb@sandiego.edu/mariewebb8@gmail.com
Day/Time: Thursday, 4:30-7:20 p.m.
Online platform: https://canvas.instructure.com
Office Hours: Virtual office hours and additional office hours will be available by appointment.

Course Description
In this course, candidates will gain an awareness of the structure and nature of language and the
process of linguistic analysis, considering both English and other world languages. Candidates
will also become acquainted with diverse cultural and linguistic concepts affecting pedagogical
methods and language learning in the areas of morphology, phonetics and phonology, syntax,
semantics and pragmatics.

Course Objectives/Candidate Outcomes (ACE)

This course is for teachers and prospective teachers in ESL/EFL, bilingual or structured
immersion classes. It will be valuable for anyone working with non-native-English language
learners in public or private K-12, adult education, community college, university settings, or
international settings.
Academic Excellence & Critical Inquiry and Reflection
Candidates will demonstrate a sound understanding of the linguistic features that
characterize the English language and compare these features to those of other languages.
Candidates will engage in an analysis process of a new language and English by
describing similarities and differences between the two languages utilizing the technique
of contrastive analysis.
Candidates will understand through verbal and nonverbal behavior that characterizes
various cultural and linguistic backgrounds.
Community and Service
Candidates will evaluate English learners assessments to determine areas that can
support English language development.
Candidates will develop six lesson plans to support an English learners language
development based on student assessment and findings from a carefully constructed
contrastive analysis.
Ethics, values and diversity
Candidates will learn about linguistic differences and how to approach the linguistic
needs from a socio-culturally sensitive space.

Specific Linguistic Features Candidates will learn include the following:

Phonology and Morphology
Become familiar with the International Phonetic Alphabet (IPA) and begin to be able to
describe the speech sounds and patterns they form for transcription and pronunciation
purposes.
Demonstrate knowledge of features of English phonology (e.g., phonemes, intonation
patterns, pitch, modulation), and the ability to help English Learners distinguish, identify
and manipulate phonemes of English with a focus on transferable and non- transferable
phonemes with a focus on features that may inhibit communication for different language
groups.
Analyze how English Learners' aural comprehension and pronunciation may be affected
when English words contain phonemes that are unfamiliar to them such as diphthongs,
schwa, consonant clusters that do not transfer positively from the students primary
language and identify strategies for promoting English Learners' auditory discrimination
and production of English phonemes and phonological patterns positively from the
students primary language.
Demonstrate knowledge of features of English morphology and principles of English
word formation (e.g., morphemes, combining a root and affix, recognizing common roots
derived from Greek and Latin which are cognitive with English, combining two lexical
morphemes to create a compound, using inflectional endings), with a focus on English
morphemes that may inhibit communication for different language groups.
Apply knowledge of morphology in order to identify strategies, including word analysis,
for promoting relevant aspects of English Learners' language development
(e.g., vocabulary, spelling, fluency).
Apply knowledge of basic sound patterns in English reading and writing including
digraphs, diphthongs, schwa usage, initial, medial and final consonant clusters, with a
focus toward helping ELL students avoid interference due to nontransferable features
from students home language
Demonstrate knowledge of organized systematic explicit skills that promote fluent
reading and writing, including; direct, systematic, explicit phonics, decoding skills,
including spelling patterns, sound-symbol codes (orthography) utilizing students' prior
knowledge to promote English Language Development in reading and writing
Apply strategies for identifying and addressing English Learners' difficulties related to
phonology and morphology (e.g., applying principles of contrastive analysis to determine
differences between L1 and English.
L1 to promote English language development), vocabulary strategies to determine
meaning of unknown words such as context clues, word structure, apposition, etc
Demonstrate the ability to evaluate English Language Development (ELD) programs for
adequate attention to the areas of phonology and morphology.
Syntax and Semantics
Demonstrate knowledge of syntactic classes (e.g., noun, verb, adjective, preposition),
syntactic rules in English (e.g., verb tense, subject-verb agreement), and English sentence
patterns.
Apply knowledge of syntactic rules and sentence patterns to provide accurate
modeling of English syntax and to promote English Learners' communicative
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competence.
Apply strategies for identifying and addressing English Learners' difficulties related to
syntax (e.g., locating and using texts to learn about the syntax of English and students'
home languages, applying principles of contrastive analysis, utilizing contrasting analysis
resources in California State-adopted RLA/ELD programs; using students prior
knowledge of their primary language to promote English language development).
Analyze English words, phrases, and sentences with respect to meaning (semantics).
Apply strategies for identifying and addressing difficulties English Learners have with
words, phrases and sentences with respect to semantics (e.g., words with multiple
meanings, false cognates, idioms).
Demonstrate understanding of how to apply knowledge of syntactic and semantic context
clues to help determine meaning and resolve language ambiguities.
Demonstrate the ability to evaluate ELD programs for adequate attention to the areas of
syntax and semantics.
Language Functions and Variation
Demonstrate knowledge of the different social functions of language (e.g., to inform,
amuse, control, persuade).
Demonstrate knowledge of language structures appropriate to specific academic language
functions (e.g., describing, defining, explaining, comparing, contrasting, making
predictions, persuading) across the content areas.
Identify different types of variation that occur in a language (e.g., dialects, historical
variation, social versus academic language) and demonstrate knowledge of why language
variation evolves (e.g., reasons involving geographic, political, cultural, social, and
vocational issues).
Identify factors that influence a speaker's or writer's choice of language variation for a
given discourse (e.g., the context or setting of the discourse; the speaker's age, gender,
culture, level of education, social class, vocation).
Apply strategies for identifying and addressing difficulties English Learners may
encounter in comprehending regional dialects or other varieties of English.
Apply strategies for creating an instructional environment that respects English Learners'
home language and variety of English.
Demonstrate the ability to evaluate ELD programs for adequate attention to social and
academic language functions.
Pragmatics
Demonstrate understanding of the way sentences relate to one another to communicate
meaning (e.g., conversations, texts).
Analyze oral and written discourse with respect to cohesion and coherence.
Identify similarities and differences between language structures used in spoken and
in written English and apply strategies for teaching oral- and written-language structures
to English Learners.
Analyze text structures of different genres with respect to their language function
(e.g., level of difficulty, featured language structures, writing style, complexity of
syntax).
Apply strategies for promoting English Learners' communicative competence by
developing their discourse competence (i.e., ability to engage in oral and written
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discourse that is fluent, cohesive, and coherent and is responsive to the other participants
in a communicative act), including utilizing CELDT speaking and writing rubrics to
identify areas for instructional practice,
Demonstrate the ability to evaluate ELD programs for adequate attention to developing
English Learners' discourse competence appropriate to their assessed English proficiency
level.
Recognize pragmatic features of oral and written language that influence or convey
meaning (e.g., use of formal or informal registers, idiomatic expressions, gestures,
eye contact, physical proximity).
Identify key pragmatic features of various discourse settings in English (e.g., the
classroom, a social event, a store, different types of correspondence).
Identify factors that affect a speaker or writer's choice of pragmatic features (e.g., cultural
and social norms, setting, goals, purpose, participants in a discourse, audience, subject
matter).
Identify strategies for promoting English Learners' communicative competence by
developing their verbal and nonverbal sociolinguistic competence (e.g., making the
pragmatic features of the school and other settings explicit for English Learners;
promoting students' ability to engage in oral and written discourse that is appropriate for
a given context, purpose and audience).
Apply strategies for identifying and addressing difficulties English Learners have with
respect to pragmatics.
Demonstrate the ability to evaluate ELD programs for adequate attention to developing
English Learners' sociolinguistic competence.

Required Books & Articles

Molina, S. C. (2013). Linguistics for teaching English in multilingual classrooms: An
introduction to fundamental concepts with practical strategies. Charleston, SC: Create
Space.
Savage, K. (2010). Grammar Matters: Teaching Grammar in Adult ESL Programs. New York,
NY: Cambridge University Press.
Savage PDF is available for free online via the following link:
http://www.englishandliteracy.ca/asset_library/page/rsbj/Savage-Grammar-Matters.pdf
Supplementary articles will be available through Canvas.
Course Requirements
Presence and Engagement
Students are encouraged to actively participate in class for the on-site sessions, contribute to
online discussions and reading blogs and honor their classmates by truly listening and
responding to their contributions. As a community of learners, we will facilitate each others
learning through dialogue and exploration of ideas in the field of education. (10%)

Reading Assignments
Students will read assigned chapter from the text, Linguistics for teaching English in multilingual
classrooms and Grammar Matters: Teaching Grammar in Adult ESL Programs as indicated in
the syllabus, complete the corresponding chapter exercises and writing prompts and submit these
online. Students should submit thorough responses that demonstrate mastery of the content.
(25%)
Analysis Paper for Pragmatics Session (Due: November 19th)
Watch the Seinfeld and Friends clips. Provide an analysis of the two clips from the perspective
of pragmatics. Consider the following questions: For the Seinfeld clip, what are the
communication failures that occur? Consider the role of nonverbal behavior in
communication. For the Friends Episode, consider the following questions: How do the
characters greet each other, introduce each other, apologize, compliment each other, start and
end a conversation? How do the characters repair conversations when they dont go well?
Describe Wills body language, facial expressions, and tone of voice? How does he use these
pragmatic features to communicate? What are some other pragmatic features that he does not
demonstrate? (5%)
Blog: 4 Video Lectures (Due: Sept. 17th, Oct. 1st, Nov. 5 th and Dec 3rd )
You will view four video lectures by renowned researchers in the field of language and
linguistics.
September 17th
October 1st
November 5th
December 3rd

Steven Pinker
Judy Gilbert
Steven Thornbury
Diane Larsen-Freeman

For each of these video lectures, you will blog about the learning you derived about linguistics,
language learning, or multicultural education (1/2-1 page) and complete an ungraded selfassessment to test your own knowledge of the lectures (20%).
Grammar Lesson Group Presentation (Due: December 3rd)
To apply grammar concepts in a linguistic way, students will model an example grammar lesson
in-class. This group presentation will: 1) identify where the grammar question falls under the
linguistic pattern, 2) teach the grammar concept using an eclectic approach in listening, speaking,
reading, and writing (15%)
Case Study Paper (Due: December 10th)
As a culminating project for this course, students will conduct a case study with an English
Language Learner. This case study should include five components: 1) an introduction of their
case study student, 2) a contrastive analysis of English with their case study students native
language, 3) areas they suspect may be issues for their English learner based on their analysis of
the two languages and/or assessments that they design, 4) 6 Linguistic Action Plans and
Interventions (LAPI) addressing each area of linguistics with activities they can do with the
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student/s to address these needs, and 5) a reflection of the learning they derived from engaging in
this case study. The case study can have each component done separately or integrated (See
attached sample outline to help you organize your case study, LAPI template, and case study
grading rubric). (25%)
Grading Criteria at a Glance
Course Requirements
Presence and Engagement
Reading Assignments
Analysis Paper for Pragmatics Session
Grammar Lesson Presentation
Blogs: 4 Video Lectures
Case Study Paper

Due Date
onsite and online
each session
Oct. 29th
Dec. 3rd
9/17, 10/1, 11/5, 12/3
Dec. 10th

Percentage
10%
25%
5%
15%
20%
25%

Sample Outline for the Case Study

I.
Introduction of the English Language Learner (1-2 pages)
II.
Contrastive Analysis between English and the students first language
A. Phonetics/Phonology (2 separate lessons or one combined lesson)
1. Possible Issues Identified through Contrastive Analysis and Student
Assessments
2. Linguistic Action Plan and Intervention for Phonology
B. Morphology
1. Possible Issues Identified through Contrastive Analysis and Student
Assessments
2. Linguistic Action Plan and Intervention for Morphology
C. Syntax
1. Possible Issues Identified through Contrastive Analysis and Student
Assessments
2. Linguistic Action Plan and Intervention for Syntax
D. Semantics
1. Possible Issues Identified through Contrastive Analysis and Student
Assessments
2. Linguistic Action Plan and Intervention for Semantics
E. Pragmatics
1. Possible Issues Identified through Contrastive Analysis and Student
Assessments
2. Linguistic Action Plan and Intervention for Pragmatics
III.
Final Reflections/Conclusions

Linguistic Action Plan and Intervention (LAPI) Template

Please make 6 copies of this page for each lesson (Phonetics/Phonology can be combined).
LAPI Plan # ________
Category of Linguistics
(syntax, semantics, pragmatics,
morphology, phonology, phonetics)
Type of Assessment Used:
Specific Linguistic Feature Identified:

LAPI targeting the feature:

Student Engagement:
Reflection
What went well?
What didnt go well?
Steps you will take to modify LAPI
should you continue to work on this
linguistic feature with your student.

Case Study Rubric

Does not
Meet
Meets
Exceeds
Expectations Expectations Expectations
(0)
(3)
(5)

Assessment Criteria
Introduction includes a thorough explanation
of the student's background (including age,
grade level, proficiency level, cultural and
linguistic background.
Contrastive Analysis between English and
another Language includes description and
examples of the similarities and differences in
phonetics, phonology, morphology, syntax,
semantics, and pragmatics.
Identification grounded in contrastive analysis
of possible areas that may be areas of
difficulty for English learners from that
linguistic background based on assessments
conducted with a case study student/s from
that linguistic background.
Action Plans and Interventions include
learning activities based on the linguistic
features identified through contrastive
analysis and student assessment to be possible
areas of difficulty for the English learners
from this background.
Reflection includes learning from the project
that demonstrates an understanding of student
language backgrounds and its possible transfer
into the English language; Reflection also
demonstrates an understanding of the process
of linguistic analysis and student assessment
and how this process can inform instruction to
support students linguistic needs.
Organization and Writing Style is clear with
minimal grammatical and structural errors.

Session
1

Dates
Thursday
Sept. 3rd

Sept. 10th
2

Session Topics/Readings
Introductions & Syllabus
Orientation to Canvas
Introduction to Linguistics

Assignments Due
Canvas registration
Purchase books

David Crystal Global English

Reading Assignments

Molina, S. (2013). Linguistics

for teaching English in
multilingual classrooms
Chapters 1,2 Intro, Study of
Language,
Chapter 3 Phonetics

Sept. 17th
3

David Crystal Global English

Molina, S. (2013). Linguistics
for teaching English in
multilingual classrooms Chapter
4 Phonology

Reading Assignment
Video Lecture: Pinker & Blog
Assess Your Learning

Parker & Riley (2005)

Phonology

Sept. 24th
4

Molina, S. (2013). Linguistics

for teaching English in
multilingual classrooms Chapter
5 Morphology

Reading Assignment

Yule (2006). Morphology

Oct. 1st
5

Molina, S. (2013). Linguistics

for teaching English in
multilingual classrooms Chapter
6 Syntax Part I

Reading Assignment
Video Lecture: Gilbert & Blog
Assess Your Learning

Parker & Riley (2005). Syntax

Oct. 8th

Molina, S. (2013). Linguistics

for teaching English in
multilingual classrooms Chapter
7 Syntax Part II

Reading Assignment

Oct. 15th

Molina, S. (2013). Linguistics

for teaching English in
multilingual classrooms Chapter
8 Semantics

Reading Assignment

Parker & Riley (2005)

Oct. 22nd
8

Sarina, S. (2013). Linguistics for

teaching English in multilingual
classrooms Chapter 9
Pragmatics

Reading Assignments

Chapter 10 afterword
Parker & Riley (2005)
Oct. 29th
9

10

Nov. 5th

Nov. 12th
11

Savage, K. (2010). Grammar

Matters: Teaching Grammar in
Adult ESL Programs Chapters
1,2
Savage, K. (2010). Grammar
Matters: Teaching Grammar in
Adult ESL Programs Chapters
3,4
Savage, K. (2010). Grammar
Matters: Teaching Grammar in
Adult ESL Programs Chapters
5,6

Analysis paper for pragmatics

session due Oct. 29th
Reading Assignment

Reading Assignment
Video Lecture: Thornbury &
Blog
Assess Your Learning
Reading Assignment

Model grammar lesson and

group topics distributed
12

13

14

Grammar lesson presentation

group prep day

work on grammar lesson

presentation for homework

Dec. 3rd

Grammar Lesson Group

Presentations

Video Lecture: LarsenFreeman & Blog

Assess Your Learning

Thursday
Dec. 10th

Case Study Presentations

Case Study Due

Nov. 19th

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Requests for Accommodation

Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for
course participants with disabilities who require specific instructional and testing modifications. Students
with such requirements must identify themselves to the University of San Diego Disability Services
Office (619.260.4655) before the beginning of the course. Every effort will be made to accommodate
students needs, however, performance standards for the course will not be modified in considering
specific accommodations.

Academic Integrity
All members of the University community share the responsibility for maintaining an
environment of academic integrity since academic dishonesty is a threat to the University. Acts
of academic dishonesty include: a) unauthorized assistance on an examination; b) falsification or
invention of data; c) unauthorized collaboration on an academic exercise; d) plagiarism; e)
misappropriation of resource materials; f) any unauthorized access of an instructors files or
computer account; or g) any other serious violation of academic integrity as established by the
instructor. An act of academic dishonesty may be either a serious violation, or if unintentional, a
non-serious violation of course rules, an infraction. If the instructor determines that an infraction
or serious violation has occurred, the instructor can impose penalties that may include: a)
reduction in grade; b) withdrawal from the course; c) requirement that all or part of the course be
retaken; and d) a requirement that additional work be undertaken in connection with the course
or exercise. Policies and procedures regarding academic integrity follow the guidelines
established in the Student Honor Code Academic
Integrity Pledge.
Statement on Plagiarism
Students are responsible for knowing what plagiarism is and avoiding it. Students who commit
plagiarism are subject to penalties that may include suspension or expulsion from the university.
Plagiarism occurs when individuals present the words and/or ideas of others as if they are their
own. To avoid plagiarism, you must give credit to your source whenever you use:
another persons idea, opinion, or theory;
any facts, statistics, graphs, drawingsany pieces of informationthat are not common
knowledge;
quotations of another persons actual spoken or written words; or
a paraphrase of another persons spoken or written words.
If you wish more information on what plagiarism is and how to avoid it please see
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml (The bulleted material above is from
this website.)

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Environmental Sustainability and USD/SOLES

In this course, you will be submitting all of your written work online through the Canvas LMS.
Articles and materials will also be provided electronically so as to limit our paper consumption.
USD and SOLES are committed to environmental sustainability. Here is an excerpt from our Be
Blue Go Green Sustainability Newsletter: USD earned third place among California colleges
and universities in the per capita recycling category of the 2010 Recycle Mania competition.
This years ranking was an improvement on USDs 5th place rank for 2009, and placed us 38th
in the nation ahead of prominent schools such as MIT, Notre Dame, Brown, UCSD and the
University of Virginia. RecycleMania is a friendly competition among over 600 US colleges and
universities based on recycling and trash data reported over a 10-week period between January
and March of each year. Schools are ranked according to who collects the largest amount of
recyclables per capita, the largest amount of total recyclables, the least amount of trash per
capita, or have the highest recycling rate. So, please remember the three Rs of
conservation/sustainability are in order of importance: 1) REDUCE the amount of waste we
generate where possible, 2) REUSE materials as much as possible, then, as a last resort, 3)
RECYCLE as much as possible. So, dont forget--All plastics ranging from resin codes 1-7 can
now be recycled on campus. Thats just about every kind of plastic used for consumer items.
Also,
Be sure to use the blue recycle bins.
Turn off lights, projectors and computers when you leave a room.
Grade of Incomplete
The grade of Incomplete (I) may be recorded to indicate (1) that the requirements of a course
have been substantially completed but, for a legitimate reason, a small fraction of the work
remains to be completed, and, (2) that the record of the student in the course justifies the
expectation that he or she will complete the work and obtain the passing grade by the deadline.
It is the students responsibility to explain to the instructor the reasons for non-completion of
work and to request an incomplete grade prior to the posting of final grades. Students who
receive a grade of incomplete must submit all missing work no later than the end of the tenth
week of the next regular semester, otherwise the I grade will become a permanent F.
SOLES On-line Course Evaluation
Student evaluations in SOLES are collected via an on-line system that maintains student
anonymity. SOLES uses these evaluations for continuous improvement of course content and
instruction and as a component of its regular performance review of faculty members, so please
take them seriously. Course evaluations are available to students in their MySanDiego accounts
via the Active Registration link on the One-Stop Services tab. Your instructor will provide you
with instructions on how to access the evaluations once they are activated near the scheduled
conclusion of your course.

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Resources
Key journals
Applied Linguistics

www.applij.oxfordjournals.org/

English for Specific Purposes

www.sciencedirect.com/science/journal/08894906

English for Specific Purposes World

esp-world.7p.com/contents.htm

Journal of English for Academic Purposes www.sciencedirect.com/science/journal/14751585

TESOL Quarterly

www.tesol.org/s_tesol/seccss.asp?CID=208&DID=1678

Web sites
USD, Copley Library

marian.sandiego.edu/

Elsevier.com

www.elsevier.com/wps/find/S06_345.cws_home/journals_sd

International Phonetic Association

www2.arts.gla.ac.uk/IPA/ipa.html

Linguists List

www.ling.ed.ac.uk/linguist/

SIL International,
Linguistic resources on the internet

www.sil.org/linguistics/topical.html

University of Michigan, MICASE

www.hti.umich.edu/m/micase/

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