1. Second Language Acquisition and Theory Mrs. Julie Lucas M.A. Ed jlucas@washoeschools.net 623-330-8558

2. Welcome!!! Please sign in and get a snack. Pick up and read the handouts about Krashen’s and Cummin’s Theories of Language Acquisition. We will start at 4:10!

3. Introductions Instructor Introductions Two Lines Activity Introduction to Class (Articles)

4. Agenda Cohort Overview Cohort Overview Syllabus Syllabus Registration/Break/Books Registration/Break/Books MOODLE Training MOODLE Training Background to SLA Background to SLA Project Group Selection Project Group Selection

5. Cohort Overview Mission/Goals Mission/Goals Commitment Commitment Classes timeline overview Classes timeline overview Reimbursement Reimbursement What happens at the end? Endorsement? Transcript? What happens at the end? Endorsement? Transcript?

6. Syllabus Class Location: Marvin Moss Elementary Class Dates and Time: Thursdays, 4:00–7:00 pm Thursdays, 4:00–7:00 pm 21 face-to-face hours 21 face-to-face hours November 14, 21, December 5, 12, 19, January 16, 23 November 14, 21, December 5, 12, 19, January 16, 23 MOODLE Expectations: 24 individual hours

7. Syllabus Course goals and objectives Teachers will gain a knowledge base of the theoretical foundations of first and second language acquisition. Teachers will gain a knowledge base of the theoretical foundations of first and second language acquisition. Teachers will develop or increase understanding of the complexities of individual, linguistic, socio-cultural, educational, and political factors involved in the acquisition of a second language in school settings. Teachers will develop or increase understanding of the complexities of individual, linguistic, socio-cultural, educational, and political factors involved in the acquisition of a second language in school settings. Teachers will develop or increase sensitivity to, appreciation of, and respect for, the diverse backgrounds of second language learners. Teachers will develop or increase sensitivity to, appreciation of, and respect for, the diverse backgrounds of second language learners. Teachers will reflect on teaching practice and apply their knowledge of SLA theories in order to select and evaluate appropriate classroom practices outside of this course. Teachers will reflect on teaching practice and apply their knowledge of SLA theories in order to select and evaluate appropriate classroom practices outside of this course.

8. Syllabus Absence and Tardy Policy Students must attend all classes in order to receive full credit. Arriving late or leaving early will also result in a lowering of attendance points that may affect your overall grade. We attend only seven face to face classes and it is imperative that you arrange your schedules to meet the attendance expectations. A phone call or email to give instructors prior notice is suggested. Each class is worth 10 points for attendance. Half of those points may be made up if personally requested by the student and at the discretion of the instructor.

9. Syllabus Cultural and Linguistic Autobiography (100 points) Assignment Objectives: Identify and evaluate relevant cultural and linguistic experiences that influence individual educators Identify and evaluate relevant cultural and linguistic experiences that influence individual educators Define existing skills that can be used to advantage with regard to working with ELLs Define existing skills that can be used to advantage with regard to working with ELLs Define your current challenges with regard to working with ELLs Define your current challenges with regard to working with ELLs You will: Develop a 3-5 page paper based on your own cultural and linguistic experiences. No external sources required, but feel free to include them (APA format required regardless) No external sources required, but feel free to include them (APA format required regardless) Draw substantive conclusions about your own experiences as they apply to your work as an educator Draw substantive conclusions about your own experiences as they apply to your work as an educator See rubric for exact expectations See rubric for exact expectations Due December 19th Due December 19th

10. Syllabus Dialogue Discussion Questions and Two Peer Responses (30 pts. each X 3 = 90 points) For each reading assignment, use the prompt to produce a one page response and respond to two others. Use the rubric provided for dialogue discussions on MOODLE, which is included in this syllabus. Peer responses need to be specific to the discussions chosen – “good job” – “way to go” are not acceptable responses. Your peer response needs to be at least one-half of a page in length with your connections, agree or disagree, or questions. Both dialogue discussions and responses need to be supported by evidence from the textbook, class discussion, or other source (please cite all evidence that comes from published materials). See schedule and calendar for due dates.

11. Syllabus Theorists Comparison (50 points) Assignment Objectives: Research two well-known theorists on language acquisition such as Krashen and Cummins (or any others you wish to research) and gain an understanding of their theory of language acquisition Research two well-known theorists on language acquisition such as Krashen and Cummins (or any others you wish to research) and gain an understanding of their theory of language acquisition Compare and contrast the two theories chosen Compare and contrast the two theories chosen You will: Develop a 2-3 page paper comparing and contrasting the two theories researched Draw substantive conclusions about the theories researched Draw substantive conclusions about the theories researched Summarize theories researched Summarize theories researched Compare and contrast theories researched Compare and contrast theories researched Use APA format Use APA formatArticles See rubric for exact expectations Due December 5 th

12. Syllabus Ethnic Group Project (100 points) Assignment Objectives: Investigate the geographical, socio/political, educational, economic and linguistic challenges that are often faced by a specific ethnic or cultural group in the United States. (For the purposes of this assignment, we will focus on groups that have intentionally emigrated from other countries.) Investigate the geographical, socio/political, educational, economic and linguistic challenges that are often faced by a specific ethnic or cultural group in the United States. (For the purposes of this assignment, we will focus on groups that have intentionally emigrated from other countries.) Present findings as a framework for teachers to use when considering the educational needs of their students. Present findings as a framework for teachers to use when considering the educational needs of their students. You will: Work with 3-4 partners Work with 3-4 partners Develop a 15-minute presentation that includes Develop a 15-minute presentation that includes a visual component (PowerPoint, poster, video, etc.) a visual component (PowerPoint, poster, video, etc.) a participatory or interactive component (discussion, First Turn/Last Turn, Think/Pair/Share, etc.) a participatory or interactive component (discussion, First Turn/Last Turn, Think/Pair/Share, etc.) a 1-page (may be double-sided) handout for participants containing key information a 1-page (may be double-sided) handout for participants containing key information contributions by each team member contributions by each team member Submit to the instructor: a completed cover page a completed cover page a list of group members with a description of each person’s contribution to the project a list of group members with a description of each person’s contribution to the project an outline or other printout (e.g. PowerPoint slides page) of key components an outline or other printout (e.g. PowerPoint slides page) of key components a separate References page (in APA format) a separate References page (in APA format) See rubric for exact expectations Due in class on January 23rd

13. Syllabus Personal Theory of Second Language Acquisition Research Paper (100 Points) Assignment Objective: Synthesize and evaluate learned second language acquisition (SLA) theory and apply to real life scenarios of second language learning. Synthesize and evaluate learned second language acquisition (SLA) theory and apply to real life scenarios of second language learning. You will: Develop your own theory of second language acquisition based on class readings and activities, interviews with two second language learners, and your own research. Ideally, your paper should be applicable to the subject area or grade level that you currently (or aspire to) teach. Develop your own theory of second language acquisition based on class readings and activities, interviews with two second language learners, and your own research. Ideally, your paper should be applicable to the subject area or grade level that you currently (or aspire to) teach. Conduct 2 interviews. Use course readings and activities to create a list of questions that will put your interview subject at ease and probe their assessment of their language learning, such as, “How old were you when you started studying ______?” “What was difficult about learning _______?” Do not turn in copies of your questions – they should be evident in the content of your essay. Use only the subjects’ first names and last initials if named in the essay. Conduct 2 interviews. Use course readings and activities to create a list of questions that will put your interview subject at ease and probe their assessment of their language learning, such as, “How old were you when you started studying ______?” “What was difficult about learning _______?” Do not turn in copies of your questions – they should be evident in the content of your essay. Use only the subjects’ first names and last initials if named in the essay. Research sources must go beyond the course textbooks, and must come from peer-reviewed scholarly journals or other academic literature. Textbooks may be cited in addition to these sources. Research sources must go beyond the course textbooks, and must come from peer-reviewed scholarly journals or other academic literature. Textbooks may be cited in addition to these sources. The paper should be in APA format with a minimum of 5 sources cited (2 interviews + 3 academic sources). The paper should be in APA format with a minimum of 5 sources cited (2 interviews + 3 academic sources). Paper should be 3-5 pages in length Paper should be 3-5 pages in length See rubric for exact expectations Due on January 30th

14. Syllabus Grading Procedure Percentage Letter Grade: 90-100% = A, 80-89%= B, 70-79% = C, 69% and below = No credit or reimbursement. 90-100% = A, 80-89%= B, 70-79% = C, 69% and below = No credit or reimbursement. Total points for class = 510 Points Total points for class = 510 Points Sierra Nevada College does not give “Incompletes” except for under very special circumstances. All assignments must be completed and turned in by completion of class. Sierra Nevada College does not give “Incompletes” except for under very special circumstances. All assignments must be completed and turned in by completion of class.

15. Syllabus Please take a moment to look over the topic/assignment outline and let me know if there are any questions or concerns.

16. Registration Fill out Sierra Nevada Forms Fill out Sierra Nevada Forms Sign WCSD Reimbursement forms Sign WCSD Reimbursement forms Bring signed forms to instructor WITH form of payment and turn in forms and collect BOTH books Bring signed forms to instructor WITH form of payment and turn in forms and collect BOTH books Take a break! Take a break!

17. MOODLE Three Dialogue Discussions and a place to turn in assignments when requested Three Dialogue Discussions and a place to turn in assignments when requested All course materials such as rubrics, syllabus, power points, etc. All course materials such as rubrics, syllabus, power points, etc. Grade book Grade book Resources Resources Brief overview Brief overview

18. Objectives I will begin to examine my own understanding of second language acquisition and what research and theory tells us about second language acquisition. (Content) I will begin to examine my own understanding of second language acquisition and what research and theory tells us about second language acquisition. (Content) I will orally discuss my own approaches to working with ELLs and record my understanding of SLA in a Venn Diagram. (Language) I will orally discuss my own approaches to working with ELLs and record my understanding of SLA in a Venn Diagram. (Language)

19. Quiz Take a few moments and complete the quiz in Box 1.1 on Page 3 quietly by yourself.

20. Assumptions Number off at your table 1-4 Number off at your table 1-4 Read the corresponding Assumption Number from pages 4 and 5 Read the corresponding Assumption Number from pages 4 and 5 Allow the person who read the assumption to explain it to the group and then take turns responding to that assumption sharing what you marked on your quiz and your thoughts about it. Allow the person who read the assumption to explain it to the group and then take turns responding to that assumption sharing what you marked on your quiz and your thoughts about it. Repeat for all four assumptions Repeat for all four assumptions Share as a group Share as a group How could this method be used with ELLs? How could this method be used with ELLs?

21. What is SLA Research? Linguistics Linguistics Psychology Psychology Sociology Sociology Education Education Grammar Grammar Vocabulary Vocabulary Discourse (Conversation) Discourse (Conversation) Which is most important and why???

22. Facts SLA Research Has Uncovered Small exposure has useful effects on SLA. Language teaching affects more than the language in a person’s mind. Small exposure has useful effects on SLA. Language teaching affects more than the language in a person’s mind. People who SUCCESSFULLY speak multiple languages are often better at problem solving. People who SUCCESSFULLY speak multiple languages are often better at problem solving. All language learners go through similar stages of development. (listening, speaking, reading, writing) All language learners go through similar stages of development. (listening, speaking, reading, writing) First language affects learning of second language especially in areas of pronunciation which can impact other areas First language affects learning of second language especially in areas of pronunciation which can impact other areas People will quickly learn language that is important or needed for use on a daily basis People will quickly learn language that is important or needed for use on a daily basis Cultural attitudes can affect rate at which language is acquired Cultural attitudes can affect rate at which language is acquired Why is it important to know these things?

23. What is Language Teaching? Discuss how you teach language at your table. Be ready to share in 5 minutes.

24. Language Teaching EXPLICIT INSTRUCTION in speaking, listening, reading and writing interwoven into every subject all day long. Every lesson has these components throughout the day. Every interaction is a teachable moment.

25. Comparing L1 and L2 Find a person you have not worked with tonight from a different table. Come and get butcher paper and two different colored markers. Find a person you have not worked with tonight from a different table. Come and get butcher paper and two different colored markers. Read the two sections form the book: L2 learning is independent of L1 acquisition (page 12-13) and L2 learning is more than the transfer of the first language (page 13) and create a Venn Diagram that compares and contrasts L1 and L2 showing your understanding of the reading. Read the two sections form the book: L2 learning is independent of L1 acquisition (page 12-13) and L2 learning is more than the transfer of the first language (page 13) and create a Venn Diagram that compares and contrasts L1 and L2 showing your understanding of the reading. Be ready to share in 10 minutes Be ready to share in 10 minutes How could this activity be used in class with ELLs? How could this activity be used in class with ELLs?

26. Objectives I will begin to examine my own understanding of second language acquisition and what research and theory tells us about second language acquisition. (Content) I will begin to examine my own understanding of second language acquisition and what research and theory tells us about second language acquisition. (Content) I will orally discuss my own approaches to working with ELLs and record my understanding of SLA in a Venn Diagram. (Language) I will orally discuss my own approaches to working with ELLs and record my understanding of SLA in a Venn Diagram. (Language)

27. Areas of Language  Did you speak tonight?  Did you listen tonight?  Did you read tonight?  Did you write tonight? So……..did you do something to enrich your own language acquisition???

28. Project Group Selection Decide who you will work with for the Ethnic Group Project. Decide who you will work with for the Ethnic Group Project. Turn in the names of the people in your group and which ethnic group you will be reporting on before leaving. Turn in the names of the people in your group and which ethnic group you will be reporting on before leaving. Please remember that your Please remember that your MOODLE DDQ#1 is due Thursday, November 21 st by midnight.