WESTERN CONNECTICUT STATE UNIVERSITY
Department of World Languages and Literature
ED/SPA 567: Applied Linguistics in Spanish
SUMMER 2012
M & W 5:30 – 9:15 pm
Berkshire Hall 102
DR. ALBA SKAR
Email: [email protected]
Phone: (203) 577-8718
Office Hours: Mondays and Wednesdays from 5-5:30 PM or by appointment (May 20-June 21)
I. Course Description
ED 567 is a language-specific course geared to students seeking certification in the teaching of
Spanish as a foreign language at the secondary school level. It provides candidates in the Master of
Arts in Teaching Program with an appropriate understanding of relevant aspects of the linguistic
structure of the Spanish language and their relationship to learning and teaching. This course will
offer ample opportunity for extensive discussion on a range of theories of (second) language
acquisition and their pedagogical implications. It highlights specific problem areas for learners of the
target language along with appropriate strategies for teaching communicative skills, grammar,
vocabulary, and culture.
Conducted in Spanish
Prerequisite: Admission to the Master of Arts in Teaching Program or permission of both the Chair of the
Education and Educational Psychology department and the Chair of the World Languages and Literature
department.
II. Course Objectives Upon completion of the course, students should be able to:
Demonstrate an advanced to superior level of communicative proficiency in Spanish, a
comprehensive knowledge of its structural particularities and cultural perspectives, as well as
an understanding of a variety of theories of second language acquisition/learning and related
approaches to teaching.
Evaluate instructional approaches and develop meaningful learning activities drawing on
their knowledge of Spanish phonology, morphology, syntax, and discourse building
strategies.
Increase their own awareness and appreciation of the teaching profession and the leadership
and professional growth expectations inherent in being an educator.
III. CONCEPTUAL FRAMEWORK
The Conceptual Framework
A Shared Vision
The Conceptual Framework is closely aligned with state and national standards, and reflects the
philosophy, mission and objectives of WestConn, the School of Professional Studies, and the E & EP
Department. The vision of WestConn’s Education Unit is reflected in the term EDUCATOR
(Expertise in content knowledge, Diversity, Unity, Classroom and school leadership, Attitudes,
Technology, Organization of knowledge to facilitate learning, and Reflective practitioner) and the
theme Preparing educators to facilitate student growth and achievement in the 21st Century.
The components of our Conceptual Framework underscore our belief that teachers, administrators,
and counselors in the new millennium must understand how to use information technologies and how
to work effectively with the diversity of students found in public schools in order to prepare all
students for success in a technological, multicultural, global society.
Educators must know how to work collaboratively with their colleagues and communicate with a
variety of constituencies in order to be classroom and school leaders capable of effecting change and
ensuring quality educational programs for all students. They must be reflective practitioners who
continually evaluate and modify their practice, not only to meet the learning and developmental
needs of students, but also to keep pace with a rapidly changing society and world. The term
EDUCATOR embodies the components of our Conceptual Framework and serves to remind us that
we, the faculty, are first and foremost responsible for preparing the educators of the future. Each
component of the conceptual framework
EDUCATOR
Expertise in content knowledge - Candidates and graduate students will demonstrate expertise in
content knowledge
Diversity - Candidates and graduate students will demonstrate the ability to plan, develop, and
adjust services that meet the needs of diverse learners.
Unity - Candidates and graduate students will demonstrate the ability to work jointly, cooperatively
and collaboratively with learners, peers, educational professionals, parents and other community
members.
Classroom and school leadership - Candidates and graduate students will demonstrate the ability to
provide organization, leadership, direction and management in their provision of professional
services to learners and clients. 3
Attitudes - Candidates and graduate students will demonstrate professional dispositions that are
consistent with this Conceptual Framework and in accord with professional, state, and institutional
standards.
Technology - Candidates and graduate students will demonstrate the ability to integrate a variety of
relevant technologies into their professional practice.
Organize knowledge and facilitate learning (Pedagogy) - Candidates and graduate students will
demonstrate the ability to use relevant pedagogic skills, educational psychology and knowledge in
the planning, development, delivery and assessment of professional services in support of relevant
educational and professional goals.
Reflective Practitioner - Candidates and graduate students will demonstrate the ability and
motivation to develop and incorporate improvements into their professional practice based upon
their interpretation and use of relevant data and insights.
IV. THE CONNECTICUT COMMON CORE OF TEACHING
http://www.state.ct.us/sde/dtl/curriculum/index.htm
“THE COMMON CORE OF TEACHING REPLACES THE 15 CONNECTICUT TEACHING COMPETENCIES
AS CONNECTICUT’S DEFINITION OF EFFECTIVE TEACHING PRACTICE. THE PHILOSOPHY BEHIND
THE CCT IS THAT TEACHING REQUIRES MORE THAN SIMPLY DEMONSTRATING A CERTAIN SET OF
TECHNICAL SKILLS. IT REQUIRES COMMAND OF SUBJECT MATTER AND CARING DEEPLY ABOUT
STUDENTS AND THEIR SUCCESS. EFFECTIVE TEACHING IMPLIES A DEEP COMMITMENT TO
STUDENT ACHIEVEMENT AND TO THE BELIEF THAT ALL STUDENTS CAN ATTAIN HIGH LEVELS
OF ACHIEVEMENT.” [CCCT p. 4]
THE COMMON CORE OF TEACHING “IS INTENDED TO GUIDE INSTITUTIONS OF HIGHER
EDUCATION AS THEY PREPARE TOMORROW’S TEACHERS,” AND TO ARTICULATE “EXPECTATIONS
FOR TEACHERS IN CONNECTICUT’S SCHOOLS.” [CCT P. 2]
V. CONNECTICUT CODE OF PROFESSIONAL RESPONSIBILITY FOR TEACHERS
http://www.state.ct.us/sde/der/publications/teacher_assessment/best/best_index.htm
VI. NATIONAL BOARD OF PROFESSIONAL TEACHING STANDARDS (NBPTS) see:
http://www.nbpts.org/the_standards/the_five_core_proposition
VII. INTERSTATE NEW TEACHER ASSESSMENT AND SUPPORT CONSORTIUM
(INTASC)
http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium
VIII. RECOMMENDED TEXTS
Required readings (selected sections from below and other materials indicated in the course schedule) will be
distributed in class or available on our course website on Blackboard Learn.
Brandl, Klaus. Communicative Language teaching in Action. Pearson/Prentice Hall, 2008.
Cook, Vivian. Second Language Learning and Language Teaching. 4th ed. Hodder Education, 2008.
Koike, Dale A. and Carol A. Klee. Lingüística aplicada. Adquisición del español como segunda
lengua. John Wiley & Sons, Inc., 2003.
Lafford, Barbara A. and Rafael Salaberry, Eds. Spanish Second Language Acquisition: State of the
Science. Washington D.C., Georgetown University Press, 2003.
Lightbown, Patsy and Nina Spada. How Languages Are Learned. 3rd ed. Oxford: Oxford University
Press, 2006.
Additional Bibliography
ACTFL. Standards for Foreign Language Learning in the 21st century.
Connecticut State Department of Education. 2005 Connecticut World Language Curriculum Framework.
Alvar, Manuel. El español de las dos orillas. Madrid: MAPFRE, 1991.
Amastae, Jon and Lucía Elías Olivares. Spanish in the United States-Sociolinguistic Aspects. Cambridge University
Press, 1982.
Barrutia, Richard, and Armin Schwegler. Fonética y fonología españolas: teoría y práctica. John Wiley & Sons,,
1994.
Blaz, Deborah. Bringing the Standards for Foreign Language Learning to Life. Eye on Education, 2002.
Bull, William. Spanish for Teachers. New York: Ronald Press, 1965.
Bush, Michael, ed. Technology-Enhanced Language Learning. National Textbook Company (in conjunction with
ACTFL): 1997
Butt, John and Carmen Benjamin. A new Reference Grammar of Modern Spanish. Hodder Education, 2004.
Colombi, M. Cecilia and Francisco Alarcón, eds. La enseñanza del español a hispanohablantes; praxis y teoría.
Houghton Mifflin, 1997.
Farrell, Edith and C. Frederick Farrell, Jr. Side by Side-Spanish & English Grammar. Passport Books, 1995.
Gass, S.M. & Selinker, L. Second language acquisition. 3rd ed. New York: Routledge/Taylor & Francis Group,
2008.
Hashemipour, Peggy, Ricardo Maldonado, Margaret van Naerssen, eds. Studies in Language Learning and Spanish
Linguistics. Festschrift in Honor of Tracy D. Terrell. New York: McGraw Hill, 1995.
Hill, Sam. Contrastive English-Spanish Grammatical Structures. Lanham, MD: University Press of America, 1985.
Jogan, K., Heredia, A., Aguiler, G. "Cross-Cultural E-mail: Providing Cultural Input for the Advanced Foreign
Language Student." Foreign Language Annals, 34:4 (2001): 341-346.
Lapesa, Rafael. Historia de la lengua española. Madrid: Gredos, 1981.
Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. 2d ed. Oxford: Oxford University Press,
2000.
Lee, J. F. and Van Patten, B. Making Communicative Language Teaching Happen. NewYork: McGraw Hill, 1995.
Liskin-Gasparro E., Judith. "Linguistic Development in an Immersion Context: How Advanced Learners of Spanish
perceive SLA. Modern Language Journal 82 (1998): 159-176.
Lipski, John M. Latin American Spanish. New York: Longman, 1994.
Lund, Randall. "A Taxonomy for Teaching Second Language Listening." Foreign Language Annals 23, No. 2
(April 1990): 105-15.
Lund, Randall. "A Comparison of Second Language Listening and Reading Comprehension." Modern Language
Journal 75 (1991): 196-204.
Mar-Molinero, Clare. The Politics of language in the Spanish-speaking world. Routledge, 2000.
Moreno de Alba, José. El español en América. Fondo de Cultura Económica, 1993.
Omaggio-Hadley, Alice. Teaching Language in Context. Third Edition. Thompson-Heinle, 2001.
Perez-Leroux, Ana Teresa, and William Glass, eds. Contemporary Perspectives on the Acquisition of Spanish.
Cascadilla Press, 1997.
Richard-Amato, P. Making It Happen. 2nd ed. Heinle & Heinle, 1996.
Richards, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language Teaching. 2nd ed. Cambridge
University Press, 2001.
Richards, Jack C. and Willy A. Renandya. Methodology in Language Teaching – An Anthology of Current Practice.
Cambridge University Press, 2002.
Rivers, Wilga, Milton Azevedo, and William Heflin, Jr. Teaching Spanish—A Practical
Guide. National Textbook Company, 1988.
Salaberry, Rafael and Barbara Lafford, eds. The Art of Teaching Spanish. Georgetown University Press, 2006.
Silva-Corvalán, Carmen, ed. Spanish in Four Continents—Studies in Language Contact and Bilingualism.
Georgetown University Press: 1995
Silva-Corvalán, Carmen. Sociolingüística y pragmática del español. Georgetown University Press, 2001.
Schwegler, Armin and Juergen Kempff. Fonética y fonología españolas. John Wiley & Sons, 2007.
Stockwell, Robert and J. Donald Bowen. The Sounds of English and Spanish. University
of Chicago Press, 1965.
Stockwell, Robert, Donald Bowen, and John Martin. The Grammatical Structures of English and Spanish.
University of Chicago Press, 1965.
Shrum, J. and Glisan, E. Teacher's Handbook: Contextualized Language Instruction. Heinle & Heinle, 1994.
Terrell, Tracy and Maruxa Salgués de Cargill. Lingüística aplicada a la enseñanza del español a anglohablantes.
John Wiley & Sons, 1979.
Valdés, Guadalupe, Anthony Lozano and Rodolfo Garcia-Moya, eds. Teaching Spanish to the Hispanic Bilingual:
Issues, Aims, and Methods. New York: Teachers College Press, 1981
VanPatten, B. From Input to Output: A Teacher.s Guide to Second Language
Acquisition. McGraw Hill, 2003.
Walz, Joel. "Meeting Standards for Foreign Language Learning with World Wide Web Activities." Foreign
Language Annals 31 (1998): 103-14.
Whitley, M. Stanley and Luis González. Gramática para la composición. Georgetown University Press, 2000.
Whitley, M. Stanley. Spanish/English Contrasts. Georgetown University Press, 2002.
SOME SLA JOURNALS:
Applied Linguistics
Applied Psycholinguistics
Language Learning
Second Language Research
Studies in Second Language Acquisition
Useful Websites:
AMERICAN COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES http://www.actfl.org/
U.S. DEPARTMENT OF EDUCATION http://www.ed.gov/
FOREIGN LANGUAGE TEACHING FORUM http://www.cortland.edu/flteach/
CONNECTICUT STATE DEPARTMENT OF EDUCATION http://www.sde.ct.gov/sde/site/default.asp
REGIONAL AND STATE FOREIGN LANGUAGE ASSOCIATIONS
http://multilingualbooks.com/forlangassoc.html#state
CENTER FOR ADVANCED RESEARCH ON LANGUAGE ACQUISITION
http://www.carla.umn.edu/index.html
VIII. COURSE COMPONENTS & EVALUATION
Participation based on thoughtful and respectful daily interaction in class (20%)
NOTE: Arrival on time and participation until the end of class will be required daily. Evaluation of
participation will include individual and group activities and discussions.
Quizzes based on linguistic review exercises (15%)
NOTE: All linguistic review exercises (1-16) are located on Blackboard Learn.
Written outlines based on daily readings from syllabus (20%)
NOTE: Each written outline must provide a summary and a critical analysis of the ideas advanced in
the selected reading. Additional instructions for this assignment will be provided in class.
Presentation of a research article based on an assigned reading from syllabus (10%)
NOTE: This oral presentation must provide a summary and a critical analysis of the ideas advanced
in the selected reading. Additional instructions for this assignment will be provided in class.
Teaching projects to integrate applied linguistic concepts with review exercises (20%)
NOTE: These teaching projects will consist of a brief teaching demonstration on a selected grammar,
vocabulary, or phonology aspect of special interest for its posited level of difficulty for learners of
Spanish as a second language. Additional instructions for this assignment will be provided in class.
Exams (Mid-Term and Final) to integrate applied linguistic concepts with review exercises (15%)
GRADING SCALE
94-100 = A
90-93 = A87-89 = B+
83-86 = B
80-82 = B77-79 = C+
73-76 = C
70-72 = C67-69 = D+
63-66 = D
60-62 = D59 or below = F