Download pdf - Second Language Studies Course Descriptions Spring 2017 Rev 11

SecondLanguageStudiesCourseDescriptions Spring2017

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SLS280.Bilingualism:CognitionandCulture.Grüter IntheU.S.,knowingandspeakingonlyonelanguageisoftenconsideredthenorm,whilepeopleandsocietieswhoregularlyusetwoormorelanguagesareseenasspecialorexotic.Yetifwelookathowlanguageisusedworldwide,includinghereinHawai‘i,bi-andmultilingualismarejustascommonasmonolingualism.Thiscoursewillintroduceyoutobi-/multilingualismbothasaphenomenonatthelevelofsocietyandasacharacteristicofindividualspeakers.Wewilllookatpopularbeliefsandrecentmediareportsaboutbilingualism,andusetheseassteppingstonesforacloserexaminationoftheresearch(andsometimestheabsencethereof)thatunderliesthem. Requiredtext: Paradis,J.,Genesee,F.,&Crago,M.(2011).DualLanguageDevelopmentandDisorders(2ndEdition).Baltimore,MD:PaulH.Brookes. SLS302.SecondLanguageLearning Thisintroductorycourseprovidesstudentswithabroadoverviewoftheoriesandissuesinthefieldofsecondlanguageacquisition(SLA),andpreparesthemformoreadvancedcoursesintheundergraduateSLScurriculum.Itwillmainlycover(a)firstlanguageacquisition,(b)theoriesinSLA,(c)factorsaffectingSLA,(d)learnerlanguage,and(e)instructedSLA. Prerequisite:Upperdivisionstanding SLS303.SecondLanguageTeaching Thiscoursesurveystheories,research,andpracticesinsecondandforeignlanguage(L2)teachingforthosewhoareconsideringL2teachingasaprofession.Throughdiscussions,activities,andprojects(e.g.,classroomobservation,lessonplanning),youwillbeabletomakeinformeddecisionsandchoicesincurrentandfutureinstructionalsettings. TopicsincludeinstitutionalandcurricularcontextsofL2teaching,thehistoricaldevelopmentofL2teachingmethodologies,learnerandteacherroles,classroommanagement,syllabusandcurriculumdesign,lessonplanning,teachingmaterials,andtheroleofclassroomassessmentandprogramevaluationinL2teachingandlearning. Aftercompletingthecourse,youwillbeableto:

·describehistoricaldevelopmentoftheoriesandmethodologiesinL2languageteaching; · discuss the institutional and curricular contextswithinwhich L2 teaching and learningtakeplace; ·explainthepurposesandrolesofassessmentandevaluationinL2teaching

SLS312.TechniquesinSecondLanguageTeaching-Reading&Writing Thiscourseisanoverviewofthetheoreticalandpracticalissuesinvolvedintheteachingofsecondorforeignlanguage(L2)readingandwriting.Thetheoreticalaspectsofthecourseareintegratedwithempiricalresearchfindingsaswellaspracticalconcernsandexperiences


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includingobservation,classroomtechniques,andmaterialdesign.Thegoalsofthecourseincludeprovidingstudentswithopportunitiestoevaluatematerials;topreparelessonplansandactivities;andtoobserveL2readingandwritinglessonsinL2classrooms. SLS408.BilingualEducation Thiscourseprovidesabroadoverviewoftheoriesandissuesrelevanttocontemporarybilingualeducation.Wewillexaminebilingualismandbilingualeducationfromhistorical,political,psycholinguistic,social,culturalandpedagogicalperspectives.WhilemuchofourenquirywillconcernbilingualeducationintheUnitedStates,wewillalsodiscussbilingualismandmultilingualismintheworld.WewillalsoexamineinsomedetailparticularlanguageandeducationissuesinHawai‘i. Requiredtext: Baker,C.(2011).FoundationsofBilingualEducationAndBilingualism(5thedition).Clevedon,UK:MultilingualMattersLimited.Otherreadingsprovidedbyinstructor. Prerequisite:SLS302(orconcurrent)orSLS600(orconcurrent). SLS418.InstructionalMedia.Zheng Awiderangeofemergingtechnologiesforlearningwillbeexploredinthiscourse.Thepremisesofhands-onlabsandunderstandingtheaffordancesofdifferenttechnologiesforlearningandlanguageusehavetobegroundedwithsolidpedagogies,theoriesofsecondlanguagedevelopmentandacquisition,aswellashumanlearninganddevelopmenttheories.Therefore,online/face-to-facediscussionsandhands-onexperientiallearningareintegratedwithlearner’sneeds,currentbestpractices,andtheoreticalfoundations.Studentsareexpectedtoco-buildtheclassblogsiteorawikiwithusefulresources.Thissocialmediaspacewillalsoserveascommunityportalforprolongedparticipation.StudentLearningOutcomes:Aftercompletionofthecourse,studentsareexpectedto:

1.beawareofemergenttechnologiesavailableforeducationalpurposes2.makeuseoftechnologiesfortheirdailylearning,teachingandresearchactivities3.understandtherationaleofeachtechnologyuse4.understandtherelationshipbetweentechnologyuseandL2literacydevelopment5.criticallyevaluateemergingtechnologiesforlanguageuse6.evaluatelearningoutcomeswithtechnologies

Readings:AccessibleinLaulima SLS430.PidginandCreoleEnglishinHawai‘i.Sakoda ThegoalofthiscourseistoprovideageneralunderstandingofthefollowingaspectsofHawai’iPidginEnglish(HPE)andespeciallyofHawai’iCreole(HC)ascoveredinthefollowingsixunits: 1.Sociohistoricalbackground:pidginization,creolization,


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decreolization 2.Sociolinguisticvariation,languageattitude,andsocialinequality 3.Linguisticstructure:phonology,morphology,syntax,semantics 4.Discourseprocessesandinteractionalstyles 5.Languageacquisitionandschooling 6.Pidgininliteraryandperformingarts Studentswill 1.haveaworkingknowledgeofhowsocio-linguisticphenomenalikepidginsandcreolescomeaboutandstructurethemselves(particularlyinthislocalcontext); 2.haveanunderstandingoftheformationofuniqueworldviews,beliefsand attitudesandhowpeoplereacttoallofthis; 3.developsomedegreeofproficiencyindeliberationviaapproaches whichmightincludesmallgroupdiscussions,formaldebates, round-tables,Socraticquestioning,journaling,etc. Requiredtext:Apacketof21articlesandothersupplementalreadings Prerequisite:SLS302(SecondLanguageLearning)orLING102(IntrototheStudy ofLanguage)orLING150(LanguageinHawai’iandthePacific)orGraduatestandingorInstructor’sapproval SLS441.LanguageConceptsforSecondLanguageLearningandTeaching Thiscourseisanintroductiontothestudyoflanguage,withparticularattentiontothestructureofEnglish.Itwillexaminethecomponentpartsoflanguage,namely,phoneticsandphonology(thesoundsystem),morphology(theinternalstructureofwords),syntax(thestructureofphrasesandsentences),andsemanticsandpragmatics(meaning)aswellastouchonotherlinguistictopics(e.g.languagetypology,firstlanguageacquisition,etc.).WhileemphasiswillbegiventothestructureofEnglish,especiallyitsmorphosyntax,datafromotherlanguageswillalsobelookedat.Theoverallgoalsare(a)tobecomefamiliarwiththekeyconceptsandterminologyneededtodescribeandanalyzelanguage;(b)togainabasicunderstandingofthewaylanguageworks;(c)toappreciatehowlanguagesdiffer(andhowthey'rethesame);and(d)tohelpinyourreadingoftheprimary(secondlanguageacquisition)literature. Thecoursewillbeacombinationofassignedreadings,lectures,exercises,groupdiscussionsandsmallgroupprojects.Nopriorknowledgeoflinguisticsorlanguagedescriptionisassumed. Requiredtexts: DepartmentofLinguistics.(2011).LanguageFiles:MaterialsforanIntroductiontoLanguageandLinguistics,11thedition.Columbus:OhioStateUniversityPress. O'Grady,William,JohnArchibald,MarkAronoff&JanieRees-Miller,eds.(2010).ContemporaryLinguistics:AnIntroduction,6thedition.Boston:Bedford/St.Martin's.


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Pinker,Steven.(1994,reprinted2007).TheLanguageInstinct:HowtheMindCreatesLanguage.(availablefromdifferentpublishers;checkAmazon(http://www.amazon.com/)forusedcopies) Suggestedreading: Vanderweide,Teresa,WilliamO'Grady,JohnArchibald,MarkAronoff&JanieRees-Miller.(2010).StudyGuide:ContemporaryLinguistics:AnIntroduction.Boston:Bedford/St.Martin's. Prerequisite:SLS302(orconcurrent),LING102,LING320,orSLS600(orconcurrent) SLS460.EnglishPhonology ThiscourseprovidesanintroductiontothebasicsofEnglishphoneticsandphonologyastheyrelatetootheraspectsoflanguageandwithparticularemphasisonareasofinteresttosecond/foreignlanguagelearnersandteachers.Thecoursewillcoverthefollowing:

• ThesystemofEnglishconsonants,vowels,andprosodicelements • Issuesandtechniquesforteachingpronunciation • AnalysisofESL/EFLlearners'pronunciationandwaysofprovidingfeedback • Theacquisitionoffirstandsecondlanguagephonology • Howtransfer,universals,developmentalprocesses,age,andinstructionaffectthe

acquisitionprocess • Materialsusedinteachingpronunciation • TheroleofpronunciationinstructioninanESL/EFLcurriculum

Classeswillconsistoflectures,readings,discussions,dataanalysis,exercises,andmaterialsreview.Wherepossible,practicalclassroomapplicationswillbeprovidedanddemonstrated.ThecourseaimstoprovideEnglishteachersandfutureSLresearcherswithsomeunderstandingoftheEnglishsoundsystemandtoassistinthedevelopmentofasoundlybasedpronunciationpedagogy. Requiredtext: Celce-Murcia,M.,Brinton,D.M.,Goodwin,J.M,&Griner,B.(2010).Teachingpronunciation:Acoursebookandreferenceguide(2nded.).Cambridge:CambridgeUniversityPress. Suggestedreadings:Providedbyinstructor. Prerequisite:SLS302(orconcurrent). SLS480P(1).PedagogicGrammar.Ziegler Thiscoursehasthreedimensions:it(a)examinesparticulargrammaticalfeaturesofEnglishintermsoftheirforms,meanings,anduse,(b)explorespotentialdifficultiesinvolvedinlearningsecondlanguagegrammars,and(c)considersthedifferentwaysinwhichteachersmayhelpdeveloptheirlearners’abilitytouseL2grammaticalfeatures.Thetopicsanddiscussionofthecoursewillbeinformedbyinsightsfromlinguistictheoryanddescription,fromsecondlanguageacquisitionresearch,fromsecondlanguagepedagogy,andfromparticipants'ownexperienceoflearningandteachinggrammar.Bytheendofthiscourse,studentswillgain


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knowledgeofseminalreadingsandapproachesrelatedtosecondlanguagelearningandtheteachingofgrammar,aswellasdifferentpedagogicalapproachesfortheteachingofgrammar,includingconsiderationsforspecificpopulationsoflearners(L1s,EAP,etc.).Studentswillalsocreateanddevelopclassroommaterialsrelevanttotheirpersonalneedsandinterests. Requiredtext:Cowan,R.(2008).TheTeacher'sGrammarofEnglish.Cambridge:CambridgeUniversityPress. SLS485.ProfessionalisminSLS. Throughthiscourse,whichservesasthecapstoneexperienceintheSLSbachelor’sdegree,studentsreflectupontheirlearningandaccomplishmentsthroughoutthepursuitoftheirdegrees,becomeacquaintedwithdiverseconceptsofandapproachestoprofessionalisminthefield,andformallycompileaprofessionalportfolio.Evidenceoflearningandaccomplishmentswillincludeacademicwriting,presentations,artifactsandreflectionsonteaching,service,andresearchexperiences,andprofessionaldevelopmentexperiences.Expandingfromtheseinitialitems,studentscreateimportantelementsoftheirportfolios(includingcurriculavitae,statementsofprofessionalphilosophy(often,butnotlimitedto,philosophyofteachingstatements),coverletters,instructionalmaterials,researchpapers/presentations,websites,andsoon)andconductinformationsearchesinfieldsandlocationsforfutureemploymentorgraduatestudy.AllportfolioswillbeformallypresentedtotheDepartmentofSLS,aswellaswithintheclass. Requiredtexts:Providedbyinstructor Suggestedreadings:Providedbyinstructororstudents Prerequisite:ReservedforSLSmajorsintheirfinalsemesterofstudy SLS490.SecondLanguageTesting. SLS490isanintroductorylanguagetestingcoursethatoffersanopportunitytogainknowledgeinthecentralconceptsinsecond/foreignlanguagetesting.Inadditiontotheoreticalfoundations,wewilldealwithtechnicalandpracticalaspectsincludingdevelopmentandevaluationoflanguagetests.Therelationshipbetweenteachingandtestingandthewayinwhichtheoriesoflanguagelearningrelatetotestingarealsoafocus.Thecoursewillalsodiscusscurrentissueswithindiversetypesoflanguagetestsandcourseparticipantswillhaveopportunitiestoconstruct,tryout,andevaluatetheirownlanguagetests.Theclasswillbestructuredinalecture/discussionformat.Youwillberesponsibleforcompletingallreadingsandhomeworkontime.Thiswillfrequentlybethebasisfortheclassdiscussion.Nopreviousknowledgeofstatisticsoranadvancedlevelofmathematicsisrequired. Requiredtext:


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Brown,J.D.(2005).Testinginlanguageprograms:AcomprehensiveguidetoEnglishlanguageassessment.NewYork:McGrawHill. Unfortunately,theytookitoutofprint,soDr.Brownhasmadehardboundcopiesavailablefor$25.00atAmazon.com: http://www.amazon.com/Testing-Language-Programs-Comprehensive-Assessment/dp/0991585402/ref=sr_1_1?ie=UTF8&qid=1439006326&sr=8-1&keywords=brown+testing+in+language+programs Thatistheonlyplaceitisavailable(notattheUHMBookstore).Pleasebuyacopytohaveinclassonthefirstdayofthesemester. Additionalreadingsprovidedbyinstructor. Prerequisite:SLS302(orconcurrent),SLS441,LING102,orSLS600(orconcurrent) SLS610.IntroductiontoSecondLanguageTeaching.Crookes Thiscourseprovidesasurveyofcurrenttheory,researchandpracticeinthemajorcomponentsofsecondandforeignlanguagepedagogyandteachingprograms.Thesecomponentsincludeneedsandmeansanalysis,syllabusandcurriculumdesign,materialswriting,methodologyandpedagogy,skillsandskillsintegration,studentassessment,andprogramevaluation.Considerationwillalsobegiventothechangingsocial,economic,andpoliticalrolesoflanguageteachingandtheprofessionintheworldtoday.Boththeoreticalandpracticaldimensionsofclassroomteachingwillbetreated. Bytheendofthecourse,thestudentswillhaveanunderstandingofthefollowing:

1. Currenttheory,researchandpracticeinsecond/foreignlanguageteachingandteachertraining

2. Thesocio-cultural,psychologicalandlinguisticfactorsthathaveanimpactonlanguageteaching

3. Issuesinvolvedinteachingandintegratingthedifferentskillareasasandapproachestocurriculumdesignandlanguageteaching

SLS613.SecondLanguageListeningandSpeaking.Gilliland Thecoursefocusesonthetheoreticalandpracticalaspectsofteachinglisteningandspeakingtosecondlanguagelearners.Weexaminesuchtopicsasconversationalcompetence,listeningandspeakingcurriculumdevelopment,listening/speakingassessment,learningtasks,methodologicalissues,groupwork,games,androleplays. LearningOutcomes

• UnderstandingtheoreticalissuesinL2listeningandspeakingprocessesandinstruction• Developing,adapting,andevaluatinglisteningandspeakingtasks,activities,andmaterials• FamiliaritywithL2listeningand/orspeakingresearch• Reflectionandself-evaluationastoolsindevelopingasL2listeningandspeakingteachers.


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Requiredtexts: Field,J.(2008).Listeninginthelanguageclassroom.Cambridge,UK:CambridgeUniversityPress.(ISBN978-0-521-68570-2) Goh,C.C.M.,&Burns,A.(2012).Teachingspeaking:Aholisticapproach.Cambridge,UK:CambridgeUniversityPress.(ISBN978-1-107-64833-3) SLS618.LanguageandLearningTechnologies.Zheng Whatislanguage?Howdoweunderstandlanguageandlanguagelearninginthelightoflearningtechnologies?Howdowemakesense,makemeaningandrealizevalueswhentechnologiesareinvolvedinthelearningenvironment.Learningtechnologies,rangingfromvernacularuseofSkype,tosophisticatedvirtualworldtechnologies,andtoubiquitousmobiledevices,bringusnewchallengesandopportunitiesforcommunicationandsocialnetworking,aswellaslearning&teaching.Whataretherolesoflearningtechnologiesinlearning,instructionandcommunication?Dotheyfunctionasaninputtoaidlearning,suchasacquisitionoflexicogrammar?Dotheyfunctionastoolstohelpwithproblemsolving,suchaslookingupanewwordwhilereadinganarticle?Dotheyfunctionasamediatomakedistancecommunicationandinteractionpossible?Dotheyfunctionasobjectsthathavepotentialtochangethewaywelivesothatourcommunication(language)isbecominginherentlydifferent?Wewillexplorethesequestionsascentralthemesofthecourse,sothatwecangainadeeperunderstandingandbetunedtoaffordancesoftechnologyinthebroadestsense.Inthiscourse,wewilldothefollowing:

1. Exploredialogicalperspectivesoflanguageanditsimplicationsforsharing,co-construction,co-authoringandco-creationofidentityandmeaningintechnologysupportedlearningenvironments.

2. Investigatetheaffordancesoftechnologiesasindicatedbymembersoftheclass(throughdynamicneedsanalysis)forlanguagelearningandteaching.

3. Design,andconductstudiesofaspecifictechnologythatyouareinterestedin.Arangeofresearchquestionsareencouragedbyusingquantitativemethods,ethnography,discourseanalysis,conversationanalysisandmultimodalanalysis.

4. Developaminicurriculumthathasmajorcomponentsoftechnologyintegration.5. DevelopmaterialsusingtheWebasmajorresourceforyourtargetlearners.

ReadingsareaccessibleinLaulima.Prerequisite:SLS418orinstructor’sconsent SLS620.SecondLanguageReading.Day Thiscourseisanexaminationofthenatureofsecondlanguage(L2)readingprocesses,ofmethodologiesandapproachesinteachingL2reading,andofL2readingresearch.Thetheoreticalaspectsofthecourseareintegratedwithpracticalconcernsandexperiences


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includingobservation,classroompractices,assessment,coursedevelopment,andthedevelopment,selection,adaptation,andevaluationofmaterials. Aftercompletingthecourse,youwillbeableto[a]describethetheoreticalissuesinvolvedinreadingprocessesandreadinginstructioninL2settings;[b]develop,adapt,andevaluateL2readingtasks,activities,andmaterials;[c]discussandcritiqueL2readingresearch;[d]describeandanalyzeL2readinglessons;and[e]reflectonyourdevelopmentasanL2readingteacher.Therewillbeadditionallearningoutcomesbasedontheindividualrequirementsthatyouundertakeandtheelectivetopicsthatweselectandexamine. RequiredText: Grabe,W.(2009).Readinginasecondlanguage:Movingfromtheorytopractice.Cambridge:CambridgeUniversityPress. Inaddition,readingsfromavarietyofsources(e.g.,journals)willbemadeavailableasappropriate. SLS630.SecondLanguageProgramDevelopment.Brown Anexaminationofproceduresusedindesigning,implementingandevaluatinglanguageprograms.Thiscoursewillsurveykeyissuesinlanguagecurriculumdevelopment,introducestudentstoasystems‑basedapproachtoprogramandcurriculumdevelopment,andprovideopportunitiesforpracticalexperienceindevelopinglanguagecurriculum.Tothoseends,wewillcover:(a)thehistoryofcurriculumdesigninlanguageprograms,(b)thesystemsapproachtolanguagecurriculumdesign,implementation,andmaintenance,(c)languageneedsanalysis,(d)goalsandobjectivesforlanguageprograms,(e)languagetestingfornorm‑referencedandcriterion‑referencedpurposes,(f)choosing,adaptingandcreatinglanguagematerialsforaspecificprogram,(g)teachinginasystemsapproachlanguagecurriculum,(h)evaluationattheprogramlevelforimprovementandmaintenanceofcurriculum. RequiredText:Brown,J.D.(1995).Theelementsoflanguagecurriculum:Asystematicapproachtoprogramdevelopment.Boston:Heinle&Heinle. Othermorerecentreadingswillbeassignedtosupplementthattextbook. SLS650.SecondLanguageAcquisition. Thiscourseisdesignedtoprovideareviewofcurrenttheoryandresearchinchildandadultsecondlanguageacquisition.Inaddition,itwillreviewrelevantresearchinfirstlanguageacquisitionandexplorerelationshipsbetweentheoryandpracticeinthesecondandforeignlanguagelearningclassroom.Varioustheoreticalperspectivesandissuesareaddressed,includingcognitive-interactionist,emergentist,social,andpsycholinguisticapproaches,andprincipalareasofresearchsuchasageeffects,cognition,developmentoflearnerlanguage,and


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individualdifferenceswillbediscussed.Wewillalsoexaminetheavailablequantitativeandqualitativeresearchmethodsandhowtheymightbeusedinsecondlanguage(L2)research. Suggestedreading: Ortega,L.(2009).Understandingsecondlanguageacquisition.Oxford:OxfordUniversityPress. SLS660.SociolinguisticsandSecondLanguages.Thiscoursecoversbasicconceptsandissuesinsociolinguistics,broadlydefined,withasubstantialfocusonsecondlanguagelearningandteaching.Perspectivesincludethesociologyoflanguage,theethnographyofcommunication,interactionalandvariationalsociolinguistics,pragmatics,anddiscourseandconversationalanalysis.Courseactivitiesincludesubstantialreadinganddiscussion,small-scalefieldworkexercises,andaresearchpaperconsistingofaliteraturereviewandadesignforanempiricalstudy. SLS670.SecondLanguageQuantitativeResearch.Brown Thiscoursewillcoverbasicresearchdesignandstatisticalproceduresusedinsecondlanguageresearchmethodology.Topicswillincludetheorganizationofaresearchreport,strategiesforgathering,organizing,andanalyzingdata,criticallyreadingresearchreports,statisticallogic,descriptivestatistics,correlationandprediction,statisticalcomparisonofmeans,statisticalcomparisonoffrequencies,andothermoreadvancedstatisticalprocedures(orotherproceduresthatthestudentswishtoknowabout)astimepermits.Tosomedegree,wewillalsoexaminethedifferenttypesoftestsandobservationproceduresusedspecificallyinsecondlanguageresearch.ThestudentswillbeaffordedanopportunitytoworkwiththeSPSSstatisticalprogram(whichcandoalloftheabovestatisticsonaWindowsorMacIntoshcomputer),andwillberequiredtodoexercisesonthecomputer.Inaddition,thestudentswillbeexpectedtoreviewonestatisticalarticleoftheirchoosing,anddotheirownresearchproject—eitherinaregularresearchreportform(includingIntroduction,Methods,Results,andDiscussion/Conclusionssections)orintheformofaclearproposalforresearch. Textbookwillbesupplied: Hudson,T.(forthcoming).ResearchDesignandAnalysisinAppliedLinguistics. SLS675.SLQualitativeResearch.Kasper Thecoursewillintroducestudentstotheprinciplesandpracticesofqualitativeresearchandtheirapplicationtoresearchproblemsinthedomainsofsocialinstitutions,multilingualism,andlearninganddevelopment,includingthedevelopmentoflanguageandprofessionalcompetencies.Thecoursepursuestwoaims:(1)todevelopstudents’abilitytocriticallyappraisereportsofqualitative(L2)researchand(2)topreparestudentstoconductaqualitativestudyonanappliedlinguistictopicoftheirchoice,ortofurtherdevelopastudythatisalreadyunderway.Inordertomeetbothofthesegoals,particularemphasiswillbegiventothearticulationoftheoryandmethodology,i.e.,thecoherenttransformationoftheoryinto


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method.Studentswillgetfirst-handexperiencewithpracticesofobservationandinterviewing,visualanalysis,documentanalysis,andmultimediaanalysis.Courserequirementswillincludereadinganddiscussionofmethodologicaltexts,reviewsofreportsonqualitativestudies,andpracticalactivities. RequiredText: Silverman,D.(Ed.)(2016).Qualitativeresearch.4thedition.London:Sage. Pleaseorderyourowncopies. SLS680P.TopicsinSLPedagogy SLS730.AdolescentandAdultSecondLanguageLiteracies.Gilliland Inthisclass,weexaminetheoriesanddefinitionsofacademiclanguageandliteracies(broadlyconstrued)fortheschoolingofadolescentandadultsecondlanguagelearners.Wereadstudiesoflanguagesocializationandclassroomlanguageuseastheyrelatetotheacquisitionanduseofthelanguageofschooling,focusedonlearningexperiences,identity,andpedagogicalconcernsforadolescentandadultSLlearnersinUS(andotherEnglish-medium)contexts,withparticularconcernforGeneration1.5/Long-termEnglishLearnersandadultimmigrants.Wefurtherexamineeducationalpoliciesthatshapethesestudents’academictrajectories(highstakestesting,schoolplacement,adultschoolfundingandcurriculum,etc.)anddiscusspedagogicalimplicationsforteachersofadolescentandadultlearnersinESLandmainstreamclassrooms.Wewillalsoexamineandengageinqualitativeresearchmethods(participantobservation,discourseanalysis,anddocumentanalysis)tocollectandanalyzelanguageandliteracydataandtoanalyzelearners’experiencesandcontextualissues.Afinalprojectrelatedtothestudyoflanguageandliteraciesasusedinanactualclassroomorothercontextcanbeconductedinasiteofthestudent'schoice.WhiletheassignedreadingsprimarilyfocusonEnglishasthemediumofinstructioninUSschools,thiscourseisintendedforstudentsinterestedinadolescentandadultacademicsecondlanguagedevelopmentinmanydifferentcontexts,andstudentsareencouragedtoselectreadingsandresearchprojectfociaccordingly. RequiredText: Dyson,A.H.,&Genishi,C.(2005).Onthecase:Approachestolanguageandliteracyresearch.NewYork:TeachersCollegePress. SLS760.LinguisticLandscapes.Higgins ThisseminarexaminesthenewandinterdisciplinaryresearchareaofLinguisticLandscapes,thatis,thestudyofhowlanguagesaredisplayed,used,andunderstoodinpublicspaces.WhileearlyLLresearchexaminedethnolinguisticvitalityandlanguagepolicyinrelationtotheuseoflanguagesinpublicsigns(Cenoz&Gorter,2006;Landry&Bourhis,1997),morerecentworkhas


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takenadeeplycontextualizedperspective,seekingtoinvestigatenotonlythepresenceorabsenceoflanguages,butalsotounderstandtheproductionandinterpretationofsignsintheirhistoricalandsociopoliticalcontexts.LLresearchalsoinvestigatesthesemioticsofplace,includingthewaysthatlanguageinpublicspacereflectsbutalsoconstitutesidentitiesrelatedtoethnicity,cosmopolitanism,andlocalpride.MuchrecentworkexaminestheuseofEnglishasagloballanguageandthenewsocialmeaningsthatEnglishacquiresasitisrecontextualizedforlocalpurposes.Inaddition,agrowingbodyofLLresearchnowalsoexploresthesocio-politicalimplicationsofmakingspacefornewlanguages,includingindigenouslanguagesandlanguagesofimmigrantgroups.Inthisseminar,wewillbecomefamiliarwiththecontributionsandcontroversieswithinthefieldofLLstudieswhilecarryingoutourownfieldworkinOahu’slinguisticlandscapesinvolvingChinese,English,Hawaiian,Japanese,Korean,andPidgin.Inthefirsthalfofthesemester,seminarparticipantswillworkingroupstoexaminesectionsofthecitywithreferencetoexistingstudiesasawaytoengagewiththemethodsandresearchfindingsinthefield.WithsupportfromUHM’sDigitalHumanitiesInitiative,wewilllearnhowtodocumenttheLLbycreatingdigitalmapsoflanguageusebasedonourfieldwork.WewillalsoexaminedevelopmentscurrentlyunderwayinLLresearchthatattempttoapplyLLworktoreal-worldneedsintherealmsofeducation,tourism,economics,humangeography,andurbanplanning.Finally,studentswillhavetheopportunitytodevelopaproposalortowriteupatermpaperforanLLstudyonthecontextoftheirchoice. RecommendedReadings: Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity. Multilingual Matters. Rubdy, R. & Ben Said, S. 2016. Conflict, exclusion and dissent in the linguistic landscape. Palgrave. Shohamy, E. G., Rafael, E. B., & Barni, M. (Eds.). (2010). Linguistic landscape in the city. Multilingual Matters. SLS775(1).TheSocialLifeofResearchMethods:KnowledgeProductioninAppliedLinguistics.Kasper Themethodologicalliteratureinappliedlinguisticscoversawiderangeofqualitative,quantitative,andmixed-methodsapproaches.Itpromotesunderstandingandexpertuseofourempiricalmethodsandilluminateshowdifferentmethodsgeneratedisciplinaryknowledge.Inthisseminarwewillconsiderresearchmethodsinappliedlinguisticsandelsewhereinthe(social)sciencesasformsofsocialpractice.Wewillsituatethisundertakingintwocognateresearchtraditions,thelongstandingethnomethodologicalprogramonscientificresearchasapracticalsituatedaccomplishment(e.g.,Lynch,1993)andseveralstrandswithinappliedconversationanalysis(Antaki,2011).Basedontheresearchliteratureandempiricaldata,wewillexaminehowresearchersandresearchparticipantsaccomplishstandardappliedlinguistic


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researchmethodsassocialinteractioninrealtimeandinthiswaygetaninsider’sperspectiveonknowledgeproductioninourfield. Notextbook. ReadingswillbeavailableonLaulima. SLS775(2).Ethnography.as.Multicultural/Multilingual.Policy-Making.Davis

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This course explores language policy as “a site of ideological struggle” (Kroskrity, 2009) that emerges in contact zones of multiple and often conflicting sociopolitical, cultural, and historical belief systems. Current emergent issues in language policy making include 1) increased plurilingualism through recent human transnational flows 2) growing tension between monolingual/standard language ideologies and traditional policies/practices and 3) global English language spread that marginalizes speakers of home languages who have little or no access to multilingualism (Henze, 2015). Thus, while communities and schools are becoming increasingly diverse, language policies and practices tend to legitimate monolingualism and/or traditional bilingualism. Language scholars hold that official language policies most often reflect sociopolitical interests rather than language use realities (Farr & Song, 2011). What is needed then is the means by which to engage language policy agents—parents, students, teachers, communities, and administrators—in critical ethnographic analysis of the linguistic status quo and possibilities for alternative language education practices. In this way, all concerned can achieve “ideological clarification” (Kroskrity, 2009) towards promoting appropriate and just language policies. The course is intended to provide a platform for students to explore their own interests in and facilitators of equitable language policies.

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