Spring 2002	A.M.Schwartz
UMBC
	SECOND LANGUAGE ACQUISITION AND LEARNING: 
	FROM THEORY TO PRACTICE
	MLL 470/670
TEXTS
Required:
Ellis, R. (1997). Second language acquisition. Oxford, U.K.: Oxford University.
Ellis, R. (1997). SLA research and language teaching. Oxford, U.K.: Oxford University.
Stevick, E.W. (1989). Success with foreign languages: Seven who achieved it and what worked for
them. This book is out of [conventional] print, but may be downloaded - Adobe PDF format, 2.0 Mbytes - from the following address:
http://www.sil.org/lingualinks/LANGUAGELEARNING/BooksBackInPrint/SuccessWithForeignLanguages/SuccessWithForeignLanguages.htm

Recommended/Resource:
Ellis, R. (1994). The study of second language acquisition. Oxford, U.K.: Oxford University
Richards, J., Platt, J., & Platt, H. (1992). Longman dictionary of language teaching and applied 
     linguistics (2nd ed.). Essex, UK: Longman.
Oxford introductions to language study series, H.G. Widdowson, Series Editor, Oxford University
     Press. Series titles: Historical linguistics, Phonetics, Language testing, Language and culture,
     Linguistics, Pragmatics, Psycholinguistics, Sociolinguistics)

COURSE TOPICS
This course examines issues in second-language acquisition and learning from the perspective of teaching and learning in ESOL and FL classrooms. Topics covered include:			

•	Describing learner language: errors and error  analysis, developmental patterns, variability in learner language, interlanguage

•	Internal and external factors affecting second language acquisition and learning: linguistic, psycholinguistic, and social factors
•	Input, output and interactions in second language acquisition and learning
•	Individual differences, learning styles and learning strategies
•	Classroom interactions
•	Instructed second language acquisition
•	The teacher as researcher

COURSE OBJECTIVES:
Through readings, class discussions, class presentations, and a variety of assignments which apply the theoretical concepts learned in class to real classrooms and learners, it is expected that the students enrolled in this class will:

1.	Become familiar with the literature and research on second language acquisition and learning.

2.	Become aware of and begin to understand the multiplicity of factors that affect second language acquisition and learning.
1.	
3.	Understand that the second language acquisition research base is a work in progress: SLA research provides direction for classroom practice, it does not provide final answers.

4.	Become more aware of self and others as language learners.

5.	Gain experience with the practice of action research.

COURSE REQUIREMENTS (See assignment descriptions for details)
1.	Read the textbook assignments and be ready to discuss them in class.

2.	Conduct  2 observations; turn in written reports.

3.	Prepare 3 chapter summaries and reactions and 1 chapter reaction.

4.	Present in class an outside reading; prepare a handout.

5.	Prepare a reaction paper based on Stevick's language learners.

6.	Conduct an Action Research project which investigates an issue or topic covered in the course.  Prepare a a proposal and a final research report; present a summary to the class.
FORE
7.	Prepare an Update of Research and Pedagogical Implications paper on a topic or issue covered in the course, prepare an abstract and bibliography for the class.

GRADING
Observations (2)						20%
Presentation and handout					10%
Chapter summaries and reactions				10%
Stevick reaction paper					20%

Action Research, report and presentation			40%

OR

Pedagogical implications paper				40%

Incompletes: Incompletes cause extra work for both you and me. It’s suggested that you make every attempt possible to avoid an “I”. See me if you feel you have to request an “I’ for the course.

Note: You are expected to regularly attend and contribute to the class. Do not be absent unless it is absolutely unavoidable. Please e-mail me if you have to be absent.

Ana María Schwartz
AC IV Room 127 (B Wing)
410-455-6361 (O)
410-795-8937 (Home and Fax)
301-829-1876 (H) 
aschwart@umbc.edu

MLL 470/670	SPRING 2002
A.M. SCHWARTZ

	SECOND LANGUAGE ACQUISITION AND LEARNING
	SYLLABUS

Jan. 31	Overview of the course
Linking SLA research and second language teaching
Some useful terms
Introduction to action research

Assignments for 2/7:
Introduction to course:
   	SLARLT	Ch. 1 - Second language acquisition research and language pedagogy
   	SLA		Ch. 1 - Introduction: describing and explaining L2 acquisition
Action research:
   	SLARLT	Part 5 Introduction: Teacher as researcher
   	Perkins, A. (2001). Here it is, rough though it may be: Basic computer for ESL. In J. Edge
       	   (Ed.), Action Research (pp. 13-19). Alexandria, VA: TESOL	

Feb. 7		SLA research and second language pedagogy: different perspectives	
Doing action research

Assignments for 2/14:
   	SLA		Ch. 2 - The nature of learner language
Ch. 3 - Interlanguage
Ch. 7 - Linguistic aspects of interlanguage

Feb. 14	Learner language / Internal factors: Linguistic aspects in SLA *(assignment due 2/28)
Presentations: How language works
Analysability, accessibility, and ability for use

Assignments for 2/21:
   	SLARLT	Ch. 2 - Grammar teaching and grammar learning
  			Ch. 3 - Options in grammar teaching - summary and reaction

Feb. 21 	Grammar: teaching and learning
Due: Options in grammar teaching - summary and reaction

Assignment for 2/28:
   	SLA	Ch. 6 - Psycholinguistic aspects of interlanguage
   	Observation #1 - error analysis

Feb. 28	Internal factors: Psycholinguistic aspects in SLA
Due: Observation #1 - error analysis

Assignments for 3/7:
   	SLARLT	Ch. 4 - A theory of instructed second language acquisition
Ch. 6 - Acquisition-compatible grammar tasks - summary and reaction

March 7	Instructed second language acquisition/Input and interaction in SLA
Due: Acquisition-compatible grammar tasks - summary and reaction 
        Action Research proposal or Implications paper topic
Presentation:	Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning

Assignments for 3/14:
   	SLA	Ch. 5 - Discourse aspects of interlanguage
   	Shannon, S. M. (1994). Introduction. In R. M. Barasch & C. V. James (Eds.), Beyond
      	   the Monitor Model (pp. 7-20). Boston, MA: Heinle.

March 14	Input and interaction in SLA / Input-based theories
Presentations: Three misconceptions about age and L2 learning & Comments 
Five types of input and the various relationships between form and meaning

Assignment for 3/21:
   	SLA	Ch. 5 - Discourse aspects of interlanguage

March 21	Output and interaction in SLA: Output-based theories
Presentation:	Does output promote noticing and second language acquisition? & Comments

Assignments for 4/4:
   	Ellis, R. (1994). Classroom interaction and second language acquisition (Ch. 13, excerpt).
     	   In The study of second language acquisition (pp. 573-602). Oxford, UK: Oxford University.
   	SLARLT	Ch. 7 - Learning to communicate in the classroom - summary and reaction

	[S P R I N G  B R E A K]

April 4	Classroom interactions *(assignment due 4/18)
Due: Learning to communicate in the classroom - summary and reaction
Update (e-mail) on progress of Action Research or Implications paper

Assignment for 4/11:
   	SLA	Ch. 8 - Individual differences in L2 acquisition
               	Observation #2 - Classroom interactions

   	

April 11	Individual differences in SLA
Due: Observation #2 - Classroom interactions
Presentation: Motivation and motivating in the FL classroom

Assignments for 4/18:	
SLA	Ch. 4 - Social aspects of interlanguage

April 18	External factors: Social factors in SLA
Presentation: A South African perspective: Second language teaching and
learning in the university.

Assignment for 4/25:
   	Ehrman, M. E. (1996). Cognitive learning styles (Chapter 4). In Understanding
     	   second language learning difficulties (pp. 47-76). Thousand Oaks, CA: Sage. 
   	Learning strategies handouts

April 25	Learning styles and strategies
Presentation: On the teachability of communication strategies

Assignment for 5/2:
   	Stevick reaction paper

May 2		Success with foreign languages (E. Stevick)
Due: Stevick reaction paper

Assignment for 5/9:
   	SLARLT	Part 6 - Conclusion
   	SLA		Ch. 10 - Conclusion: multiple perspectives in SLA
   	Reaction to SLARLT Part 6 and SLA Ch. 10

May 9		Wrap-up discussion
Due: Reaction to SLARLT Part 6 and SLA Ch. 10
Presentation:	The role of heritage language in social interactions and relationships: Reflections from a language minority group

May 16	Action research presentations and sharing of Pedagogical Implications abstracts
Due: Action Research reports OR
         Update of Research and Pedagogical Implications paper
         Abstract and bibliography of Pedagogical Implications paper
         Any outstanding work

	ASSIGNMENTS
	MLL 470/670 - Spring 2002

Guidelines for all assignments:	Word process	1" left/right margins	double or 1.5 space	12 pt. font
number pages	 include headings	adhere to page limits

è 	My grading criteria are generally based on: organization of paper and comprehensibility, adherence to guidelines, and content (excellent/very good/ok/not good).  J

Outside readings: Presentation and handout	DUE: See syllabus (10 pts.)
Presentation: give most important points, tie to SLARLT and/or SLA readings and class discussions. Comment on article. Handout should be clear and useful. Presenters will act as ‘interpreters’ and ‘translators’ of the concepts presented in the article and thus must demonstrate comprehension.
15 minutes (timed); questions 5-10 minutes.	

Chapter summaries and reactions	DUE: See Syllabus (10 pts.)
Summary and reaction: An informal ~2 page synthesis of most important points (bullets ok) and at least ½ page reaction: what you found interesting, controversial, enlightening, etc. 2 pages maximum.

Observation #1: Error analysis    DUE: February 28
Tape record and analyze an adult (post-puberty) L2 language sample (no less than 20 minutes). Briefly describe the subject and the context in which you recorded it. Organize your descriptions, with examples, under five headings: 1) mistakes vs. errors, 2) overt vs. covert errors, 3) global vs. local errors, 4) avoidance of structures (you will have to ask the subject), 5) evidence of fossilization, and 6) possible sources of error (you will have to make an educated guess as to the source of the error by taking into consideration the speaker and his/her learning/acquisition "story"). Comment on your findings (this is a separate heading).
Complete this assignment after reading SLA Chs. 2, 3, 7. You do not need to transcribe the entire sample, just the examples.    4 -5 pages maximum.

Observation #2: Classroom interactions     DUE: April 18
Observe (and audio tape) an ESL/EFL/FL 50-minute or 90-minute class at the beginning or intermediate level (no advanced!) in which the L2 is used exclusively and using the checklist provided note the types of interactions between teachers/students and students/students. Describe the the class (i.e., level, language, number of students, what they were doing, etc.). Summarize and comment on your observations. Organize your summaries and comments under five headings: 1) non-verbal strategies, 2) teacher talk, 3) negotiation of meaning/ collaborative discourse, 4) teacher questions, and 5) conclusions. You don't need to turn in the checklist. Include verbatim examples whenever possible. Include in your conclusions an evaluation as to whether the interactions you observed were mechanical, meaningful, pseudo-communicative, or real communication.
Complete this assignment after reading the Ellis handout from The study of second language acquisition,
Ch. 13.   4-5 pages maximum.

Observations - 20 pts. - grading criteria: organization/ease of reading (5 pts.); fulfilled requirements (3 pts.); content (12 pts. = exceptional 12, very good 10, ok 8, not acceptable 6).

Stevick Reaction Paper	DUE: May 2
Stevick discusses a large number of factors and characteristics in his exploration of what makes a successful language learner. He talks about learning by listening, by repeating, by writing, by "soaking up", by organizing, by memorizing, by paraphrasing; he discusses the balance between fluency and accuracy, the dichotomy of learning and acquisition, the stockpiling of items, the place of pronunciation, of feelings, and of becoming another in the process of acquiring/learning; and he lists the countless tricks and techniques these particular learners use in the process of acquiring/learning a number of languages.
Stevick summarizes his interviews by saying, "the learners we have met in this book often differ markedly with regard to what they consider to be 'natural' and what they prefer to do or not to do. They differ also with regard to the kinds of data they seem to hold onto best" (p. 138).
What kind of language learner are you? Think of yourself in light of what you have read in Success with foreign languages, and using the same anecdotal, informal style Stevick uses to present his interviews, discuss yourself as a language learner. 
Specific guidelines will be handed out later in the course.
5-7 pages.

Action Research OR Implications paper   Choose one	

Action Research Report	DUE: Flexible due date, on or before May 16.  Presentations May 16.
Conduct a small-scale action research project based on a problem, question, or concern related to a topic or issue we have discussed or read about in this class. Submit a report describing your project, results, conclusions/change in practice. Present to class with a handout.

Due on or before March 7: Informal proposal - topic and possible research questions, students and setting, possible methodology (how data will be collected, organized and analyzed), timeline.

Report: 1) Introduction to the report; 2) Situation: Description of the setting/context; 3) Focus: Description of the problem/issue and why you chose it; 4) Response: What you did (e.g., what data was collected, how it was collected, how it was analyzed; 5) Outcomes: Results you obtained; 6) Change in practice; 7) Reflections on the process.
Situate your report on what is known about this area. Choose the most pertinent 3-4 citations and reference them.
10-12 pages.

Update of Research and Pedagogical Implications Paper	DUE: Flexible due date, on or before May 17
Choose an acquisition/learning topic or issue we have discussed or read about in this class which you feel has direct application to your present/future instructional situation. Your paper will have two parts.
I. Review of Research:
1) Read the pertinent section(s) in Ellis’ The study of second language acquisition (in RCLC) for review of research up to 1994.
2) Update the research on that topic/issue. Minimum, 5 "outside" (other than Ellis) references published between 1994-2002.
3) Write a review of the research on the topic/issue. Define the terms and concepts and discuss the research findings in a coherent manner, i.e., how it all relates.	 [60% of the paper]
II. Pedagogical Implications:
Describe the pedagogical implication(s) of the topic or issue: of what importance is this to you as a teacher; how can/will you apply this to your instructional situation, in your classroom, with your students. [30% of the paper]
III. Bibliography:  Use correct APA style [10% of the paper]

Abstract:
Prepare a ½ page abstract with bibliography to share with class. 

~14 pages + reference page + abstract.