St. John’s University The School of Education Department of Human Services & Counseling Graduate TESOL Program EDU 9015 The Structure of the English Language (Hybrid Class) GREECE – Summer 2016 INSTRUCTOR: Yvonne Pratt-Johnson, Ed.D., Professor of TESOL Graduate TESOL Program, The School of Education, St. John’s University Office: 407 Sullivan Hall, Queens Campus Office Phone: 718-990-2645 Fax: 718-990-1614 E-mail: [email protected] Office Hours: Tuesdays & Thursdays: 3:00 pm – 4:30 pm and by appointment TIME REQUIREMENT FOR EDU 9015: The New York State Education Department regulations require the following time commitment: for 3-credit courses with 30 contact hours per term, the amount of supplementary time required outside of class is minimally 120 hours (e.g. field work, readings, preparation for class discussions, projects, papers, and study time). COURSE DESCIPTION: Linguistic description and analysis of the major subsystems of present-day American English; phonology, morphology, and syntax. Analysis of major challenges in English grammar for ELLs. (3 credits) REQUIRED TEXTBOOK: Lobeck, A. and Denham, K. (2013). Navigating English grammar: A guide to analyzing real language. Boston: Blackwell Publishing. The text used in this course will be the foundation for most class discussions. Throughout the semester, we will read contemporary articles, review current research, and discuss experiences provided through students in class. GENERAL COURSE OBJECTIVES: The Structure of the English Language is a systematic and rigorous survey of the structure of contemporary English grammar. The course also explores the usage and problems associated with contemporary grammar in both speech and writing. Grammar is that system of principles and rules that allow us to organize our words and sentences into coherent, meaningful language. Grammatical usage "errors" occur whenever any of us violate those principles or rules of grammatical organization. The topics we will cover are wide in scope, including 1. the structure of English words, phrases, clauses, and sentences; 2. sentence structure problems; 3. punctuation;

4. agreement errors; 5. commonly confused and misused words; and 6. spelling Discussion of the most challenging areas of English grammar for English language learners (ELLs) will be an important focus of the course. COURSE OBJECTIVES To understand the structure and development of the English language Measured by: Weekly discussions and final examination To become familiar with the major subsystems of present-day American English; phonology, morphology, and syntax.

Aligned Teacher Preparation Standards TEAC: 1.1 TESOL:1a NYSTS: 2 TEAC: 1,1 TESOL: 1a NYSTS: 2

Measured by: Weekly discussions and final examination To gain greater competence in using English in writing and speech to assist English learners.

TEAC: 1.2 TESOL:1a; 1b NYSTS: 3

Measured by: Final examination, Group Presentation and Research Paper To identify linguistic devises of coherence and cohesion in written English

TEAC: 1.1; 1.2 TESOL:3a NYSTS: 2

Measured by: Final examination and Research Paper To become aware of some of the linguistic challenges of the second language learner in acquiring English.

TEAC: 1.3; 1.41; 1.4.2; TESOL:3a; 3b NYSTS: 1

Measured by: Language Learning Activity and Materials Development Assignment To understand the role of error analysis and correction in the second language classroom

TEAC: 1.2; 1.3; 1.4.2 TESOL: 4 NYSTS: 7

Measured by: Final examination To understand and appreciate the nature of linguistic differences

TEAC: 1.1; 1.2; 1.3;1.4.2 TESOL:1b

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Measured by: Weekly Class Discussions and Final examination To prepare a unit for ELLs teaching a topic of English descriptive grammar using scholarly research and original investigations.

NYSTS: 1 TEAC: 1.2; 1.3; 1.4.1 TESOL: 33a; 3b; 3c NYSTS: 4

Measured by: Materials Development Assignment

COURSE OUTLINE: Course Outline Topic INTRODUCTION: A historical perspective of the English language; Major types of grammar;

Assignments Textbook (L & D), pp 1-20

Online

NOUNS: semantic features of noun (types of nouns) and noun morphology NOUN PHRASES: Categories that precede L & D, pp 23-35 nouns; partitive, measure and collective nouns phrases; possessive noun phrases; and modifiers of nouns VERBS: main verbs; and main verb morphology

L & D, pp 67-81

Online

Greece

L & D, pp 85-108

VERB PHRASES: auxiliary verbs, modals, aspect, and voice THE CLAUSE: clause structure and the tense position; subject-auxiliary inversion; auxiliary do; subjects; tag question formation; negation; and the main verb be

Online

Greece L & D, pp 113-142

Greece Guest Lecture: Linguistic Differences between the Structures of English and Greek

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ADJECTIVES: adjective semantics; adjective morphology; adjective syntax

L & D, pp 147-164

Greece

ADVERBS: adverb semantics; adverb morphology; adverb syntax; modifiers

L & D, pp 171-182

Greece

PREPOSITIONS and PARTICLES: preposition semantics; preposition morphology; preposition syntax; particles

L & D, pp 187-204

Guest Lecture: Language and Religion

SENTENCE PATTERNS IN ENGLISH: eight sentence patterns; sentence combining; coherence and cohesion; coordinating/subordinating conjunctions; relative clauses; sentence types: subject/predicate; simple, compound; declarative and interrogative

Greece

Greece Guest Lecture: The Structure of Words: What the Greek Language Contributes to English

SPECIAL TROUBLESPOTS for English and Exceptional Learners: Idioms; Antonomy; Synonymy; Polysemy; Heteronyms; and Contronyms SPECIAL TROUBLESPOTS for English and Exceptional Learners: Look alikes/sound alikes

Group Presentations

Greece

INDEPENDENT, COORDINATE, and SUBORDINATE CLAUSES: independent clauses; subordinate clause types; and clausal subjects

L & D, pp 209- 237

Greece

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ASSIGNMENTS Note: • • • • •

All Assignments Must Be Submitted in the Following Format: Typed Double-spaced Times New Roman – 12 point Dated Original – no copies/faxes

TASKS

1. Attendance and Weekly Assignments

You will be expected to actively engage in the learning experience through various small group and class discussions and activities. Therefore, you will need to prepare for each week by completing the modules. It is also important for your professional development that you be able to analyze information and discuss it with your peers. To this end, this grade is not only dependent on your responding to others’ posts but on your being prepared and able to contribute meaningfully to weekly class discussions on each topic. Class Participation: An online community of learners involves sharing your responses to the readings and your experiences and analyzing them according to the knowledge that you gain throughout the course. Regular and on-going participation will be used to evaluate your participation grade, specifically the level and quality of your participation.

2. Language Learning Activity: A Written Reflection

Living and studying in Greece is a unique opportunity for you to experience what it is like to be a language learner. Using Greek as your language of study, write a reflection (2 pages) on what it is like to live and study in a non-English speaking environment – in a place where you are unfamiliar with and limited in communicating in another language. Are you able to easily learn specific structures? If yes, which ones? On the other hand, are there particular structures that are difficult for you to learn? Why/why not? How long do you suppose it would take you to be able to do academic work in Greece, let us say university level studies? How does this experience compare to what we have discussed in class or to what you have learned from your past readings? How might you relate this experience to English learners who have recently arrived in U.S. classrooms? What else are you learning from this experience?

3. Group Presentation 5

Students in the class will work in pairs (assignments to be made by the instructor) to make a presentation on an approved topic related to the structure of the English language. More information to follow in class.

4. Academic Service Learning Academic Service Learning is a requirement of this course. All students must complete 10 hours of service. While in Greece we will be tutoring English learners. During your academic service learning (ASL) you will work directly with these students, putting into practice the instruction you have been learning in your TESOL classes. You must document your Academic Service-Learning hours by keeping an attendance record of your hours, which I will sign each time you visit the site. The Attendance Service Log must be completed, signed, and handed in to me before the end of the term. The forms are included at the end of this syllabus (p. 10). Reflection of the AS-L experience will be in the form of a paper and followed up by class discussions. The paper will be based up the course objectives of this class. Of the seven course objectives, select four that can be related to your experiences at the AS-L site. Your paper should be divided into five parts: 1) Observations • What did you see, do, read or hear at your site? • Who was involved? • What did the experience consist of? 2) Internal Insights • What did you learn personally? • How did your feelings change or grow? • How do you feel now about the experience? 3) Reflective Action • What impact did the service have on you? • How were your beliefs, faith and learnings reflected in your service? • How is the service connected to the St. John’s Mission? 4) Universal Perspective • What will you do differently as a result of this experience? • What decisions have you formed? • How will this experience affect your career path, personal life choices, or use of information? 4) Integration

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• What are your concluding thoughts on the service experience? • What course objectives did you chose to link to your service experiences and why? • What is the importance and benefits of service to others?

GRADING RUBRICS Meets or Exceeds Standards (A)

Consistently demonstrates strong determination in the pursuit of solutions; monitors his/her level of involvement; develops and uses a number of strategies to keep self on track. Often cites from readings; uses readings to support contributions/ often associates readings with the topics being discussed. Always willingly participates; responds frequently to questions; contributes insightful point of view. Always acts appropriately during class; always present and hands in assignments on time. Always demonstrates commitment through preparation; always on time.

Class Participation Rubric

Partially Meets Standards (B)

Attempts Standards (C)

Consistently shows determination in the pursuit of solutions and uses strategies to keep self on track.

Sporadically shows determination in the pursuit of solutions and rarely uses strategies to keep self on track.

Occasionally cites from readings; sometimes uses readings to support contributions; occasionally associates readings with topics being discussed. Often willingly participates; occasionally responds to questions; occasionally shares point of view Often acts appropriately during class; present most of the time. Most assignments are on time. Generally prepared; rarely arrives late.

Rarely able to cite from readings; rarely uses readings to support contributions; rarely associates readings with topics being discussed. Rarely willingly participates; rarely able to respond to questions; rarely shares point of view. Distracted or distracting behavior in class; present some of the time. Assignments handed in after the due date. Generally unprepared; rarely arrives on time.

RUBRIC for Language Learning Activity: Written Reflection Reflection Paper Rubric

Exceeds Standards

Meets Standards

Unsatisfactory

3 points

2 points

1-0 points

Format

Paper is neatly typed, double-spaced, 10-12 point regular font, oneinch margins, and 2 pages in length

Paper is neatly typed, double-spaced, 10-12 point regular font, oneinch margins and less than 1 ½ pages in length

Formatting rules ignored, shorter than 1 pages

Grammar and Spelling

No errors.

1-2 minor errors.

Lacks basic proofreading or contains major errors.

Organization

Well-organized, well written, easy to read and

Well-organized but “flow”

Organization lacking and arguments difficult or

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Score

understand.

could be improved.

impossible to follow.

Reflection

Shows strong evidence of reasoned reflection and depth.

Shows evidence of reasoned reflection.

Lacks reflection and depth.

Arguments

Provides excellent support for claims.

Provides support for claims.

Relies solely on opinions or inappropriate sources.

Completeness

Addresses all elements contained within the stated objective(s) of assignment and extends beyond.

Addresses all elements contained within the stated objective(s) of assignment.

Fails to address all the elements contained within the stated objective(s) of assignment. Total

Rubric for Group Oral Presentation CATEGORY

Collaboration

Organization

Content / Preparedness

4 = Exemplary Presenters worked as part of a team, providing effective transitions to next/previous speaker or making references to previous/next topics

Strong and engaging introduction provides overview of presentation; presentation supports introduction; conclusion reinforces main points in memorable fashion.

Content throughout the presentation is wellresearched and presented succinctly; presentation is well-prepared and has obviously been rehearsed .

3 = Accomplished

2= Developing

Some evidence of team work; Evidence of team work; some transitions made to transitions next/previous speaker or made to topics next/previous speaker or topics Some overview is given; Introduction provides overview of presentation; connection between presentation supports introduction introduction and ends and with appropriate presentation is conclusion. sometimes unclear; conclusion is limited. Content shows Content is presented problems with succinctly for the most research and part. Research and succinct preparation are evident presentation; more . preparation of the material is

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1 = Unacceptable

No evidence of team work; no transitions made to next/previous speaker or topics

Introduction does not give overview; organization is unclear, or presentation ends without conclusion.

Presentation of content is disjointed and incoherent; little evidence of preparation.

Evidence / Sources

Verbal Expression (grammar, vocabulary, summarizing/ paraphrasing)

Physical Expression

Visuals

Mechanics / Formatting

necessary. Some main Main ideas are unclear; Main ideas are presented ideas are Main ideas are supported facts, examples, and with depth and effectively supported with with appropriate facts, details are lacking or fail supported with facts, facts, examples, examples, and details. to support ideas; vivid details, and or details. More One or two key elements presentation lacks several engaging examples. All than two key may be missing. key elements or contains key elements are included. elements are inaccuracies. missing. Presenter uses mostly general Presenter effectively terms and has explains content-specific Presenter does not use difficulty Presenter uses contentterms and concepts. content-specific terms speaking in Presenter always speaks specific terms and and rarely speaks in complete in complete sentences that concepts, speaks mostly sentences OR complete sentences OR are easy to understand and in complete sentences has difficulty uses sentences that are and is easy to understand follow. Presenter difficult to understand pronouncing and follow. Most source summarizes or key words or and follow OR does not material is summarized paraphrases source phrases; some summarize or paraphrase or paraphrased. material. source material source material. may not be summarized or paraphrased. Presenter has difficulty Presenter communicates communicating interest in topic with Presenter communicates interest in topic Presenter does not energy and poise, interest in topic, and communicate interest in maintains eye contact maintains eye contact for maintaining eye topic; maintains little eye with audience, uses facial the most part, uses contact. Some contact; does not expressions and gestures appropriate facial use facial expressions facial effectively; posture and expressions, gestures, and gestures effectively; expressions, appearance convey and posture. Appearance inappropriate posture gestures, confidence and is appropriate. and/or appearance. posture, or credibility. appearance may not be appropriate. All visuals are Visuals are attractive and attractive but a effectively enhance the A few visuals are not Visuals are unattractive few do not presentation; show attractive but all support seem to support AND detract from the considerable originality; the theme/content of the the content of the illustrate important presentation. presentation. theme/content points. of the presentation. Some Background, font Background, font formats Background, font interference of formats, or graphics (colors, size, type), and formats, and graphics make reading and background, graphics significantly generally support the font formats, or understanding the enhance the presentation; readability and content of graphics with material difficult OR no misspellings or the presentation; only 1-2 readability and detract from the grammatical errors. misspellings or content of the presentation; many grammatical errors presentation; misspellings or several grammatical errors.

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Question/ Answer Techniques

Presenter answers questions confidently and Presenter is able to completely. respond to questions.

misspellings or grammatical errors. Presenter has Presenter's answers to difficulty questions are incorrect or responding to incomplete. questions.

OVERALL GRADE

Rubric for Academic Service Learning reflection paper Topic Objectives

3 All 4 objectives aligned 10 hours completed

2 Only 3 or 2 objectives aligned 7 hours completed

Reflections

Reflects deep thinking and application to current thinking

Universal Perspectives

Links service learning to course objectives and future career paths.

Reflects an attempt at deep thinking with little application to current thinking Links service learning to course objectives or future career paths

Attendance

10

1 No objectives aligned 5 or less hours completed Reflects superficial thinking with no application to current thinking Does not link service learning to either course objectives or future career paths.

EVALUATION

EDU 9015 Course Total Points (600)

Weekly Participation

100

GRADING SCALE

Language Learning Activity

150

Points on all assignments will be totaled and a percentage determined based on the number of points you received compared to the total number of points of the assignments. Your grade will be determined according to the following criteria:

Reflection Paper

Group Presentation

200

Academic-Service Learning Project:

150

Reflection Paper

TOTAL

600

Grading Scale

A=100%-90% B=89%-80% C=79%-70% D=69%-60% F=Below 60%

Grade Point System A

530 points and over

B

460-529 points

C

390-459 points

D

320-389 points

F

319 points or lower

90- 100%

80-89%

70-79%

60-69%

Below 69%

An Incomplete (INC) grade in this course is not automatic. A

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grade of INC must be requested in writing. Please note also that a B grade or better is required to pass EDU 9001.

SELECTED READINGS Bache, C. & N. Davidsen. 1997. Mastering English Grammar. Berlin: Walter de Grugter & Co. Beaumont, M. and C. Gallaway. 1994. ‘Articles of Faith: The Acquisition, Learning and Teaching of a and the.’ In Bygate, M., A. Tonkyn, and E. Williams (eds.), Grammar and the Language Teacher. NewYork: Prentice Hall International English Language Teaching. Brinton, L.J. 2000. The Structure of Modern English: A linguistic introduction. Amsterdam: John Benjamins Publishing Company. Cambridge Advanced Learner’s Dictionary Online. (2004) Cambridge: Cambridge University Press. Carlson, G.N. 2002. ‘A unified Analysis of the English Bare Plural’. In P. Portner & B. H. Partee (eds), Formal Semantics: The Essential Readings. Oxford: Blackwell Publishers. Eastwood, J. 1999. Oxford Practice Grammar. Oxford: Oxford University Press. Goto Butler, Yuko. 2002. ‘Second language learners’ theories on the use of English articles: An Analysis of the Metalinguistic Knowledge used by Japanese Students in Acquiring the English Article System.’ SSLA 24, 451-480. Hewings, M. 1999. Advanced Grammar in Use. Cambridge: Cambridge University Press. Huddleston, R. 2002. The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press. Lyons, C. 1999. Definiteness. Cambridge: Cambridge University Press. Master, P. 1997. ‘The English article system: Acquisition, function, and pedagogy.’ System. 25 (2), 215-232. Mitsuharu, M. 1999. ‘Interlanguage analysis of the English article system: Some cognitive constraints facing the Japanese adult Learners.’ IRAL, 37 (2), 127-152.

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Quirk, R., S. Greenbaum, G. Leech, and J. Svartvik. 1985. A comprehensive grammar of the English language. London: Longman. Robertson, D. 2000. ‘Variability in the use of the English article system by Chinese learners of English.’ Second Language Research 16 (2),135-172. Werner, P.K. 1996. A Content-based grammar: Mosaic 1 (3rd ed.). Singapore: McGraw Hill International.

TESOL STANDARDS Teachers of English to Speakers of Other Languages, Inc. (TESOL), 2003: Domain 1: Language Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students’ language and literacy development and content area achievement. Standard 1.a. Describing language. Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading, and writing for social and academic purposes. Standard 1.b. Language acquisition and development. Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings. Domain 2: Culture Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students’ cultural identities, language and literacy development, and contentarea achievement. Standard 2.a. Nature and Role of Culture. Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students’ learning. Domain 3: Planning, Implementing, and Managing Instruction Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources. Standard 3.a. Planning for Standards-Based ESL and Content Instruction. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective Englishlanguage models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum. Standard 3.b. Managing and Implementing Standards-Based ESL and Content Instruction. Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and

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for accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together. Standard 3.c. Using Resources Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching. Domain 4: Assessment Candidates understand issues of assessment and use standards-based assessment measures with ESOL students. Standard 4.a. Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning. Standard 4.b. Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students. Standard 4.c. Classroom-Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction.

Domain 5: Professionalism Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaboratively to improve the learning environment. Standard 5.a. ESL Research and History. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning. Standard 5.b. Partnerships and Advocacy. Candidates serve as professional resources, advocate for ESOL students, and build partnerships with students’ families. Standard 5.c. Professional Development and Collaboration. Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students.

PROFESSIONAL JOURNALS, ORGANIZATIONS, AND WEB SITES: List of Related Journals: Journals for English: • College Composition and Communication • College English • English Education • English Journal

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•

ESL Journal

Professional Organizations National Association for Bilingual Education (NABE) NABE is the national organization for bilingual educators. NABE produces a journal and a newsletter. The website has a page on Frequently Asked Questions in bilingual education. Web: http://www.nabe.org/ Teachers of English to Students of Other Languages (TESOL) International professional organization for those concerned with the teaching of English as a second or foreign language. TESOL members receive the bimonthly newspaper TESOL Matters, as well as the scholarly research journal TESOL Quarterly and/or the practitioner's magazine, TESOL Journal. Each journal is published four times per year. Web: http://www.tesol.org/ Web Resources: The following Web Sites for English Grammar: • A Commonsense Guide to Grammar and Usage bedfordstmartins.com/commomsense •

Anthony Hughes’ On-Line English Grammar http://www.edunet.com/english/grammar/

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English Grammar Workbook http://www.englishgrammar.com/

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Harbrace Handbook http://www.heinle.com

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Instant Access: A Pocket Handbook for Writers www.mhhe.com

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Language Arts http://www.ncte.org/la/

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Little Brown Handbook http:// www.ablongman.com

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Prentice Hall Reference Guide www.pearsoncustom.com

DISABILITY ACCOMMODATION:

For Students with Disabilities – Under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, colleges are required to provide reasonable accommodations for documented disabilities. Such documentation should be on file at the Student Life Office. If students require such services, please see your instructor by the second class of the semester.

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Academic Service Log Participant Name: ___________________________ X Number ____________ Date: _______ Organization/Service site:_______________________Total hours served:__________________ Faculty Name: ___________________________________________ Course: ________________ PLEASE PRINT CLEARLY!!! Academic Service-Learning Log Date

# of Hours

Site Supervisor Signature

Comments:_________________________________________________________________________________ _______________________________________________________________ ___________________________

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