California Polytechnic State University, San Luis Obispo
English Department

English 391 - Topics in Applied Linguistics
Linguistics and Language Arts
Instructor: Dr. Johanna Rubba
Prerequisite: ENGL 145 (composition: argument) or equivalent
Fall 2011

Last updated 9/17/11

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This document is a contract. If you remain enrolled in this course, I will assume that you have carefully read this document and ALL linked documents (Attendance Policy, Plagiarism, etc.) and  are committed to performing in accordance with them. I will assume that you will ask for clarification on points that are not clear to you. In return, I commit myself to adhering to the policies outlined here. If changes are made, I will inform you in a timely manner and explain the reasons for the changes.

Syllabus (Course plan)   ~   Course Objectives (Study Guide)   ~   Assignment Schedule   ~   Reading Questions

Term Projects   ~   Handouts/Web Readings   ~   My Current Schedule   ~   Policies (Attendance, Grading, etc.)

Course Information

This course is designed for future teachers of language arts, especially those who will be teaching grades K-8. The concerns of those who plan on teaching English as a Second Language are also addressed. The goal of the course is twofold: (1) to understand concepts about language that teachers need to know and (2) to allow you to meet the standards required by the California Commission on Teacher Credentialing, as well as to pass the required credentialing tests, such as the CBEST, CSET, and RICA.

Linguistics is the science of language; language is fundamental in children's education in a variety of ways. First, much of education focuses on skills related to language, namely literacy skills such as reading, writing, and vocabulary. Second, education happens through language: Talk between teachers and children is a major means by which children learn, especially in the early grades. Children also learn by reading, writing, and talking with each other, which are also linguistic acts. Third, children come to school with highly-developed language abilities, mostly or exclusively in spoken language. Children's language abilities continue to develop during the school years, and not only in literacy: during these years, children participate in ever-wider social contexts and need to succeed in more-varied discourse communities. Fourth, individual differences among children and differences in children's backgrounds are reflected in the kind of language they bring with them to school, and in how they respond to the school curriculum. Understanding language in children's education is part of understanding the needs of each child you will teach.

Linguists have made great strides in understanding how children acquire their native language in the pre-school years, and have also extensively studied how children and adults acquire additional languages. Linguists have uncovered the structure of language, revealing information that should inform classroom instruction. Linguists have also studied language use in social contexts and how language and society interact, again revealing information crucial to understanding cultural diversity. A single, ten-week course cannot possibly cover the full complexity of these discoveries and their relation to language arts teaching. This course is designed to introduce you to several topics crucial to your future as a teacher and which the state of California requires future teachers to study. The topics we will focus on are

The course will be organized in units that correspond to the major components of language form: Sounds, words, and sentences. In each unit, we will learn basic information about that component of language, then consider acquisition, literacy, and diversity issues relevant to that component. The final unit of the course addresses general issues of language and dialect diversity surrounding teaching children whose first language is a nonstandard dialect of English, and English Language Learners (children who are not native speakers of English, or who do not use much English at home).

Course Learning Objectives:

Specific to this course:

Drawn from Cal Poly's University Learning Objectives:

Required texts:

Recommended reading: Course Requirements

Point Value of Course Requirements

Class etiquette/policies:

Teaching (as many of you will soon discover) is a demanding profession, requiring concentration and cooperation between teacher and audience. Behaviors that seem innocent can be very disruptive to your instructor. Please follow these rules of etiquette to help me deliver clear lectures and attend to your needs, not your quirks: (a) Do not be late to class.** If you come into class after roll has been taken, you will be counted absent unless you check with me to be sure you are marked present (please do this at break or at the end of class). (b) When you arrive in the classroom, prepare for class immediately: Take out your assigned reading (which you should bring to every class meeting), notebook and pens, and set other materials aside. Rather than reading the Mustang Daily or chatting with classmates, review your notes from the previous class meeting, or review the reading assignment. Prepare your mind for the subject matter. (c) Please do not develop the habit of chatting with classmates during class. This is extremely distracting. If you have a question, please raise your hand and ask me.  (d) I do not mind drinks in the classroom, but please do not eat or chew gum. (e) Turn off all cell phones and beepers before you enter the classroom. IF YOU TEXT DURING CLASS, I WILL ASK YOU TO LEAVE. (Discuss with me before class any emergency situation which requires you to keep a cell phone or other electronic device active.) (e) Academic honesty: NOTE: ALL FORMS OF CHEATING WILL RESULT IN LOWERING OF THE COURSE GRADE (INCLUDING A POSSIBLE GRADE OF 'F' FOR THE COURSE) AND A REPORT TO THE OFFICE OF STUDENT RIGHTS AND RESPONSIBILITIES. VISIT THEIR WEBSITE AND STUDY ALL OF ITS PAGES CAREFULLY. SERIOUS CHEATING CAN RESULT IN EXPULSION FROM CAL POLY. READ ALSO MY PLAGIARISM WARNING.

**If you have a special circumstance which causes persistent lateness, please discuss it with me. Trouble finding a parking space does not constitute a special circumstance.

Instructions for ordering Reading Packet:

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