The goal of this course is to provide you a foundation in the basic terminology and concepts of linguistics and to help you consider a personal plan for future linguistics study. In this Application, you will prepare a Study Guide in which you synthesize key concepts and terms from your coursework and assignments. The Study Guide is a collection of professional resources that can be used for (1) applying your newly acquired knowledge and skills and expanded knowledge in your classroom, (2) preparing for certification tests, and (3) outlining concepts and ideas about which you need further graduate-level study.
Most states now require success on a multiple-choice test, which includes items that test the basic theoretical foundations put forward by Jim Cummins and Stephen Krashen, as well as the sort of conclusions drawn from the meta-analysis by Claude Goldenberg. The questions are not usually straight-forward matching of terms and concepts, but rather selection of a best solution to a classroom decision-making situation where the choice of the correct answer involves recognizing the underlying principle or theoretical concept represented by different choices.
Directions:
- Your Module 4 Application consists of three parts, which will be included in one paper.
- Create a Word or text document for your response. Follow APA format.
- Compose a title page in APA format.
- Compose introductory and concluding paragraphs for your paper.
- Part 1: Follow the directions for “Study Guide: Global Role of English and Its Impact” to complete Part 1. Use the questions to guide your responses.
- Part 2: Follow the directions for “Study Guide – Ten Key Concepts From the Research” to complete Part 2. Create and complete the template in the Word or text document.
- Part 3: Follow the directions for “Study Guide – Future Study” to complete Part 3. Create and complete the template in the Word or text document.
- Compose an introduction and conclusion for the study guide.
In order to situate your point of view and assist your professor in understanding your perspective, for this course in particular, your introduction to each assignment should mention the following:- the setting and location where you currently work and/or live (if not currently teaching);
- previous contexts where you have taught English, ESL, or EFL, and
- your personal life experiences with learning different languages and living in different cultural and social settings.
- Follow the directions to submit your final Word or text document.
Part 1: Study Guide – Global Role of English and Its Impact
Directions:
- The first step in creating your Study Guide is to answer these questions about the global role of English and its impact on English language learners and their teachers.
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- What is the unique role of the English language in a global context?
- What is the impact of this unique role on teachers of English language learners?
- What is the impact of this unique role on students who are English language learners?
- To answer the questions, you may use what you have learned so far in the course. You may also access the following Web sites to help you answer the question:
- Second Language Acquisition
http://en.wikipedia.org/wiki/Second_language_acquisition (Links to an external site.)
- What Elementary Teachers Need to Know about Language
https://www.ericdigests.org/2001-3/need.htm (Links to an external site.)
- Second Language Acquisition
- Compose a maximum 150-word response to each question.
- Incorporate information from at least one peer-reviewed research article outside course readings. Cite the article in APA style in your response with a full APA bibliography reference at the end of your response.
Global Role of English and Its Impact
- What is the unique role of the English language in a global context?
- What is the impact of this unique role on teachers of English language learners?
- What is the impact of this unique role on students who are English language learners?
Part 2: Study Guide – 10 Key Concepts From the Research
Certainly, there are more than 10 things you need to know about these resources! However, the reality is that in the context of multiple-choice certification tests, there are several “favorite” issues that are almost always tested. Often the test writers use synonyms for the specific terms that are best known, so one needs to know the concept, not just the words behind the acronym.
For example, by now, you are almost certainly familiar with the acronyms BICS and CALP, and you probably know the words they represent. However, will you recognize them when BICS is referred to as “conversational language” and the essential concepts of CALP are referred to with a less elaborate term, such as “academic vocabulary”? Not every person who knows the words understands how to translate them into appropriate instructional decisions, and even some textbook authors have used the acronyms for so long they have forgotten the underlying concepts and list them as BICS and *CALPS, when the concept of CALP describes a more global type of “proficiency,” rather than discrete basic “skills.”
One of the best ways to deepen your understanding is to create a scenario that would exemplify the theoretical principle, hypothesis, or concept that you perceive as being “essential” for all ESL teachers to know and use as a guide to appropriate instructional decision-making.
Directions:
- The second step in creating your Study Guide is to review the theories of researchers Jim Cummins and Stephen Krashen and Claude Goldenberg’s meta-analysis.
- Use complete sentences that show your comprehension of the applications of the theoretical concepts listed above for Cummins, each of the five hypotheses by Krashen, and three conclusions from Goldenberg’s findings. Just listing the 10 items does not demonstrate that you understood their purpose or application.
- You may use your course readings and lectures to gather information and these Websites and specific articles:
- For information on Stephen Krashen’s five hypotheses:
- Under Books Online, click Principles and Practices in Second Language Acquisition.
- Read Chapter 2.
- For information on Claude Goldenberg’s three conclusions:
- For information on Stephen Krashen’s five hypotheses:
Access the following 2008 article:
Teaching English Language Learners What the Research Does—and Does Not—Say – Claude Goldenberg
https://www.aft.org/sites/default/files/periodicals/goldenberg.pdf (Links to an external site.)
You can access a more recent 2013 Goldenberg article in our Library where he elaborates on his original findings in 2008. However, for this assignment, use the 2008 article or the conclusions may not be the ones the assignment requires.
- Cummins, J. (2001). Empowering minority students: A framework for intervention. Harvard Educational Review, 71(4), 649-655. Access this “classic” article through our library here
- Summarize what you now understand about the 10 concepts from Cummins, Krashen, and Goldenberg’s meta-analysis, based on your reading of other writers you have read who have cited their work and/or accounts of their work that you have accessed elsewhere. (For this assignment, it is acceptable to cite Wikipedia entries about Jim Cummins’ theories and those of Stephen Krashen, in addition to the professional journal articles and other course readings.):
- Cummins: BICS/CALP distinction, pedagogy for empowerment
- Krashen: Five hypotheses: Acquisition-Learning Hypothesis, the Monitor Hypothesis—including the Three Conditions for Use of the Monitor, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis, as well as some of his ideas about what constitutes Comprehensible Input.
- Goldenberg: Summarize the three main conclusions of his article and comment on how they might be applied in making policy or practical teaching decisions.
Part 3: Study Guide – Future Study
Remember the cloze activity in the first module when you had a very long list of terms, most of which you didn’t need for that passage? All the terms in that list are ones you might encounter in a certification test for teachers of English language arts and English as a second language. Many of them are familiar to you because you learned them in elementary school, middle school, high school, or your undergraduate English courses if you grew up in the USA and are a native or near-native English speaker. Others you have only had occasion to learn in the context of literature courses, reading courses, or linguistics courses, but all of them are involved in being knowledgeable about English and about language, language arts, reading, and literature.
Often terms are related, and it may make sense to group some of them together and treat them as a unit rather than listing each one separately. For example, as a teacher of English, whether to native speakers or second language learners, at some point you will teach about poetry and need to know the different types of poetry typically taught in English classes. Use reasonable kinds of groupings of terms that occur together and whose meanings are related or influence one another.
To avoid having the same answer in every cell regarding “why you need to know this,” vary your responses by adding aspects of when, where, and how you would need to cultivate this knowledge. For example, “when and where” are often matters of grade level assignments, course titles, background of students and whether they aspire to attend a university with selective enrollment! As a teacher it is wise “never to say never” with regard to teaching assignments you believe you would never be offered or would never accept. Life has a way of laughing at all of us who at one time or another thought we knew all we would ever know, do, and be!
Directions:
- The last Study Guide step is to create a fully developed list and outline of terms and concepts for further graduate-level study. This may take the form of a glossary of terms not yet understood.
- You may create and complete your own template in the Word or text document, or you may access the template in Word on the assignments page. Add cells to the table as needed to fully develop your list and outline of terms.
Please use the template below for the three parts of the assignment. The print in red represents guidance for you and should be removed and replaced by your responses.
Part 1: Impact of the Global Role of English
The first issue (one paragraph)
The second issue (one paragraph)
The third issue (one paragraph)
References
[APA format with double-spacing and hanging indents]
Part 2: Key Concepts
| BICS/CALP Distinction | What it is and how knowing about it changes the way we teach (example)—about three sentences, with in-text citation if appropriate because you couldn’t put it in your own words. |
| Pedagogy for Empowerment | What it is and how knowing about it changes the way we teach (example)—about three sentences, with in-text citation if appropriate because you couldn’t put it in your own words. |
| Acquisition-Learning Hypothesis | What it is and how knowing about it changes the way we teach (example)—about three sentences, with in-text citation if appropriate because you couldn’t put it in your own words. |
| Monitor Hypothesis & 3 Conditions for Use | How is it used, what are the three conditions, how does knowing about it change the way we teach (example)—about three sentences, with in-text citation if appropriate because you couldn’t put it in your own words. |
| Natural Order Hypothesis | What it is and how knowing about it changes the way we teach (example)—about three sentences, with in-text citation if appropriate because you couldn’t put it in your own words. |
| Comprehensible Input Hypothesis | What it is and how knowing about it changes the way we teach (example)—about three sentences, with in-text citation if appropriate because you couldn’t put it in your own words. |
| Affective Filter Hypothesis | What it is and how knowing about it changes the way we teach (example)—about three sentences, with in-text citation if appropriate because you couldn’t put it in your own words. |
| Goldenberg 1st Conclusion | What it is and how knowing about it changes the way we teach (example)—about three sentences, with in-text citation if appropriate because you couldn’t put it in your own words. |
| Goldenberg 2nd Conclusion | What it is and how knowing about it changes the way we teach (example)—about three sentences, with in-text citation if appropriate because you couldn’t put it in your own words. |
| Goldenberg 3rd Conclusion | What it is and how knowing about it changes the way we teach (example)—about three sentences, with in-text citation if appropriate because you couldn’t put it in your own words. |
References
[APA format with double-spacing and hanging indents]
Part 3: Future Study
| Terms/Concepts | Need |
| (1) | |
| (2) | |
| (3) |
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