ࡱ> ]`\] R bjbj::4XX*\X*\  """8ZD".':::::&&&&&&&$),8&&::H&^^^::&^&^^V"@y#:pvG[@" &&0.'#x,X,y#,y# ^&&^.', @ : Sociolinguistics (Social Learning Theories) Fall 2014 Syllabus Instructor: Dr. Levi McNeil Office: Haengpa 302 Office Phone: 02-2077-7427 Email: Levitesolma@yahoo.com Course description: This course explores how language is learned and taught within the complex interaction between individual cognition and the social contexts that thinking occurs. To examine the distributed mind in situational contexts, some of the topics to be covered in this course include: ecological, sociocultural, activity, and complexity theories of learning; as well as examinations of how identity and community impact language use and learning. Course Objectives: At the end of this course, students will be able to: Discuss foundational social learning principles and theories in education Locate and critique research informed by social theory Apply tenets of social theory in task-design and evaluation Compare and contrast social and cognitive theories of learning Text: Atkinson, D. (2011). Alternative approaches to Second Language Acquisition. Routledge. (ISBN 0415549256) Additional texts which are required for this course are located on the course management system. These relate to the outside readings noted in the weekly schedule below. DateWeek/FocusHomework DueSept. 41. Course introductionSept. 112. Atkinson (2011) Introduction, Cognitivism and second language education Van Lier (2004), The ecology and semitoics of language learning: A sociocultural perspectiveChapter 2, Theories of language. Firth & Wagner 1997SummarySept 183. SITUATED LEARNING Lave and Wenger (1991), Situated Learning Brown et al. 1989 Discussion lead: Young & Miller 2004 Summary Research critique 1 Linking to practice 1Sept 25 4. Bourdieu 1977; Marchenkova 2005Summary Linking to practice 2Oct. 25. Atkinson (2011) Ch 1, The sociocultural approach to second language acquisition Discussion lead: Dunn & Lantolf 1998 Discussion lead: McNeil 2012 Swain 2012-- Mediation Summary Research critique 2 Linking to practice 3Oct. 96. Activity TheorySwain 2012 Discussion lead: Storch 2004 Discussion lead: McCafferty, Roebuck & Wayland 2001 Summary Linking to practice 4Oct. 167. Atkinson (2011) Ch 2, A complexity theory approach to second language development/acquisition Discussion lead: Port 2010 Discussion lead: Dornyei 2009 Summary Research critique 3 Linking to practice 5Oct. 238. Midterm examOct. 309. Atkinson (2011) Ch 3, An identity approach to second language acquisition Discussion lead: Block 2007 Discussion lead: Norton & Toohey (2001)Summary Linking to practice 6Nov. 610. Atkinson (2011) Ch 4, Language socialization approaches to second language acquisition Discussion lead: Watson-Gegeo (2004) Discussion lead: Byon (2006) Discussion lead: Duff (2010)Summary Research critique 4 Linking to practice 7Nov. 1311. Atkinson (2011) Ch 5, A conversation-analytic approach to second language acquisition Discussion lead: Wilkes-Gibbs 1997 Discussion lead: Mondada & Pekarek-Doehler 2004 Discussion lead: Seedhouse 2005Summary Nov. 2012. Atkinson (2011) Ch 6, A sociocognitive approach to second language acquisition Discussion lead: Cekaite 2008 Embodied action Van Lier (2004), The ecology and semitoics of language learning: A sociocultural perspective. ---Chapter 1Summary Linking to practice 8Nov. 2713. Van Lier (2004), The ecology and semitoics of language learning: A sociocultural perspective: Chapters 3 Discussion Lead 4 5Summary Dec. 414. Van Lier (2004), The ecology and semitoics of language learning: A sociocultural perspective: Chapters 6, Discussion Lead 7, 8 Firth & Wagner 2007 Atkinson (2011) Ch 7, SLA after cognitivismSummary Linking to practice 9Dec. 1115. Lantolf & Poehner (2011), Mangnan Ch. 12 Lantolf 2012, Chapters 7, 8 Summary Linking to practice 10 Summaries (13 points): Besides testing weeks, students have weekly assigned readings. For these readings, students will complete 4 parts: 1) a page summary of the written material; 2) write 2 things learned from the text and why/how you think this information is important or not; and 3) write one question. The question addresses something that needs further explanation from classmates and/or the professor; and 4) Respond to the discussion question provided. Answers are generally to 1 page in length. Research critiques (12 points): Four times during the semester, students will critique assigned research articles. This critique focuses on: a) the theoretical perspective employed by the researcher; b) how that theory was operationalized; c) the strength of the relationship between the conclusions the researcher draws and the evidence collected; and d) the relationship between the findings of the study and language classrooms. Critiques ranger from 3-5 pages and follow APA style. Linking to practice (10 points)- At least once during the semester, students, either individually or in groups, will present to the class tasks driven by specific theories covered in the course. The presentation is 10-15 minutes and should include: a) a brief recap of the main elements underlying the theory; b) a description of at least 2 tasks, which include the objectives, target audience, and basic materials; c) a description of how the theory relates to the tasks. Midterm Exam (25 points)- The midterm exam for this course will consist of a couple of options, which include a review of social theory research or a research proposal for your own mini-research project. Guidelines for this assignment will be discussed in class. Final Exam (25 points)- The final exam extends the assignment chosen for the midterm. Therefore, students will build onto and modify the literature review or research project started at midterm. Attendance/Participation (15 points) - The class is delivered in a student-centered, seminar-style manner. Therefore, classes cannot be made up. Missing class will result in a lower course grade. If a student misses more than 2 classes, the student shall not receive a final grade greater than B+. Also, it is important to note that attendance and participation comprise of the same points. Therefore, without participating one cannot receive attendance points and without attending one cannot receive participation points. 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