ctel501 | Graduate

Language And Language Development

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This course examines language structure, second language acquisition theories, the nature of cognitive and affective language development, and sociocultural and political factors affecting language development. An analysis of the theories, models, processes, and stages of language acquisition will also be covered.

This graduate-level course is 8 weeks To enroll, speak with an Enrollment Representative.

Course details:

Credits: 4
Continuing education units: XX
Professional development units: XX
Duration: 8 weeks

topic title goes here

    Theories, Processes, and Stages of Second Language Acquisition

    • Examine instructional strategies that strengthen oral language development.
    • Identify factors that influence early literacy development.
    • Examine theoretical perspectives and research on emergent literacy.
    • Synthesize research on current theories and models of language acquisition.
    • Explore how language can be acquired where speaking and writing are facilitated by listening and reading.
    • Understand the cognitive and social strategies used in developing an additional language.
    • Identify the characteristics of each stage in language acquisition and the proficiency levels of English language acquisition.

    Cognitive, Linguistic, Physical, and Affective Factors Affecting Language Development

    • Analyze cognitive, linguistic, and physical factors affecting second language acquisition.
    • Analyze the integrated nature of cognitive and affective language development, including social, regional, and functional factors.
    • Analyze affective factors that influence the acquisition of second languages.
    • Examine pedagogical processes of affective factors for the instruction of English learners.
    • Analyze how students’ home culture and language affect their affective factors for learning a second language.
    • Understand how teacher expectations affect a learner’s second language acquisition.

    Sociocultural Factors in the Classroom

    • Analyze the sociocultural and political factors affecting development of additional languages.
    • Compare and contrast each of the political and sociocultural factors that can affect learning an additional language.
    • Explore the pedagogical implications of sociocultural and political factors for the instruction of English learners.
    • Explain the various ways to create a culturally inclusive classroom.
    • Explore sociocultural factors in the classroom, including stereotypes, attitudes, acculturation, and classroom culture.

    Phonology

    • Describe aspects of English phonology that could interfere with communication for different language groups.
    • Develop approaches to support students’ transfer from their first language to English that include an understanding of English phonemes.
    • Identify speech sound patterns and strategies that help students avoid primary language interference.
    • Identify student phonological skills that assist with fluent reading and writing.
    • Develop strategies to determine English learners’ hindrances and needs associated with phonology.
    • Analyze English Language Development (ELD) programs with a focus on phonology.

    Morphology

    • Analyze English morphemes.
    • Describe morphology and develop strategies to help English learners with language development.
    • Identify student morphological skills that assist with fluent reading and writing.
    • Develop strategies to determine English learners’ hindrances and needs associated with morphology.
    • Analyze English Language Development (ELD) programs with a focus on morphology.

    Pragmatics

    • Distinguish pragmatic features of both oral and written language that will guide the speaker’s choice for communicating style.
    • Understand important pragmatic features of different communication settings in English.
    • Analyze elements that affect a learner’s choice of pragmatic features.
    • Develop strategies to determine English learners’ hindrances and needs associated with pragmatics.

    Discourse Aspects of Language

    • Analyze how sentences relate to one another to convey meaning, and analyze oral and written discourse for cohesion and coherence.
    • Describe similarities and differences between language structures used in the spoken and written English language, including describing text structures of different genres for their language function.
    • Develop strategies to promote English learners’ communicative competence using formal and informal discourse and verbal and nonverbal sociolinguistic competences.
    • Evaluate English Language Development (ELD) programs related to formal and informal discourse and sociolinguistic competences.

    Theories, Processes, and Stages of Language Acquisition for the English Learner

    • Review the major theories of second language acquisition.
    • Demonstrate an understanding of the role of English language development in alternative language services.
    • Apply the nature and process of language acquisition to classroom instructional methods and materials.
    • Compare and contrast the differences in language acquisition.
    • Analyze the significance of understanding the contemporary theories of language acquisition.
    • Explain the cognitive processes of language rules including memorization, categorization, generalization, and metacognition.
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    While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.