LANED-GE SECOND LANGUAGE THEORY AND RESEARCH. Spring 2013

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1 NEW YORK UNIVERSITY STEINHARDT SCHOOL OF CULTURE, EDUCATION AND HUMAN DEVELOPMENT Department of Teaching and Learning Multilingual Multicultural Studies LANED-GE SECOND LANGUAGE THEORY AND RESEARCH Spring 2013 Instructor: Beth Clark-Gareca Class time: Tuesday 4:55 6:35 p.m. and 6:45-8:25 pm Office Hours: Tuesdays 2:30 4:30 p.m. or by appointment Tel: Course description: This course explores issues, theories, and research in second language acquisition (SLA) as well as their application to pedagogy and cross-cultural communication. We will explore the major paradigms in SLA research, read and evaluate original research articles in the field, and develop empirical research proposals for original research in SLA. Learning objectives By the end of this course, students will be able to: 1. Demonstrate an understanding of the major qualitative and quantitative research paradigms in second and foreign language education. 2. Critically read and review an original research article. 3. Locate and synthesize the research literature on second and foreign language education in order to write a brief literature review (part of the proposal). 4. Select an appropriate research design for a proposed study. 5. Develop a research proposal. Required There is no assigned course text, but many course readings will be assigned and posted through NYU Courses as the course progresses. A partial bibliography of Course Readings is found at the end of this syllabus. *You can also refer to the APA website (www.apa.org) or Purdue Owl APA (http://owl.english.purdue.edu/owl/resource/560/01/) for tips on APA format. 1

2 Course Requirements Readings All assigned readings are required to be read before coming to class. Responses to readings and postings on Blackboard will count towards your class participation. Attendance and participation Students are expected to attend class regularly, actively participate in class activities and discussions, work productively in pairs and groups, and complete all assignments in a timely manner. Attendance is very important. More than one unexcused absence will lower your grade. You are expected to be in class on time as well. If you must be absent or late, make arrangements with another student to get course information and notes that you may have missed. Evaluation*: Attendance and participation 10% Postings and Assignments 15% Midterm: Article critique 25% Presentation 10% Research proposal 40% Grades: A: A-: B+: B: B-: C+: C: F: Below 65 *Please note that each student is required to attend at least one individual meeting with the professor to discuss the research project. Guidelines for the research project and all other assignments will be distributed in class and posted online. Important 1. All course requirements must be completed to receive a passing grade in the class. 2. All written materials should be typed in 12 point font and double-spaced, with one inch margins unless otherwise noted. Most assignments can be submitted online, and feedback will be given online. Specifications for handing in assignments will be made as they are assigned. 3. All assignments must be completed on time. Late work is not accepted in this class. If you must miss class, contact the professor and send in your work before class meets on the due date. If you need to turn an assignment in late due to an emergency, be sure to make arrangements with me prior to when the assignment is due if at all possible. Grades on late assignments will be reduced and should be no more than one week late. 2

3 4. Always use APA guidelines and cite all sources. Correct APA format is an important component in how your papers will be graded, and is critical when completing academic work. 5. You are expected to check NYU Classes and your frequently for course announcements, homework assignments, and other communications. 6. Bring copies of readings (electronic or print versions) to class every week. 7. You are responsible for knowing and abiding by the University s issued standards of academic honesty outlined in the student handbook as well as the Steinhardt s Statement on Academic Integrity that you have received with this syllabus. 8. Any student attending NYU who needs an accommodation due to a chronic, psychological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should register with the Moses Center for Students with Disabilities at , 240 Greene Street, Class schedule ALL readings should be completed for the date under which they are listed. Week 1-1/29 Week 2 2/5 Readings Introduction to the Course Review of Syllabus Posting 1: Introductions on NYU Classes Background to Theory in Second Language Contexts Symposium: Theory in TESOL: Cumming, Larsen-Freeman, Kaplan, Davies, Silberstein, McNamara, Luke Posting 2: Theory in TESOL on NYU Classes Week 3-2/12 Theoretical Aspects of Second Language Research Short Presentations on Theorists and Theories Readings Larsen-Freeman and Long, Chapter 7 Shrum and Glisan, Chapter 1 Posting 3: Theorists from McNamara on NYU Classes Week 4 2/19 Educational Research Envisioning a Study, Research Components, Data Sources Readings Mackey and Gass, Chapter 1 Ma: (2012) Advantages and Disadvantages of Native and Non-Native English Speaking Teachers: Student Perceptions in Hong Kong 3

4 Hertel and Sunderman (2009) Student Attitudes Toward Native and Non- Native Language Instructors. Week 5 2/26 Week 6-3/5 Week 7-3/12 Week 8 3/19 Week 9-3/26 Week 10 4/2 Week 11 4/9 Week 12 4/16 Meet at Bobst for Library Session Posting 4: Research Interests on NYU Classes Types of Research: Case Study Johnson: Chapter 4, Case Study Nero: The changing face of English: A Caribbean perspective DeCapua & Wintergerst: Second-Generation Language Maintenance and Identity: A Case Study Types of Research: Ethnography Harklau, L. Ethnography and Ethnographic Research Canagarajah, S. Critical Ethnography of a Sri Lankan Classroom Harklau, L. ESL vs. Mainstream Classes: Contrasting L2 Learning Environments Midterm Critique NO CLASS - SPRING BREAK Types of Research: Survey Research Mertler & Charles Chapter 13 Quantitative research Jensen & Llosa: Heritage language reading Examining Survey Instruments: Likert Scales Articles related to your proposed study Posting 5: Revised Questions Posting Types of Research: Experimental Research Johnson Chapter 7, Experimental study Tang & Martinez: Chinese teacher belief on Whole Language Articles related to your proposed study Posting 6: Annotation Assignment The Literature Review: Analysis of Components Discussion of Overall Projects Sign-ups for individual meetings and final presentations Chapter 14, The Literature Review All guidelines for projects in NYU Classes Articles related to your proposed study Individual meetings to discuss research proposals Articles related to your proposed study 4

5 Week 13 4/23 Week 14 4/30 Week 15 5/7 LITERATURE REVIEW Workshopping Proposal Progress Presentation of Research Projects Presentations of Research Projects Presentations of Research Projects RESEARCH PROPOSAL Academic Integrity The following is adapted from the NYU Steinhardt Student s Guide (p. 24) and from the Policies and Procedures of the NYU Expository Writing Program (available from procedures.html): The relationship between students and faculty is the keystone of the educational experience in the Steinhardt School at New York University. This relationship takes an honor code for granted. Mutual trust, respect, and responsibility are foundational requirements. Thus, how you learn is as important as what you learn. A University education aims not only to produce high quality scholars but also to cultivate honorable citizens. Academic integrity is the guiding principle for all that you do; from taking exams, making oral presentations, to writing term papers. It requires that you recognize and acknowledge information derived from others, and take credit only for ideas and work that are yours. You violate the principle of academic integrity when you cheat on an exam; submit the same work for two or more different courses without the knowledge and the permission of all professors involved; receive help on a take-home examination that calls for independent work; collaborate" with other students who then submit the same paper under their individual names. give permission to another student to use your work for a class. plagiarize. Plagiarism, one of the gravest forms of academic dishonesty in university life, whether intended or not, is academic fraud. In a community of scholars, whose members are teaching, learning, and discovering knowledge, plagiarism cannot be tolerated. Plagiarism is failure to properly assign authorship to a paper, a document, an oral presentation, a musical score, and/or other materials, which are not your original work. You plagiarize when, without proper attribution, you do any of the following: 5

6 Copy verbatim from a book, an article, or other media; Download documents from the Internet; Purchase documents; Report from others oral work; Paraphrase or restate someone else s facts, analysis, and/or conclusions; Copy directly from a classmate or allow a classmate to copy from you. For a very helpful self-test on what constitutes plagiarism, please visit 6

7 REFERENCES Canagarajah, S. (1994). Critical ethnography of a Sri Lankan classroom: Ambiguities in student opposition to reproduction through ESL. TESOL Quarterly, 27(4), Cumming, A. (2008). Theory in an applied field. TESOL Quarterly, 42(2), Davies, A. (2008). TESOL, Applied linguistics, and the butterfly effect. TESOL Quarterly, 42(2), DeCapua, A. and Wintergerst, A. (2009). Second generation language maintenance and identity: A case study. Bilingual Research Journal: 32:1, Harklau, L. (2005). Ethnography and ethnographic research on second language teaching and learning. In E. Hinkel (Ed.) Handbook of research in second language teaching and learning (pp ). Mahwah, NJ: Lawrence Erlbaum. Harklau (1994). ESL vs. mainstream classes: Contrasting L2 learning environments. TESOL Quarterly, 28(2), Hertel, T. and Sunderman, G. (2009). Student attitudes toward native and non-native language instructors. Foreign Language Annals, 42(3), Jensen, L. and Llosa, L. (2007). Heritage language reading in the university: A survey of students experiences, strategies, and preferences. Heritage Language Journal, 5(1), Johnson, D. (1991). Approaches to research in second language learning. UK: Longman. Kaplan, R. (2008). Practice without theory and theory without practice. TESOL Quarterly, 42(2), Larsen-Freeman, D. (2008). Does TESOL share theories with other disciplines? TESOL Quarterly, 42(2), Larsen-Freeman, D. & Long, M. (1991). An introduction to second language research. Essex: Longman. Luke, A. (2008). TESOL in the corporate university. TESOL Quarterly, 42(2), Ma, L.P.F. (2012). Advantages and disadvantages of native and non-native English speaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), Mackey, A. & Gass, S. (2005). Second Language Research: Methodology and Design. Mahwah: Lawrence Erlbaum. McNamara, T. (2008). Mapping the scope of theory in TESOL. TESOL Quarterly, 42(2), Mertler, C. & Charles, C. (2008). Introduction to educational research. New York: Allyn & Bacon. Mitchell, R. & Myles, F. (2004). Second language learning theories. London: Oxford University Press. Nero, S. (2000). The changing faces of English: A Caribbean perspective. TESOL Quarterly, 34(3), Shrum, J. and Glisan, E. (2010). Teacher s handbook: Contextualized language instruction. Boston: Heinle. Silberstein, S. (2008). Theorizing TESOL. TESOL Quarterly, 42(2), Tang, F. & Martinez, M. (2000). Whole language instruction in China: Teachers beliefs in theory versus practice and constraints. College ESL, 9(1&2),

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