LNGT - EDST1004A - 2012 Winter Tem

January 9 – February 3, 2012

Second Language Acquisition (SLA) and Educational Technology

Prof. Aline Germain-Rutherford

(Sunderland 211, x5821, agermain@middlebury.edu)

OFFICE HOURS

Tuesday: 4-5PM & Friday: 1-2PM

COURSE DESCRIPTION

In this course we will study the relationship between second language acquisition (SLA) theory, foreign language (FL) instruction and the use of educational technology. First, we will examine various aspects of first language (L1) and second language (L2) learning/acquisition processes. SLA theories and research findings will then provide a framework to explore FL instruction and computer assisted learning (CALL) applications. Based on an experiential project development approach, the course will offer students opportunities to critically assess existing CALL applications and to design learning materials based on SLA current and relevant research. Class sessions are designed to be hands-on and interactive. This course counts as elective credit towards the Linguistics minor.

COURSE LEARNING OBJECTIVES                           

- To develop a critical understanding of basic concepts and principles and key research findings in the field of second language acquisition and teaching.

- To be able to use this knowledge to critically assess professional practice in language teaching

- To develop and assess learning frameworks which integrate uses of technology based on relevant principles and research in SLA and CALL.

TOPIC COVERED

Part 1: First language (L1) and second language (L2) learning/acquisition processes. 

1. What is SLA?
2. Language learning in early childhood (year 1 to 3; pre-chool years; school years).
3. The behaviorist, innatist, and interactionist/developmental perspectives in first language acquisition
4. Critical and sensitive periods for the acquisition of human language
5. Second Language acquisition
   1. The linguistic environment
   2. Cognition: information processing in psychology and SLA
   3. Individual differences in L2 learning: motivation, attitude, aptitude, identity, beliefs, learning styles, learning strategies
   4. Affect and other individual differences
   5. Social dimension of L2 learning

Part 2: Foreign language instruction and CALL applications

1. Technology-Mediated Communication for socially rich L2 learning
2. Foreign language education and the rise of online communication
3. Models of online intercultural exchange
4. Designing and evaluating a CALL learning activity

Part 3: Project development, assessment and presentation

1. Students critically assess existing CALL applications and design language-learning materials based on SLA and CALL current and relevant research.

REQUIRED READINGS AND COURSE RESOURCES

1. One required book: Ortega, Lourdes. 2009. Understanding Second Language Acquisition. London: Hodder Education.  ISBN-10: 034090559X    
2. Selected chapters of books and scanned articles available on the course website or at the library. Students are invited to propose additional articles to enrich this list.
   1. Chapelle, Carol. 2001. Computer applications in second language acquisition : foundations for teaching, testing and research. Cambridge : Cambridge University Press  (Library call #:  P53.28 .C49 2001 )
      
      1. Chapter 3: Principles for CALL Evaluation
   2. Chapelle, Carol. Technology and Second Language Acquisition. Annual Review of Applied Linguistics (2007) 27, 98–114 
   3. Ellis, Rod. 2008. Principles of Instructed Second Language Acquisition. CALDigest, (Dec.2008), 1-6
   4. Furstenberg, Gilberte; Levet, Sabine; English, Kathryn & Maillet Katherine, 2001. Giving a virtual voice to the silent language of culture: the Cultura project. Language Learning & Technology, vol.5 num.1, (January 2001), 55-102
   5. Lightbown , Patsy & Spada, Nina. 2006. How Languages are Learned. Oxford: Oxford University Press. 3^rd Edition (Library code: P118 .L45 2006)
      1. Chapter 1: Language learning in early childhood
      2. Chapter 7: Popular ideas about language learning revisited
   6. Thorne, Steven. 2003. Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, vol.7 num. 2, (May 2003), 38-67
   7. O’Dowd, Robert. 2007. Online Intercultural Exchange. Clevedon. Multilingual Matter LTD.
      1. Part 1 - Chapter 2: Foreign Language Education and the Rise of Online Communication: A Review of Promises and Realities
      2. Part 2 – Chapters 3, 4 & 5: Models of Online Intercultural Exchange  
3. A collection of links to tools and websites relevant for the course. Students are invited to propose additional links to enrich this list: 

• Pixton (Comic Creator Software):  http://www.pixton.com/
• Go animate (Animation Creator Software): http://goanimate.com/
• Voki (Avatar Creation): http://www.voki.com/
• Making a Voki (Tutorial): http://www.youtube.com/watch?v=8A8hJhqfYsE
• CLEAR Tools (Rich Internet Applications to create audio and video documents) - Michigan States University: http://clear.msu.edu/clear/ria/
• Audacity (To create and edit audio document): http://audacity.sourceforge.net/
• Audacity Tutorial: http://audacity.sourceforge.net/manual-1.2/
• Printable Audacity Tutorial: http://audacity.sourceforge.net/onlinehelp-1.2/reference.html
• Jing (To create images and videos of what you see on your computer screen): http://www.techsmith.com/jing.html?gclid=CO3_tLTlpa0CFYvDKgodnx5hkw
• Wiki in Plain English  (Explains what a wiki is): http://www.doowikis.com/m/aNdpfGDFv6
• Wiki - Google sites: http://www.google.com/sites/help/intl/en/overview.html
• VoiceThread (A collaborative Multimedia Creation tool): http://voicethread.com/
• VoiceThread Library (To see two specific examples in language learning): http://voicethread.com/library/#foreignlanguage
• DOTS (Developping Online Teaching Skills: a teacher training website in L2 technology): http://moodle.dots.ecml.at/

COURSE FORMAT

2hrs (8:15-10:15AM) every Monday, Tuesday, Wednesday and Thursday.  In a seminar style class, each student will be in charge of a selection of readings to share in class the main findings and chair the discussion. Students will also work in collaboration to develop group projects.

COURSE REQUIREMENTS

Attendance and class preparation: Please make sure you come to every class. Missing class is only acceptable for one of the academically legitimate excuses. It’s really hard, if not impossible, to do well on assignments and develop a good project without attending classes regularly. Also, it is very important to read the book chapters and articles on the course website that are assigned in class every day BEFORE coming to class. It will help you and all of us a lot if you come to class prepared. 

ASSIGNMENTS & EVALUATION

 1. Oral presentation to the class of one required reading (Individual work: 20%)

Date of submission (Date and Reading selected from a list of possibilities. See Oral Presentations schedule)

Please choose ASAP the day of your presentation. 

You will have 15 minutes (not one minute more!) to present the reading of the day. You will then chair the class discussion. The purpose of your oral presentation will be to allow your peers to perfectly understand:

1. the mains ideas/concepts discussed in the reading you present,
2. and how these main ideas/concepts are important for SLA and CALL.

2. Analytical Synthesis (Individual work: 35%)

Date of submission: Monday January 23, 2012

The assignment must be submitted by email to agermain@middlebury.edu by Monday, January 23, before 5PM.  There will be a 10% per day late penalty including week-ends.

 One analytical synthesis based on two different readings from the list of course readings (the 2 readings have to differ form the reading of your oral presentation). The analytical synthesis will be between 750 (minimum) and 800 (maximum) words (you will be penalized for violating the limits) and will include a brief expository summary of the reading along with organized reflections based on previous readings, class presentations and discussions.

3. Collaborative Project  (Group work)

Throughout the course you will work in groups of 2 to 3 on a project to design a learning activity that integrates the use of technology based on relevant principles and research in SLA and CALL.

a) Project development (30%)

Date of submission: Thursday February 2, 2012

• Definition of a learning objective/learning task
• Selection of a specific technology or tool relevant to the learning objectives of your activity
• Design and development of the learning activity using the selected technology to enhance learning
• Written report with 1) a description and explanation of the activity you have designed, 2) a demonstration on how your activity supports SLA and CALL principles discussed in class using theoretical references from the different readings of the course, 3) an explanation on the added value the technological tool(s) you have selected for your activity brings to the student’s learning, 4) a conclusion, 5) a bibliography.

b) Presentation of the project to the class (10%)

Date of presentation: February 1 or 2, 2012

A 15 minute presentation of the main points of the project that will lead to a 10 minute class discussion that you will chair.

Contribution of each course requirement to the overall percentage in the course:

GRADING SCALE 

HONOR CODE

I will follow the Middlebury College’s Academic Honesty Statement as described here:

http://www.middlebury.edu/studentlife/dos/honorcode
Please make sure to write the Honor Code Pledge "I have neither given nor received unauthorized aid on this assignment," on your written assignments. There’s no need to write the pledge on the assignments since I do not mind your discussing homework problems together. Make sure, however, to turn in your own work. Copying someone else’s work on assignments will still count as cheating, will receive no credit, not to mention the consequences of violating academic integrity.