CTEL/501 - Language and Language Development
Course Description
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 course is 8 weeks.
This course has a prerequisite. Please see details in the Prerequisite section below.
PLEASE NOTE:
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
In order for the University of Phoenix to issue Crosscultural, Language, and Academic Development (CLAD) Institutional Recommendation a candidate must meet the following requirements:
- All coursework for certification must have been completed within the last five (5) years.
- Candidates must earn a grade of C or better on all coursework for certification. Grades of C- will not be accepted for Certification.
- A candidate must complete a minimum of one CTEL course with the university
This course is designed specifically for holders of a valid California Teaching Credential (or equivalent, see below) seeking a California English Learner Authorization and Cross-cultural, Language and Academic Development (CLAD) Certificate
Course Objectives
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.
Theories, Processes, and Stages of Second Language Acquisition
- Identify the characteristics of each stage in language acquisition and the proficiency levels of English 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.
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.
Prerequisites
This course requires the student to have a valid California Teaching Credential, Single Subject, Multiple Subject, Life, Preliminary, Speech-Language Pathology or Clinical or Rehabilitative Sciences Credential with Special Class Authorization, School Nurse Services Credential with a Special Teaching Authorization in Health, Visiting Faculty Permit, Children's Center Permit (excluding emergency) or Child Development Permit (excluding Assistant and Associate Permits) that authorizes the holder to provide instruction to pupils.
You will be required to upload proof of this requirement during the checkout process.
PLEASE NOTE: The following are not appropriate prerequisite credentials or permits: Emergency Permits, Provisional Internship Permits, Short-Term Staff Permits, District Intern Credentials, University Intern Credentials, Exchange Credentials Sojourn, Certified Employee Credentials, or Services credentials without a special class authorization.
Disclaimers
The University of Phoenix reserves the right to modify courses.
Although our continuing teacher education courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing teacher education courses are not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
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.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with an Enrollment Representative.