This course has multiple objectives: (1) to provide an introduction to linguistics and language studies for educational purposes; and (2) to link those contributions to contemporary issues, including research, policy, teaching and educational topics that are derived from linguistics, psychology, and other language studies; (3) to begin the process of professional socialization into the world of education research. The discussion is informed by on-going research projects.

Regular attendance, completion of all readings and assignments, and participation in class discussions is expected. Each of you have different professional objectives and some assignments are designed to focus on your primary interests.

1) Individuals or groups of students will complete analyses of linguistic data sets derived from various sources. These assignments will combine linguistic and educational relevance.

2) Students are required to produce an analytical or reflective essay on the ways in which basic theoretical issues in the course are reflected in a specified realm of educational policy or practice. Topics such as bilingual education, debates regarding "whole language," sign language studies and the education of deaf students, studies of African American language and their educational relevance, early childhood language development and school readiness, or language and civil rights, as well as other issues, are suitable for this purpose. Professional aspirations may guide this selection; however, students may choose to explore new and unfamiliar topics.

3) A group/panel discussion will be conducted on November 13, 18, and 20. Groups will be formed based on student interests, and each group will be responsible for conducting class discussion, providing readings to the class prior to that presentation, and to formulate two questions suitable for the final examination. In addition, one or more answers to these questions will be submitted to John Baugh no later than the date of the group presentation.

4) A two-page annotated review of research that exceeds assigned reading for this course is also required, and should be distributed to the entire class via email.

5) A final examination: A take-home examination will be given. The exam will include discussion of student research interests, which will differ from one person to another

Attendance and class participation..................................05%

Linguistic Problem sets..............................................10%

Annotated review.....................................................05%

Group/Panel presentation............................................15%

Analytical/Reflective essay..........................................25%

Final examination.....................................................40%

Bolinger, D. (1975). ASPECTS OF LANGUAGE. 2d ed. New York : Harcourt Brace Jovanovich.

Cleary, L. M. and M. Linn (eds). (1993) LINGUISTICS FOR TEACHERS. New York: McGraw-Hill

Lippi-Green, R. (1997). ENGLISH WITH AN ACCENT: LANGUAGE, IDEOLOGY, AND DISCRIMINATION IN THE UNITED STATES. London: Routledge.

9/25 Introduction: Course requirements and the syllabus will be discussed, along with a survey of student interests. An introductory overview of linguistics and its educational relevance will accompany discussion of corresponding psychological and sociological foundations for the course.

9/30 Linguistic Profiling in Schools and Society: Readings will be distributed

Michael Erard : Language Matters in Legal Affairs, July/August 2002

http://www.legalaffairs.org/july_august2002/july_august2002_stories04.html

Other readings on this topic will be provided

10/2 Educational Linguistics: The formulation of a scholarly discipline.

Readings will be provided

10/7 Foundations of linguistics and corresponding analyses -- Bolinger, pp. 1-33.

10/9 Phonology, Morphology, and the Lexicon -- Bolinger, pp. 36-73.

10/14 Syntax and Semantics -- Bolinger, pp. 74-133. (Preliminary Group Formation)

10/16 Baugh@UCSD: Group and individual research for analytical or reflective essay

10/21 Language cognition and linguistic socialization -- Bolinger, pp. 134-272

10/23 Discussion and distribution of linguistic data sets (Assignment #1) -- handouts will be provided. This will be a take-home assignment that will be due on 10/28.

10/28 Linguistics for Teachers. Groups/Individuals will select sections of Cleary and Linn (eds.) to discuss in class on Nov 4 (and perhaps Nov. 6)

10/30 Form Groups for panel discussion and group presentations

11/4 Linguistics, language, and ideology. -- Lippi-Green, pp. 1-73.

Lippi-Green's readings will complement the group discussion of scholarly papers found in Clearly and Linn.

11/6 Language and institutions. -- Lippi-Green, pp. 77-170 (Topics for essay should be selected by 11/4).

11/11 Linguistic Stereotypes. -- Lippi-Green, pp. 173-243. (Please provide readings for distribution).

11/13 Student Panel discussion and presentation, with suggested readings

11/18 Student Panel discussion and presentation, with suggested readings (Annotated Review is due)

11/20 Student Panel discussion and presentation, with suggested readings. The take-home final examination will be distributed.

11/25 The Analytical/Reflective essay is due as an email attachment to jbaugh@stanford.edu

"Students with documented disabilities: Students who have a disability which may necessitate an academic accommodation or the use of auxiliary aids and services in a class must initiate the request with the Disability Resource Center (DRC). The DRC will evaluate the request with required documentation, recommend appropriate accommodations, and prepare a verification letter dated in the current academic term in which the requests being made. Please contact the DRC as soon as possible; timely notice is needed to arrange for appropriate accommodations. The DRC is located at 123 Meyer Library (phone 723-1066; TDD 725-1067)."