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Assist Professor at Linguistics & TESOL
University of California San Diego
PhD
Linguistics
University of Texas at El Paso
MA
Linguistics
Lee University
BA
English
January 2009
Ongoing
Assist Professor
The University of Texas at Arlington
February 2013
January 2009
Associate in Linguistics
University of California, San Diego
January 2007
January 2008
Associate in lieu of TA
University of California, San Diego
January 2003
January 2007
Teaching and Research Assistant
University of California, San Diego
January 2001
January 2003
Teaching Assistant
University of Texas at El Paso
September 2012
Ongoing
Membership
American Association of Teachers of Spanish and Portuguese
July 2012
Ongoing
Membership
TESOL
July 2012
Ongoing
Membership
American Association of Applied Linguists
August 2006
Ongoing
Membership
Linguistic Society of America (LSA)
2015
Tommerdahl, J., and Kilpatrick, C. (2015) Child Directed Speech: An Examination of Frequency and Reliability in Spontaneous Language Samples. Journal of Clinical Linguistics and Phonetics.
Journal Article
Published
2014
Kilpatrick, Cynthia, and Lori McLain Pierce. (2014). Focused Instruction in Spanish Syllabification. Foreign Language Annals, 47, 2, 286-299.
Journal Article
Published
2014
Choi, Yujeong, and Cynthia Kilpatrick. (2014). Hypothesis Testing in Task-Based Interaction. Applied Language Learning, 23-24, 1-22.
Journal Article
Published
2013
Tommerdahl, Jodi, and Cynthia Kilpatrick. (2013). Analysing Reliability of Grammatical Production in Spontaneous Samples of Varying Length.  Journal of Child Language Teaching and Therapy, 29, 2, 171-183.
Journal Article
Published
2013
Tommerdahl, J. and Kilpatrick, C. (2013) The Reliability of Morphological Analyses in Language Samples. Journal of Language Testing, 31, 1, 3-18.
Journal Article
Published
2007
Kilpatrick, Cynthia, Ryan K. Shosted, & Amalia Arvaniti. 2007. On the perception of incomplete neutralization. Proceedings of ICPhS XVI, 653-656.
Conference Proceeding
Published
March 2015
Interlocutor feedback in learner-learner interactions

Choi, Yujeong, and Cynthia Kilpatrick. Interlocutor feedback in learner-learner interactions. Poster to be presented at the 2015 Conference of the American Association for Applied Linguistics, March 21-24, 2015, in Toronto, Canada.

Reviewed
March 2015
Phonotactic effects in monolingual and bilingual priming

Kilpatrick, Cynthia, Lori McLain Pierce, and Jessica Rohr. Phonotactic effects in monolingual and bilingual priming. Poster to be presented at the 2015 Conference of the American Association for Applied Linguistics, March 21-24, 2015, in Toronto, Canada.

Reviewed
December 2014
Tips and Tricks for Teaching English

Invited workshop presented at International Youth Fellowship English Camp, 30 December 2014, Dallas, Tx.
 

Invited
March 2014
Priming and Phonological Onsets

Kilpatrick, Cynthia, Lori McLain Pierce, and Jessica Rohr. Poster presented at the 2014 Conference of the American Association for Applied Linguistics, March 22-25, 2014, in Portland, Oregon.

Reviewed
June 2013
Hypothesis testing in task-based interaction

Choi, Yujeong, and Cynthia Kilpatrick. Hypothesis testing in task-based interaction. Paper presented at the Annual Conference of the Canadian Association of Applied Linguistics, 3-5 June, 2013, Victoria, BC.

Reviewed
March 2013
Morpho-syntactic development and task-based interaction

Choi, Yujeong, and Cynthia Kilpatrick. Poster presented at the 2013 American Association for Applied Linguistics, 16-19 March 2013, Dallas, TX.

Reviewed
December 2012
Knowing Your Students

Kilpatrick, Cynthia.  Knowing your Students. Training presented for the International Youth Fellowship English Camp Workshop.  31 Dec 2012, Dallas, Texas.

Invited
October 2012
Establishing conversation partners and clubs between an IEP and MA TESOL program

Basler, Debra, and Cynthia Kilpatrick. Establishing conversation partners and clubs between an IEP & MA TESOL program. Paper presented at TexTESOL V, 13 Oct 2012.

Reviewed
October 2012
I see what you are saying: Deaf students as ESL learners

Peters, Sharon, and Cynthia Kilpatrick.  I see what you are saying: Deaf students as ESL learners.  Paper presented at TexTESOL V, 13 Oct 2012.

Reviewed
March 2012
Automation and Experimentation: A Workshop in Praat

Kilpatrick, Cynthia.  Automation and Experimentation:  A Workshop in Praat.  Invited workshop for UTASCILT 2012, 1-2 March 2012, Arlington, Texas.

Invited
February 2012
Diphthongs and Focused Instruction in Spanish Syllabification

Kilpatrick, Cynthia, Lori McLain Pierce, and Justin Fuller. Diphthongs and Focused Instruction in Spanish Syllabification. Paper presented at CASPSLaP 2012: Current Approaches to Spanish and Portuguese Second Language Phonology, 16-19 February 2012, Columbia, SC.

Reviewed
January 2012
Phonological Change in Maya K’iche’: Glottalization and Uvulars

Kilpatrick, Cynthia. Phonological Change in Maya K’iche’: Glottalization and Uvulars. Poster presented at the 2012 Annual Meeting of the Society for the Study of Indigenous Languages of the Americas, 5-8 Jan 2012, Portland, OR.

Reviewed
July 2011
Childhood Linguistics

Kilpatrick, Cynthia.Childhood Linguistics.Training presented for the Tarrant County Foster Parent Association, 2 July 2011, Fort Worth, Texas.

Invited
April 2011
Language Loss and Language Change:Three Generations of Maya K’iche’

Kilpatrick, Cynthia, and Derrick Jackman. Language Loss and Language Change:Three Generations of Maya K’iche’.  Poster presented at the Oklahoma Workshop on Native American Languages, 16-17 April 2011, Tallequah, OK

Other
July 2010
The contrast system in Tohono O’odham stops

Kilpatrick, Cynthia, Colleen Fitzgerald, and Namrata Dubey.  The contrast system in Tohono O’odham stops.  Poster presented at the 12th Conference on Laboratory Phonology, 8-10 July 2010, Albuquerque, NM.

Vetted
May 2010
Promoting success in language learning: L2 acquisition in theory and practice

Kilpatrick, Cynthia. Promoting success in language learning: L2 acquisition in theory and practice.  Volunteer training presented for the Arlington Public Library, 3 May 2010.

Invited
April 2010
Legacy materials and the phonetic investigation of Tohono O'odham stops

Kilpatrick, Cynthia, Colleen Fitzgerald, Namrata Dubey, Nathan Eversole, and Stephen George. Legacy materials and the phonetic investigation of Tohono O'odham stops. Paper presented at the Oklahoma Workshop on Native American Languages, 17 April 2010, Tallequah, OK.

Other
February 2010
L2 Spanish speakers and the perception of ‘exceptional’ hiatus

Kilpatrick, Cynthia, and Daniel Scarpace. L2 Spanish speakers and the perception of ‘exceptional’ hiatus. Paper presented at the L2 Phonology Conference 2010: Current Approaches to Spanish and Portuguese Second Language Phonology, 4-6 February 2010, Gainesville, FL.

Reviewed
January 2010
How exceptional are exceptional forms? Perception of hiatus in Spanish

Scarpace, Daniel, and Cynthia Kilpatrick.  How exceptional are exceptional forms?  Perception of hiatus in Spanish.  Paper presented at the Annual Meeting of the Linguistic Society of America, 7-10 January 2010, Baltimore, MD

Reviewed
November 2009
Transfer and acquisition in L2 phonology: The perception of hiatus in Spanish

Kilpatrick, Cynthia. Transfer and acquisition in L2 phonology: The perception of hiatus

in Spanish. Invited talk given at the DFW Metroplex Linguistics Conference,

7 November 2009, Arlington, TX

Invited
May 2009
Second language influence and the perception of first language phonotactics

Kilpatrick, Cynthia.  Second language influence and the perception of first language phonotactics.  Paper presented at the 2nd Annual Workshop on Speech, 21-23 May 2009, Portland, OR.

Reviewed
January 2009
Learning a phonotactic subset in second language acquisition

Kilpatrick, Cynthia.  Learning a phonotactic subset in second language acquisition.  Poster presented at the Annual Meeting of the Linguistic Society of America, 8-11 January 2009, San Francisco, CA.

Reviewed
November 2008
Phonotactic knowledge in second language learners.

Kilpatrick, Cynthia. Phonotactic knowledge in second language learners. Poster

presented at the Southern California Workshop on Phonetics/Phonology, 1 November

2008, Claremont, California.

Other
August 2008
Online effects of phonotactic constraints across two languages

Gutiérrez, Roberto, Lewis Shapiro, Jessica Barlow, Leah Fabiano-Smith, Cynthia

Kilpatrick, Mary Orton, and Julie Merrill. Online effects of phonotactic constraints

across two languages. Poster presented at the Workshop on Consonant Clusters and

Structural Complexity, 31 July – 2 August 2008, Munich, Germany.

Other
January 2007
Reduplication in child phonology: A structural markedness account

Kilpatrick, Cynthia, Jessica Barlow, and Sarah Cragg.  Reduplication in child phonology:  A structural markedness account.  Paper presented at the Annual Meeting of the Linguistic Society of America, 4-7 January 2007, Anaheim, CA

Reviewed
January 2007
The production and perception of epenthetic stop

Arvaniti, Amalia and Cynthia Kilpatrick. The production and perception of epenthetic stops.  Paper presented at the Annual Meeting of the Linguistic Society of America, 4-7 January 2007, Anaheim, CA

Reviewed
November 2006
Intrusive vowels in Cruceño Spanish

Kilpatrick, Cynthia, James Kirby, and Kathryn McGee. Intrusive vowels in Cruceño Spanish.Poster presented at the Annual Meeting of the Acoustical Society of America, November 28-December 2, 2006, Honolulu, Hawaii.

Reviewed
November 2006
On the Perception of Epenthetic Stops

Arvaniti, Amalia, Ryan Shosted, and Cynthia Kilpatrick.  On the Perception of Epenthetic Stops.  Poster presented at the Annual Meeting of the Acoustical Society of America, November 28-December 2, 2006, Honolulu, Hawaii.  

Reviewed
June 2005
Anteriority assimilation in English

Bakovic, Eric, and Cynthia Kilpatrick.  Anteriority assimilation in English. Paper presented at The First International Conference on the Linguistics of Contemporary English, 23-26 June, 2005, University of Edinburgh.

Reviewed
Spring 2015
LING 5321 - Advanced Phonological Theory
Office Hours
DayStartEnd
Monday12:00PM2:00PM
Continuation of LING 5320: Phonological Theory I
Last Updated on January 19, 2015, 11:08 pm
Spring 2015
LING 5301 - TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
Office Hours
DayStartEnd
Monday12:00PM2:00PM
This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and tools for assessment and evaluation. Much of the course will include hands-on experience, research, discussion, and practical application of course topics.
Last Updated on January 19, 2015, 11:10 pm
Spring 2015
LING 4354 - METHODS AND MATERIALS TO TEACH ENGLISH AS A SECOND OR FOREIGN LANGUAGE
Office Hours
DayStartEnd
Monday12:00PM2:00PM
This course focuses on methods and materials for TESOL, with particular attention paid to the teaching of reading and writing within a Communicative Language Teaching framework. In addition, the course continues building the skills in LING 5301, including effective lesson planning, needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics. A required component of the course is participation in a minimum of 10 hours of service learning, teaching English in the local community.
Last Updated on January 19, 2015, 11:11 pm
Fall 2014
LING 6390 - Linguistics Seminar: The acquisition of phonology
Ling 6390 is a seminar course that will focus on the acquisition of phonology in both first and second languages.  Theoretical analyses of acquisition as well as empirical data will be examined and discussed.
Last Updated on August 20, 2014, 10:59 pm
Fall 2014
LING 5320 - Phonological Theory I
Ling 5320 is a foundations course for the study of the principles that govern sound systems in human languages. Students will work with sound patterns from a variety of languages in order to understand the fundamental aspects of phonological phenomena, and course assignments will require application of the descriptive and theoretical tools in working with sound pattern data. Lectures will further develop this description, analysis, and argumentation for phonological data.
Last Updated on August 20, 2014, 11:01 pm
Fall 2014
LING 4354 - Methods and Materials to Teach English as a Second or Foreign Language
This course focuses on methods and materials for TESOL, with particular attention paid to the teaching of reading and writing within a Communicative Language Teaching framework. In addition, the course continues building the skills in LING 5301, including effective lesson planning, needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics. A required component of the course is participation in a minimum of 10 hours of service learning, teaching English in the local community.
Last Updated on August 20, 2014, 11:03 pm
Spring 2014
LING 5307 - Pedagogical Phonology of English
This course is a study of the sound system of English. Topics include segmental phonemes, stress, length, intonation and variation at the lexical and utterance levels. Application to teaching English as a second or foreign language will be a focus of the course, including problems of description, means of application, and adaptation to current pedagogical methods. Prerequisite: LING 5300, LING 5301
Last Updated on December 20, 2013, 8:57 pm
Spring 2014
LING 5301 - Teaching English to Speakers of Other/Foreign Languages
This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics.
Last Updated on January 14, 2014, 10:04 pm
Summer 2013
LING 5393 - TESOL TEACHING AND OBSERVATION
In observing ESOL classes or in teaching learners of ESOL, the student demonstrates ability to apply the principles presented in the MA TESOL coursework. Prerequisite: LING 5302 and LING 5305 and permission of instructor.
Last Updated on July 31, 2013, 4:36 pm
Summer 2013
LING 4395 - INTERNSHIP
Internship (paid or unpaid) supervised by a faculty internship coordinator, with the student performing duties related to the academic curriculum of linguistics and/or TESOL. Students are required to submit an approved academic project related to the work performed. May be repeated with approval of the Undergraduate Advisor.  
Last Updated on July 31, 2013, 4:36 pm
Summer 2013
LING 5110 - TESOL PRACTICUM
In observing ESOL classes or in teaching learners of ESOL, the student demonstrates ability to apply the principles presented in the TESOL Certificate coursework. Prerequisite: LING 5302 and LING 5305 and permission of instructor.    
Last Updated on July 31, 2013, 4:36 pm
Spring 2013
LING 5301 - TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics.
Last Updated on July 31, 2013, 4:36 pm
Spring 2013
LING 4395 - INTERNSHIP
Internship (paid or unpaid) supervised by a faculty internship coordinator, with the student performing duties related to the academic curriculum of linguistics and/or TESOL. Students are required to submit an approved academic project related to the work performed. May be repeated with approval of the Undergraduate Advisor.
Last Updated on July 31, 2013, 4:36 pm
Spring 2013
LING 5110 - TESOL PRACTICUM
No Description Provided.
Last Updated on July 31, 2013, 4:36 pm
Spring 2013
LING 5393 - TESOL TEACHING AND OBSERVATION
In observing ESOL classes or in teaching learners of ESOL, the student demonstrates ability to apply the principles presented in the MA TESOL coursework. Prerequisite: LING 5302 and LING 5305 and permission of instructor.    
Last Updated on July 31, 2013, 4:36 pm
Fall 2012
LING 5320 - Phonological Theory
Ling 5320/4301 is a foundations course for the study of the principles that govern sound systems in human languages.Students will work with sound patterns from a variety of languages in order to understand the fundamental aspects of phonological phenomena, and course assignments will require application of the descriptive and theoretical tools in working with sound pattern data.Lectures will further develop this description, analysis, and argumentation for phonological data.
Last Updated on July 31, 2013, 4:36 pm
Fall 2012
LING 4301 - PHONOLOGICAL THEORY I
Ling 5320/4301 is a foundations course for the study of the principles that govern sound systems in human languages.Students will work with sound patterns from a variety of languages in order to understand the fundamental aspects of phonological phenomena, and course assignments will require application of the descriptive and theoretical tools in working with sound pattern data.Lectures will further develop this description, analysis, and argumentation for phonological data.
Last Updated on July 31, 2013, 4:36 pm
Fall 2012
LING 5302 - Methods and Materials for TESOL
This course will be an in-depth study of how to design ESL/EFL reading and writing classes and how to create instruction and assessment materials for these classes based on sound pedagogical principles. Much of the course will include hands-on experience, discussion, and practical application of course topics. A key component of the course is the student’s participation in volunteer ESL teaching.
Last Updated on July 31, 2013, 4:36 pm
Fall 2012
LING 4354 - METHODS AND MATERIALS TO TEACH ENGLISH AS A SECOND OR FOREIGN LANGUAGE
This course will be an in-depth study of how to design ESL/EFL reading and writing classes and how to create instruction and assessment materials for these classes based on sound pedagogical principles. Much of the course will include hands-on experience, discussion, and practical application of course topics. A key component of the course is the student’s participation in volunteer ESL teaching.
Last Updated on July 31, 2013, 4:36 pm
Spring 2012
LING 5322 - Laboratory Phonology
Ling 5322 is focused on experimental phonetics and its use in answering phonological questions. The course will cover the three main areas of phonetics:  acoustics, articulation, and speech perception, as well as look at ways that phonological questions are examined in psycholinguistics and neurolinguistics.  Course readings, class discussions, and hands-on laboratory sessions will help students acquire the necessary skills to complete work in laboratory phonology.  Students will be expected to conduct an independent research project.  Prerequisite:  LING 5320 
Last Updated on July 31, 2013, 4:36 pm
Spring 2012
LING 5301 - TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics.
Last Updated on July 31, 2013, 4:36 pm
Spring 2012
LING 4353 - TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics.
Last Updated on July 31, 2013, 4:36 pm
Fall 2011
LING 5307 - Pedagogical Phonology of English
This course is a study of the sound system of English. Topics include segmental phonemes, stress, length, intonation and variation at the lexical and utterance levels. Application to teaching English as a second or foreign language will be a focus of the course, including problems of description, means of application, and adaptation to current pedagogical methods. Prerequisite: LING 5300, LING 5301.
Last Updated on July 31, 2013, 4:36 pm
Fall 2011
LING 5320 - Phonological Theory
Ling 5320/4301 is a foundations course for the study of the principles that govern sound systems in human languages.  Students will work with sound patterns from a variety of languages in order to understand the fundamental aspects of phonological phenomena.  Lectures will develop an approach to sound patterns dependent on description, analysis, and argumentation, which will be expected to be evident in course assignments.  Problem sets presented as homework assignments will require hands-on application of the descriptive and theoretical tools used in the analysis of phonological data. 
Last Updated on July 31, 2013, 4:36 pm
Fall 2011
LING 4301 - PHONOLOGICAL THEORY I
Ling 5320/4301 is a foundations course for the study of the principles that govern sound systems in human languages.  Students will work with sound patterns from a variety of languages in order to understand the fundamental aspects of phonological phenomena.  Lectures will develop an approach to sound patterns dependent on description, analysis, and argumentation, which will be expected to be evident in course assignments.  Problem sets presented as homework assignments will require hands-on application of the descriptive and theoretical tools used in the analysis of phonological data. 
Last Updated on July 31, 2013, 4:36 pm
Spring 2011
LING 5301 - TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics.
Last Updated on July 31, 2013, 4:36 pm
Spring 2011
LING 4353 - TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics.
Last Updated on July 31, 2013, 4:36 pm
Spring 2011
LING 5393 - TESOL TEACHING AND OBSERVATION
No Description Provided.
Last Updated on July 31, 2013, 4:36 pm
Spring 2011
LING 5110 - TESOL PRACTICUM
No Description Provided.
Last Updated on July 31, 2013, 4:36 pm
Fall 2010
LING 5320 - Phonological Theory
Ling 5320/4301 is a foundations course for the study of the principles that govern sound systems in human languages.  Students will work with sound patterns from a variety of languages in order to understand the fundamental aspects of phonological phenomena.  Lectures will develop an approach to sound patterns dependent on description, analysis, and argumentation, which will be expected to be evident in course assignments.  Problem sets presented as homework assignments will require hands-on application of the descriptive and theoretical tools used in the analysis of phonological data.
Last Updated on July 31, 2013, 4:36 pm
Summer 2010
LING 5393 - TESOL TEACHING AND OBSERVATION
Ling 5393 and Ling 5110 - practicum courses designed to allow students pursuing an MA in TESOL or a certificate in TESOL to gain hand-on experience with teaching ESL.
Last Updated on July 31, 2013, 4:36 pm
Summer 2010
LING 5301 - TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
Ling 5301/4353 presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with an emphasis on communicative teaching techniques. We will discuss the needs of students, and examine different ways we as ESL/EFL teachers can meet those needs in a meaning-focused classroom. Students will participate in short teaching demos in class as well as a minimum of 10 hours of volunteer teaching within the local community. Topics covered will include the teaching of different skills, such as listening, speaking, reading, and writing, in integrated ways; effective lesson planning and self-assessment; lesson procedures, and materials development and/or modification. Much of the course will include hands-on experience, discussion, and practical application of course topics.
Last Updated on July 31, 2013, 4:36 pm
Spring 2010
LING 5302 - Methods and Materials for TESOL
This course is a continuation of the issues and topics discussed in LING 5301/4353, with a focus on in-depth study of the teaching of reading and writing in the ESL/EFL classroom.  Included in the course will be systematic study of the application of linguistic theory to teaching in the classroom, practical application of pedagogical strategies, and development of materials and tasks to stimulate reading and writing skills in L2 learners.  A key component of the course is the student’s participation in volunteer ESL tutoring.
Last Updated on July 31, 2013, 4:36 pm
Spring 2010
LING 5307 - Pedagogical Phonology of English
This course is a study of the sound system of English. Topics include segmental phonemes, stress, length, intonation and variation at the lexical and utterance levels. Application to teaching English as a second or foreign language will be a focus of the course, including problems of description, means of application, and adaptation to current pedagogical methods. Prerequisite: LING 5300, LING 5301.
Last Updated on July 31, 2013, 4:36 pm
Fall 2009
LING 5305 - Second Language Acquistion (x-listed as LING 4327)
Second Language Acquisition (SLA) focuses on the distinctly human instinct of language acquisition as it operates outside (or beyond) the domain of an individual’s first (native) language. More specifically, it examines how, why, and under what conditions human beings acquire a second language. While such a focus may seem simple and clear to language teachers, the human instinct of language acquisition comprises several complex dimensions that are explored in this course, including the linguistic, psycholinguistic, cognitive, socio- pragmatic, micro sociolinguistic, and macro sociolinguistic dimensions. While much of the course material reviews some of the scholarly literature regarding these theoretical dimensions, time will be dedicated to discussing their implications for instructional strategies in the second language classroom. The goal of this course is to help students develop BOTH a strong theoretical foundation with regard to language acquisition AND the acute analytical skills required to consider such theory critically, both on which to base future decisions in their classrooms.
Last Updated on July 31, 2013, 4:36 pm
Fall 2009
LING 5301 - TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics.
Last Updated on July 31, 2013, 4:36 pm