1. XV Encuentro de SONAPLES Sociedad Nacional de Profesores de Lenguas Extranjeras en la Enseñanza Superior Universidad Católica de la Santísima Concepción, Chile Enero 2006 El rol del profesor de lenguas extranjeras en el siglo XXI: nuevos enfoques, formación docente y redes de profesores

2. Linguistics and EFL teacher education: Issues and Answers M. Karen Jogan, Ph.D. kjogan@alb.edu

3. M. Karen Jogan SONAPLES 20063 Standards Standards for Education Programs  Pennsylvania Department of Education  NCATE National Council for Accreditation of Teacher Education  INTASC Interstate New Teacher Assessment and Support Consortium  ISTE International Society for Technology in Education

4. M. Karen Jogan SONAPLES 20064 Standards Standards for Teachers of Foreign Languages (skills, content)  American Council on the Teaching of Foreign Languages (ACTFL)  State Departments of Education Often require content tests from Educational Testing Service May require skills tests from ACTFL

5. M. Karen Jogan SONAPLES 20065 Curriculum in Foreign Language Teacher Preparation – Separate Components Methodology of Teaching FL Content in FL Language Literature, Culture, etc. Education & Psychology

6. M. Karen Jogan SONAPLES 20066 Curriculum in Foreign Language Teacher Preparation: Integrated Components Methodology of Teaching FL Content in FL Language, Literature, Culture Education & Psychology

7. M. Karen Jogan SONAPLES 20067 The challenge.. How can we all row in the same direction? How can we all work toward meeting the same goal(s)? How can our teacher education programs demonstrate that preservice teachers are meeting program goals?

8. M. Karen Jogan SONAPLES 20068

9. 9 Knowledge vs. Performance Awareness Application

10. M. Karen Jogan SONAPLES 200610 Evidence that program goals are met Products created by preservice teachers Performance of preservice teachers

11. M. Karen Jogan SONAPLES 200611 What about Linguistics?

12. M. Karen Jogan SONAPLES 200612 Issues… Why study linguistics? How can resistance to linguistics be addressed? How can linguistics be integrated into EFL teacher preparation?

13. M. Karen Jogan SONAPLES 200613 Issues… How can knowledge from linguistics inform teaching? Awareness vs. Application  What can EFL preservice teachers produce to demonstrate that they can apply linguistics principles to their teaching?

14. M. Karen Jogan SONAPLES 200614 Gaps in preparation? Resistance? Lack of connection with other courses in the program?

15. M. Karen Jogan SONAPLES 200615 How can resistance be addressed? Provide future teachers with linguistics concepts Provide future teachers with opportunities to create tools to use in the classroom (activities, lesson plans)

16. M. Karen Jogan SONAPLES 200616 Moving from Awareness to Application Awareness  Which tasks raise preservice teachers´ awareness of language? Application  Which tasks allow preservice teachers to apply linguistic concepts and to develop teaching and assessment materials for their own classrooms?

17. M. Karen Jogan SONAPLES 200617 Application What can the preservice teacher DO with knowledge of linguistics?

18. M. Karen Jogan SONAPLES 200618 Linguistics… Awareness and Application Phonetics and Phonology Morphnology Syntax Semantics L1 and L2 acquisition Dialectology History of Language Orthography

19. M. Karen Jogan SONAPLES 200619 Phonetics and Phonolgy Awareness  Listen to EFL student´s pronunciation. Categorize patterns. Application  Create assessment tool to elicit and evaluate pronunciation of EFL students. Develop exercises to teach phonemes and allophones.

20. M. Karen Jogan SONAPLES 200620 Phonetics and Phonology Awareness  Review a written dictation of an ESL student.  Categorize errors and patterns in the dictation.  Does L1 account for any errors? Application  Prepare an activity to help students contrast sounds in L2 and L1.

21. M. Karen Jogan SONAPLES 200621 Morphology Awareness  Collect words in content areas. Analyze by category of word creation. Application  Create a vocabulary building game using roots, prefixes, suffixes.  Create a vocabulary building activity Adjective  adverb Verb  noun, etc.

22. M. Karen Jogan SONAPLES 200622 Morphophonemics Awareness  Listen to an audio clip. List plural nouns. Listen again, and transcribe plural markers. Write a rule to explain when you hear [s] [z] Application  Create a mini-lesson to help English students practice plurals. Practice the rule with a student. Reflect on your results.

23. M. Karen Jogan SONAPLES 200623 Morphophonemics [s] [z]

24. M. Karen Jogan SONAPLES 200624 Syntax Awareness  Analyze an ESL student´s speech for syntactic errors. Application  Using a book such as Celce-Murcia´s ESL Gramar Book, identify a structure appropriate for instruction with this learner. Create a lesson for the learner.

25. M. Karen Jogan SONAPLES 200625 Semantics Awareness  The chicken was too hot to eat…  Identify sentences with structural ambiguities (deep vs. surface structure)

26. M. Karen Jogan SONAPLES 200626 Semantics Awareness  Analyze jokes or cartoons from The New Yorker for sources of semantic humor. Application  Create a class activity for students to illustrate the literal and figurative meaning of idioms.

27. M. Karen Jogan SONAPLES 200627 Up a creek without a paddle

28. M. Karen Jogan SONAPLES 200628 Semantics Awareness  Identify semantic errors in EFL student writing sample. Application  Create a graphic mapping activity for students to brainstrorm vocabulary for assignments.

29. M. Karen Jogan SONAPLES 200629 Awareness  Given a text, identify true, partial, and false cognates. Application  Create a reading activity from a news article that focuses on cognates

30. M. Karen Jogan SONAPLES 200630 Pragmatics Awareness  Provide an audio or video clip in which students can identify language functions (persuade, complain, greet, etc.) Application  Create a role play for students to act out functions in a context.

31. M. Karen Jogan SONAPLES 200631 Pragmatics Awareness  Analyze a video clip of an EFL lesson for organization, feedback, signals for transitions. Application  Present an English lesson, with focus on classroom language for organization, feedback, signals for transitions.

32. M. Karen Jogan SONAPLES 200632 L1 Acquisition Awareness  Record a child´s speech in L1. What patterns characterize this child´s speech?

33. M. Karen Jogan SONAPLES 200633 L2 Acquisition Awareness  When you studied L2, was the method consistent with a learning view or an acquisition view? Explain. Application  Identify lessons that promote acquisition of language.

34. M. Karen Jogan SONAPLES 200634 History of English language Awareness  In written passage, identify words that have undergone sound change but that retain spelling.  Use an English-English dictionary to study words and their etymology. Application  Develop a lesson to integrate cultural heritage as evidenced in words borrowed into English.

35. M. Karen Jogan SONAPLES 200635 Dialectology Awareness  Listen to a recording of Robert Frost reading a poem. What patterns are in his dialect?  Read a short text from Mark Twain to recognize “eye” dialect  Compare sound patterns in US and UK dialects. Application  Create a mini-lesson to describe patterns in a spoken or written dialect.

36. M. Karen Jogan SONAPLES 200636 Orthography Awareness  What words are spelled alike that share meaning? What pairs that share meaning differ in pronunciation? Sign/ signature Bomb/ bombard  Examine texts published in the US and the UK. Compile a list of spelling differences noted.

37. M. Karen Jogan SONAPLES 200637 Orthography Application  Debate pro and con: The English spelling system should change to a system that reflects sound-symbol correspondence.

38. M. Karen Jogan SONAPLES 200638 Integrative projects Application  Select a content text in spoken or written English to be used by EFL students Analyze the linguistic features that make it difficult Create supplementary materials to assist student in comprehending text (margin notes, glosses, mini- lessons for grammatical structures)

39. M. Karen Jogan SONAPLES 200639 Integrative projects Application  Select a chapter in an EFL coursebook.  Consider aspects studied in Linguistics. How are these reflected in the instructional materials? Write lesson plan(s) to enhance the presentation of one or more of the areas presented in the chapter.

40. M. Karen Jogan SONAPLES 200640 The Thinker: Awareness

41. M. Karen Jogan SONAPLES 200641 Benjamin Franklin: Application

42. M. Karen Jogan SONAPLES 200642 References Adger, C., C. Snow & D. Christian (eds). (2002). What teachers need to know about language. McHenry, Ill. Delta (CAL). Andrews, L. (2001). Linguistics for L2 teachers. Mahway NJ: Lawrence Erlbaum Associates. Celce-Murcia, M. & Diane Larsen-Freeman. (1999). The grammar book: an ESL/EFL teacher’s course, 2 nd ed. Boston: Heinle & Heinle. Ellis, Rod (2003). Task based language learning and teaching. Oxford: Oxford University Press. Freeman, D. & Y. Freeman (2005). Essential Linguistics: what you need to know to teach. Portsmouth, NH: Heinemann.

43. M. Karen Jogan SONAPLES 200643 Hatch, E. & C. Brown (1995). Vocabulary, semantics, and language education. Cambridge: Cambridge University Press. McCarthy, M. (2001). Issues in applied linguistics. Cambridge: Cambridge University Press. Micheau, C. & D. Godfrey (2005). Lighting a linguistic fire for teachers. Presentation, TESOL International, San Antonio Texas Morris, L. (2003). Linguistic knowledge, metalinguistic knowledge and academic success in a language teacher education programme. Language awareness 12: 109-123. Swan, M. & B. Smith (eds) (2001). Learner English: a teacher’s guide to interference and other problems, 2 nd ed. Cambridge: Cambridge University Press.