course for teacher-training students on language in middle and high schools

Tue Mar 11 13:48:46 UTC 2014

Shanley,
My book, Language Sampling with Adolescents: Implications for Intervention,
2nd edition, contains information on language development ages 10-20. It
focuses on lexical and syntactic analyses, and how to elicit, transcribe,
and code  spoken and written language samples in different genres
(conversational, narrative, expository, persuasive). It discusses problems
that students with SLI, NLI, and ASD have in spoken and written language
production and what to do about those problems, emphasizing the language of
the curriculum in middle school and high school. There are exercises and
answer keys for identifying word types, phrases, clauses, etc. 
The publisher is Plural (San Diego, CA), and it will be out next month.
Best wishes,
Marilyn Nippold
University of Oregon

On 2014/03/11 04:45, shanley at bu.edu wrote:
> Dear All,
> 
> One of my doctoral students is developing a "Language in Schools"
> course for teacher training students in Germany who are preparing to
> teach a wide range of content subjects at the middle school and high
> school level (ages 10-18; grades 5-12). We are eagerly looking for
> advice and suggestions from any of you who have taught similar courses
> or know of relevant material.
> 
> These teacher training students are preparing to teach in mainstream
> classrooms, which will include children from immigrant backgrounds
> (e.g. Turkish, Russian, Greek) and possibly children with minor
> language-related impairments (e.g. language issues related to ADHD).
> The students typically know little if anything about language or
> linguistics, or the relevance of that for teaching.
> 
> The learning objectives for the course are:
> a. to understand language as an object of study (e.g. arbitrary nature
> of language, areas of language - phonology, morphology, syntax, etc.)
> b. to become familiar with language development phenomena typical of
> this age range (e.g. vocabulary, advanced syntactic structures,
> pragmatics)
> c. to understand the basics of bilingual and L2 development,
> especially for immigrant / heritage language children
> d. to understand how linguistic issues at all levels (e.g. case
> marking, relative clause structures, politeness conventions) can have
> an effect in classroom teaching and learning
> e. to identify potential linguistic problems in teaching material and
> learn to use or adapt those appropriately
> 
> Any and all suggestions for content, materials (readings, examples),
> etc. are welcome. Although the course will be taught in German and
> oriented to the teaching context in Germany, information from other
> countries is very welcome and useful.
> 
> Thanks so much,
> Shanley Allen.
> 
> 
> 
> 
>
****************************************************************************
****

-----Original Message-----
From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com]
On Behalf Of shanley at bu.edu
Sent: Tuesday, March 11, 2014 4:46 AM
To: info-childes at googlegroups.com
Cc: allen at sowi.uni-kl.de
Subject: course for teacher-training students on language in middle and high
schools

Dear All,

One of my doctoral students is developing a "Language in Schools" 
course for teacher training students in Germany who are preparing to teach a
wide range of content subjects at the middle school and high school level
(ages 10-18; grades 5-12). We are eagerly looking for advice and suggestions
from any of you who have taught similar courses or know of relevant
material.

These teacher training students are preparing to teach in mainstream
classrooms, which will include children from immigrant backgrounds (e.g.
Turkish, Russian, Greek) and possibly children with minor language-related
impairments (e.g. language issues related to ADHD). 
The students typically know little if anything about language or
linguistics, or the relevance of that for teaching.

The learning objectives for the course are:
a. to understand language as an object of study (e.g. arbitrary nature of
language, areas of language - phonology, morphology, syntax, etc.) b. to
become familiar with language development phenomena typical of this age
range (e.g. vocabulary, advanced syntactic structures,
pragmatics)
c. to understand the basics of bilingual and L2 development, especially for
immigrant / heritage language children d. to understand how linguistic
issues at all levels (e.g. case marking, relative clause structures,
politeness conventions) can have an effect in classroom teaching and
learning e. to identify potential linguistic problems in teaching material
and learn to use or adapt those appropriately

Any and all suggestions for content, materials (readings, examples), etc.
are welcome. Although the course will be taught in German and oriented to
the teaching context in Germany, information from other countries is very
welcome and useful.

Thanks so much,
Shanley Allen.

****************************************************************************
****
Prof. Dr. Shanley E. M. Allen
Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
Director, Psycholinguistics and Language Development Group Center for
Cognitive Science University of Kaiserslautern Erwin-Schrödinger-Straße
57/409
67663 Kaiserslautern
Germany

e-mail: allen at sowi.uni-kl.de
phone: +49-631-205-4136
fax: +49-631-205-5182
office: Building 57, Office 409
web: http://www.sowi.uni-kl.de/english-linguistics/home/
****************************************************************************
****

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