Concentration in Language Development (dsm)

Total of 143 credit hours

Syllabi:

UNIT TITLE: LANGUAGE AND SOCIETY

UNIT CODE:

UNIT HOURS: 3 HOURS

PRE-REQUISITE:
Description of the Module

This module aims to increase awareness of the way that language is actually used by individuals and groups. Students will look closely at how language functions both to separate communities and to unite them. As students explore language use patterns, language choices, and language attitudes, they will apply their growing knowledge of language structure and their recognition that in a multilingual society, speakers will necessarily have varying degrees of linguistic and communicative competence in different languages. Examples drawn from many different societies, languages and language varieties will illustrate how language is used in complex multilingual situations.

At the end of the module, students will be able to:

1. 
   Describe how languages are used by different groups.
   
2. 
   Demonstrate familiarity with concepts and basic research findings in the area of language use, and ability to use the relevant terminology where appropriate.
   
3. 
   Think analytically about language as social behaviour and express their thoughts in a clear and scientific way.
   
4. 
   Carry out small-scale linguistic research and make observations about the way people use language to communicate with each other.
   
5. 
   Grow in respect for linguistic diversity and in appreciation for living in a multilingual world.
   
6. 
   Identify and discuss the factors influencing the long-term maintenance and/or shift of language(s) in society.
   
7. 
   Identify and discuss the effects of language choice, language attitudes, and domains of language use on possible language development programmes in a minority language community.
   
8. 
   Engage, as appropriate, in community-level advocacy for language development programmes and national language policy.
   
9. 
   Find relevant resources for further sociolinguistic research, both primary and secondary.
   

Analysis Assignments: 30%

Final Exam 70%
Teaching Methodologies

Readings, lectures, participatory learning activities, class discussion, peer teaching

Coulmas, Florian. 2005. Sociolinguistics: The study of speakers' choices. Cambridge University Press.

Gumperz, John J. and Dell Hymes. 1972.Directions in Sociolinguistics. Holt, Rinehart and Winston.

Trudgill, Peter. 1983. Sociolinguistics, An introduction to language and society. Penguin Books.

• 
  Explain what sustainable language development entails, how it fits into the wider picture of community development, and the benefits it brings to minority language communities
  
• 
  Assess a minority language community’s current language vitality status using an appropriate tool (such as EGIDS) and when given the community’s vision for their desired future, evaluate relevant factors and make appropriate recommendations using an appropriate model (such as the Sustainable Use Model)
  

This course is a practical course teaching the interrelated skills of recognition, production and transcription of a large variety of speech sounds. These skills are helpful in learning to understand and speak any language and provide the essential linguistic foundation for an adequate orthography (writing system) for an unwritten language. 

The course includes two weeks of phonology in order to give the students the basic notions they need to know in order to start a phonological analysis.

Course Objectives

At the end of the phonetics part (6 weeks) the students will be able to:

1. 
   Identify and produce a broad range of the phonetic sounds observable in the world's languages.
   
2. 
   Transcribe sample data from various languages using the International Phonetic Alphabet.
   
3. 
   Demonstrate a basic knowledge of the articulatory system and its operation during the production of various speech sounds.
   
4. 
   Demonstrate a familiarity with the technical descriptions of speech sounds.
   
5. 
   Understand the need to look at each language on its own merits.
   
6. 
   Start to hear and transcribe pitch accurately.
   

At the end of the phonology part (2 weeks), the students will be able to demonstrate:

7. 
   An understanding of the basic concepts of contrast, variation and distribution, including complementary distribution.
   
8. 
   An understanding of the some basic procedures used in phonemic analysis.
   

Production/transcription quizzes and a theory quiz 20%

International Phonetic Association (1999). Handbook of the International Phonetic Association. Cambridge: Cambridge University Press.

Ladefoged, Peter and Maddieson, Ian (1996). The Sounds of the World's Languages. Oxford: Blackwell.

Ladefoged, Peter. (2005). Vowels and Consonants. Wiley-Blackwell.

Moeschler, Jacques & Auchlin, Antoine (2009). Introduction à la linguistique
contemporaine. 3e édition, Armand Colin.

Munot, Philippe et Nève, François-Xavier (2002). Une Introduction à la Phonétique. Liège: Editions du Céfal.

Pullum, Geoffrey K. and Ladusaw, William A. [1986] (1996). Phonetic Symbol Guide. Chicago: The University of Chicago Press.


UNIT TITLE: INTRODUCTION TO GRAMMAR

UNIT CODE:

UNIT HOURS: 3 HOURS

PRE-REQUISITE: NONE
Course purpose

The primary goal of this module is to give an introduction to grammatical analysis, to enable students to understand the grammar of their language. and to enable students to benefit from simple linguistic descriptions written by others. These skill will help prepare the students for translation, language assessment, and literacy work.

By the end of the course students know:

1. 
   Sentence and clause structure
   
2. 
   Phrase and word structure
   
3. 
   Basic ideas of morphology
   
4. 
   Tense, aspect, mood and voice
   
5. 
   Case, gender, class and number marking
   

Make a write of their grammar consisting

1. 
   Sentence structure, clause structure, phrase structure, word structure
   
2. 
   Tense, aspect, mood, voice
   
3. 
   Case, gender, class and number marking if applicable
   

• 
  Introduction
  
• 
  Word Structure: affixation, morphemes.
  
• 
  Phrase Structure: word classes, nominal phrases, verb phrases.
  
• 
  Clause Structure: clauses, concord, non-verbal clauses.
  
• 
  Structure of the simple sentence.
  

• 
  Morphology - including roots and stems, inflection and derivation.
  
• 
  Tense, Aspect, Mood.
  
• 
  Clause structure - including clause types and serial verb constructions
  
• 
  Sentence structure - including coordinate and subordinate clauses.
  

Each topic will be introduced in a lecture, using examples from French or English and African languages. This is followed by practice in analysis in class, and take-home problems for individual practice. There will be further practice by applying the grammatical terms and the analytical procedures to data provided by students from their own languages. Each student will maintain a notebook of data and analysis of their own language.

Power point, video presentations, ICT

Analysis Assignments: 30%

Final Exam 70%
Text books

Bickford, J. Albert (1998). Tools for Analyzing the World’s Languages: Morphology and Syntax. Dallas: SIL.

Bendor-Samuel, John (ed.) (1989). The Niger-Congo Languages. Lanham: University Press of America.

Brown, Keith and Jim Miller (1991). Syntax: A Linguistic Introduction to Sentence Structure. London: Harper Collins Academic.

Crystal, David (1991). A Dictionary of Linguistics and Phonetics. Oxford: Blackwell.

Elson, Benjamin and Velma Pickett. (1988). An Introduction to Morphology and Syntax. Dallas: SIL.

Fromkin, Victoria A. (Ed) (2000) Linguistics, an Introduction to Linguistic Theory, Oxford: Blackwells

Heine, Bernd (ed.) (2000). African Languages: An Introduction. Cambridge: Cambridge University Press.

Jackson, Howard (1985). Discovering Grammar. Oxford: Pergamon Institute of English.

Welmers, William (1973). African Language Structures. Berkeley: University of California Press.


UNIT TITLE: PHONOLOGY

UNIT CODE:

UNIT HOURS: 3 HOURS

PRE-REQUISITE: PHONETICS AND INTRODUCTION TO PHONOLOGY


Course Description

This course introduces the techniques of analyzing phonetic data to discover the phonological system of a language with the goal of eventually producing an adequate orthography (writing system).  As such, the course covers the basic steps of phonological analysis. Teaching proceeds through presentations of the theory to the analysis of real data drawn from a number of various languages.

The overall aim of the course is to prepare students to undertake a phonological analysis.

After this course, a student will be able to demonstrate:

1. 
   An understanding of the difference between the concerns of phonetics and phonology.
   
2. 
   A thorough understanding of the basic principles of phonemics.
   
3. 
   An ability to apply the various phonemic procedures to phonetic data, and draw conclusions which he or she can defend.
   
4. 
   A good understanding of phonological processes and of basic phonological rule-writing.
   
5. 
   An understanding of the basics of Generative Phonology.
   
6. 
   An ability to apply distinctive features in phonological analysis.
   
7. 
   Proficiency in using PTEST and/or Dekereke in phonological analysis and report writing.
   
8. 
   A conviction of the need for careful evaluation of data and conclusions during the process of analysis.
   
9. 
   A conviction of the necessity for good phonological analysis as a basis to orthography development.
   

There will be class sessions and assignments. Data from several languages will be discussed, enabling the student to work on an analysis of a language, covering all the steps taught. For each hour of class time, two hours of personal study should be applied.

Assignments in phonology 30 %

This course will be taught through lectures, class-work, exercises and assignments.

Burquest, Donald A. (2001). Phonological Analysis: A Functional Approach.

Clements, G.N. (2001/2004). "Phonologie" (traduit de l'anglais). In: Les langues africaines, éd. Bernd Heine et Derek Nurse, traduit et édité en français par Henry Tourneux et Jeanne Zerner, (2004), pp. 149-192. Paris: Karthala.

Creissels, Denis (1994). Aperçu sur les structures phonologiques des langues négro-africaines, 2ème édition. Grenoble: ELLUG.

Katamba, Francis X. (1990). An Introduction to Phonology. London: Longman.

Lass, R. (1984). Phonology: An Introduction to Basic Concepts. Cambridge: Cambridge University Press.
UNIT TITLE: LITERACY 1

UNIT CODE:

UNIT HOURS: 3 HOURS

PRE-REQUISITE:

Literacy I (Introduction and overview)
Course Description

Participants will be introduced to pertinent aspects of literacy work in local languages. They will gain knowledge and practical experience in how to work effectively in a mother tongue literacy program.

a. explain in detail the profile of illiteracy in the world today

b. explain in detail the inter-relationship between illiteracy, poverty, politics, and environment

c. list the issues and factors involved in the development of an appropriate writing system for an unwritten language

d. describe strategies for testing and evaluating orthography proposals

e. outline the major components of reading theory

f. explain, model and teach the principles of adult education

g. explain, describe, and critique two different instructional strategies for teaching reading

h. design instructional materials from two different strategies for teaching reading

i. design a complete literacy program

j. explain alternative strategies for designing and managing a literacy program

k. discuss factors in seeking external funding for a literacy program.

l. explain briefly the major issues involved in developing a multilingual education program

m. train teachers for an adult literacy program

n. develop materials for transitional literacy programs

o. explain the need for post-literacy materials and how to develop these.

Students will be evaluated on the following basis:

• 
  Two (2) written exams (2 x 35%) 70 %
  
• 
  Three (3) projects : Programme planning (10%)
  

Easy reading materials (5%) 25 %

• 
  Teaching demonstration of a primer lesson 5 %
  
• 
  Class participation et homework assignments 5 %
  

Malone, Susan E. 2007. Planning Community-Based Education Programs In Minority Language Communities: Resource manual for Mother Tongue speakers of minority languages engaged in planning and implementing education programs in their own communities (unpublished manuscript)

Veloso, Maria Térèsa, et De Craene, Robert. 1994. Techniques d’élaboration d’un syllabaire selon la méthode analytico-synthétique, dans La conception du matériel didactique de base pour l’alphabétisation, Julia Van Dyken et Gabriel Mba, éds. Kenya, SIL.

This course is offered to those already working in a mother tongue literacy project who have taken iDELTA course set I.

Using the program plan, recommendations from the sending branch (e.g., from the language programs manager, the literacy coordinator or the participant’s supervisor) and the questions that the participants bring themselves, the course participants will take part in a series of “practical workshops” which will address subjects relevant to their programs, such as: program management, materials production, how to lead a writers’ workshop, community motivation, teacher and supervisor training and evaluation.

Participants should come with a 5-year program plan and will leave the course with at least a rough draft of a book or pedagogical material in that language relevant to the program, a plan for a workshop in the program that they are capable of leading, and a plan for evaluating his/her activities.

1. 
   explain alternative strategies for designing and managing a literacy program
   
2. 
   design teacher training protocols for adult literacy programs
   
3. 
   develop instructional materials for transitional literacy programs
   
4. 
   organize and direct a writers' workshop
   
5. 
   explain the need for post-literacy materials and how to develop these
   
6. 
   evaluate the need for external funding in a literacy program
   
7. 
   do detailed costing for a literacy program
   
8. 
   write a funding proposal for a literacy program
   

week	Subject	lecture	assign
1 & 2	Evaluation of literacy programs Project management of stock, of distribution, of personnel, of finances…	10	20
3 & 4	Materials development	10	20
5 & 6	Workshop development	10	20
7 & 8	Development of portfolios with consultant feedback, cross-fertilization among participants	10	20
	Total: 120 hours	40	80

	Percentage of grade
Participation and final exam	70
Plan for evaluation portfolio	10
Didactic materials portfolio	10
Workshop plan portfolio	10
Total	100 %

This course is designed to be run as a series of mini-workshops. Formal lectures will be integrated into the practical application and exercises of the workshops.

Bhola, H.S. (1994). A Source Book for Literacy Work: perspective from the grassroots. UNESCO.

Malone, S. (2006). Planning Community-Based Education Programs in Minority Language Communities: Resource manual for Mother Tongue speakers of minority languages engaged in planning and implementing education programs in their own communities. (unpublished manuscript).

Photocopies and Class Handouts

This course is designed as an introduction to the concepts and practice of mother tongue-based multilingual education (MT-based MLE). Participants are expected to have completed iDELTA Literacy I and Literacy 2 courses and to be enrolled in the Orthography course.

• 
  Give a short presentation advocating for MLE in the contexts in which they work;
  
• 
  Summarize the aspects of curriculum development, materials development and teacher training as they apply to an MLE program;
  
• 
  Explain the concept of a “good bridge” from mother tongue to another language
  
• 
  Develop a first draft of a comprehensive program plan for the timing and coordination of the elements necessary to implement an MLE program
  

week	Subject	lecture	assign
1	Advocacy and Language policy:	5	10
2	Learning theories:	5	10
3	Curriculum development:	5	10
4	Materials development:	5	10
5	Teacher training:	5	10
6	L1 learning and bridging to L2:	5	10
7	Program planning:	5	10
8	Monitoring and evaluation:	5	10
	Total: 120	40	80

The overall goal of this course is to equip the learner to facilitate the development of a new or assessment of an existing orthography by the local community using linguistic, psycholinguistic, sociolinguistic and pedagogical principles.

Upon completion of this course, participants shall be able to:

• 
  define and assess different issues that arise in orthography development;
  
• 
  describe how linguistic, psycholinguistic, sociolinguistic and pedagogical factors inform orthography design;
  
• 
  apply linguistic, psycholinguistic, sociolinguistic and pedagogical principles to the development of an appropriate orthography for a given sound system;
  

• 
  facilitate local community participation in the process of orthography development
  
• 
  understand the steps necessary to create a first draft of a technical orthography description;
  

• 
  create a first draft of a writers’ guide to the use of the orthography in his/her language;
  

• 
  facilitate use of the orthography by the local community;
  
• 
  understand the importance of formal orthography testing and identify appropriate test methodologies according to aims
  

Easton, C. and Wroge, D. (2002) Manual for Alphabet Design through Community Interaction for Papua New Guinea Elementary Teacher Trainers. SIL, Papua New Guinea.

Malone, S. (2006). Planning Community-Based Education Programs in Minority Language Communities: Resource manual for Mother Tongue speakers of minority languages engaged in planning and implementing education programs in their own communities. (unpublished manuscript).

Roberts, David. (2008). L’orthographe du ton en kabiyè au banc d’essai. (Doctoral Thesis, Institut National des Langues et Civilisations Orientales, Paris).

Schroeder, Leila. (2008). Bantu Orthography Manual. SIL epublication. http://www.sil.org/silepubs/Pubs/50630/50630_BantuOrthographyManual.pdf.

Snider, K. Tone Considerations. (Book – to appear)

	Percentage of grade
Projects	15
mid-term exam	15
final exam	70
Total	100 %

week	Topic	Class hours	Assign hours
1	Linguistics of writing	5	10
2	Linguistics of writing	5	10
3	Linguistics	5	10
4	Linguistics	5	10
5	Psychology of reading	5	10
6	Sociolinguistics	5	10
7	Pedagogical issues	5	10
8	Evaluation	5	10
	Total: 120 hours	40	80

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