The University of Virginia's College of Arts and Sciences, Curry School of Education, and School of Continuing and Professional Studies (SCPS) offer courses for individuals interested in preparing to work with English language learners.

College of Arts and Sciences

Fall 2007
ANTH 240 Language and Culture
Ashley Williams
Introduces the interrelationships of linguistic, cultural, and social phenomena with emphasis on the importance of these interrelationships in interpreting human behavior. No prior knowledge of linguistics is required.

ANTH 241 Structure of English
Lise Dobrin
The goal of this course is to help students understand the system of rules underlying English grammar, and so to become better writers, teachers, and analytical thinkers. Students will learn the basic elements of English sound and word structure (phonology and morphology); examine English vocabulary classes from both formal and functional points of view (lexicon); explore basic English sentence types, common phrase and clause patterns, and sentence transformations (syntax); and (4) think about how information is packaged linguistically and interpreted in context (semantics, discourse, and pragmatics). The course has no prerequisites, but in order to succeed and enjoy themselves students will need to have both a strong interest in language and a willingness to reconsider some of their ideas about English that they may perhaps hold dear. The course has an obligatory one-hour discussion section.

ANTH 549A Literacy and Orality
Lise Dobrin
Literacy and orality are counterparts within a common "scriptural economy." And shifting and value-laden notions of both of these have been central tropes in discussions of social difference and progress for the past several decades. This course is a critical survey of the anthropological literature on literacy, focusing on the social meanings of speaking vs. writing (and hearing vs. reading) as opposed communicative practices in both western and traditional societies. Course work will involve weekly reading response papers and a final research paper.

CLAS 347 Introduction to Indo-European Linguistics
C. H. George
Languages as superficially different as English, Greek, Latin, and Sanskrit in fact all developed from a single "proto-language," called Proto-Indo-European. This course will explore the following questions: What was this proto-language like? How do we know what it was like? By what processes did it develop into the various daughter languages? How can we trace words as diverse as "wit," "video," and "Veda" back to a common source?
Requirements will include quizzes, a mid-term, a final, and a paper. Familiarity with an Indo-European language with a case system, such as German, Russian, or Latin, will be helpful.

ENLS 303 History of the English Language
Peter Baker
Study of the development of English word forms and vocabulary from the Anglo-Saxon to present-day English.

LING 591 Grammatical Concepts in Foreign Language Learning
Lise Dobrin
Students will learn about English grammatical structures and how to apply them in teaching ESL. Instructor Permission.

LNGS 325 Introduction to Linguistic Theory and Methodology
Mark Elson
Introduces sign systems, language as a sign system, and approaches to linguistics. Emphasizes the application of descriptive techniques to data.
(This course is a requirement for the B.A. and M.A. students in Linguistics)

PSYC 408 Acquisition of Syntax
Sandra Wood
Seminars on special and current topics in psychology. May be repeated for credit. (S
Prerequisite: Third- or fourth-year psychology major or instructor permission.

PSYC 555 Developmental Psycholinguistics
John Bonvillian
Examines current research and theoretical models of children's language acquisition. Topics include normally developing children's acquisition of spoken language skills, and the development of language and communication skills in children who are deaf, autistic, or aphasic.

Spring 2008g
ANTH 349 Language and Thought
Eve Danziger
There is almost always more than one way to think about any problem. But could speaking a particular language make some strategies and solutions seem more natural than others to individuals? Can we learn about alternative ways of approaching the external world by studying other languages? The classic proposal of linguistic relativity as enunciated by Benjamin Lee Whorf is examined in the light of recent cross-cultural psycholinguistic research. We highlight the interplay between social intelligence, linguistic structure and general cognition. In the course of this discussion we approach the question of how language-specific cognitive preferences could develop in the course of children=s language acquisition. Finally, we ask how culturally-particular ways of talking about language itself might reflect and reinforce the `common-sense= ideas about the nature of language that underlie most linguistic research. During the term, students will prepare short written summaries of assigned readings, and a longer research paper. Prerequisite: A prior course in Linguistics or Linguistic Anthropology

ANTH 544 Morphology
Lise Dobrin
This course provides an overview of recent morphological theory, focusing on recurring themes that have arisen as the subfield has sought to find its place within the generative paradigm. The issues we will cover fall mainly into two broad groupings: those that relate morphology to phonology (such as allomorphy and word formation), and those that relate it to syntax (e.g., inflection, distinguishing compounds from phrases). Throughout the course we will be mindful of whether there is such a thing as pure morphology, a core set of phenomena having to do with word structure which motivates a distinct component of grammar. Students will do weekly or biweekly problem sets and give a class presentation on a common morphological category or means of formal expression. (This course fulfills the "theory" requirement for BA and MA students.)

ANTH 547 Language and Identity [tentative]
Dan Lefkowitz
This seminar explores the relationship between language and identity. In anthropology, where identity has become a central concern, language is seen as an important site for the construction of, and negotiation over social identities. In linguistics, reference to categories of social identity helps to explain language structure and change. The course explores the overlap between these converging trends by focusing on the notion of discourse as a nexus of cultural and linguistic processes related to identity. Readings will juxtapose social theoretic with linguistic treatments of identity, toward identifying theoretical frameworks that generate promising means for investigating and describing the phenomenon of identity.

LING 509 ESL Theory and Teaching Methods (3.0)
Dudley Doane
Provides an introduction to theories, problems, and methods in teaching English as a second language. Two theoretical streams provide the foundation for work in the course. The first, describing language, addresses English phonology and structures and draws on concepts from general linguistics. The second, acquiring language, considers how language is learned and the nature and role of culture. The two theoretical streams inform an examination of teaching methods, classroom practices, materials development, and assessment. The course includes a review of professional resources and standards, assessment instruments, and teaching contexts. LING 509 counts toward the Virginia ESL add-on endorsement. Instructor permission.

PSYC 403 Language Development: Learning Words
Vikram Jaswal
In this seminar, we will focus on how children learn the meanings of words. We will consider various theoretical debates, such as whether children acquire words through domain-general learning mechanisms or by mechanisms more specialized for word learning. We will also consider the extent to which word learning requires an ability to analyze other people's goals, intentions, and interests, and whether this helps to explain why language is specific to humans. Throughout, we will pay close attention to how children's early word learning interacts with and is influenced by their developing cognitive abilities.
Prereqs: Psyc305/306, 4th year Psych or CogSci major or instructor permission.

Summer 2008
LING 511Z Teaching Practicum - EFL (3.0)
Dudley Doane and Shelley Staples
Offers U.Va. students an opportunity to combine an overseas experience with practical training. Participants prepare, deliver, and evaluate daily lessons that include a variety of activities. Participants are assigned a faculty supervisor and mentor from the host institution. A faculty member from U.Va.'s Center for American English Language and Culture visits during the practicum to meet with LING 511Z participants, observe classes, and evaluate the work of individual participants. Pre-requisite: LING 509 ESL Teaching English as a Second Language. Application required. Contact the Center for American English Language and Culture for information at caelc@virginia.edu, 434 924 3371.
Dates TBA.

Curry School of Education
Courses count toward the Virginia ESL add-on endorsement. For more information about requirements for the Virginia ESL add-on endorsement, contact Dr. Ruth Ferree by email at rf2c@virginia.edu or by telephone at 434/ 924 0853. Partial list of UVa courses that count toward the Virginia ESL add-on endorsement.

For questions about teacher licensure in Virginia, contact the Office of Teacher Education in the Curry School of Education, 434/ 924 0748. Click the following link for a copy of the
Virginia Licensure Regulations for School Personnel.

Fall 2007
EDIS 500 The Exceptional Learner
Stanley Trent
An intensive introduction to the study of exceptional children and adults. Focuses on extending principles of learning and intellectual, socio-cultural, emotional, and physical development to persons with disabilities, as well as the gifted. Information on medical conditions which influence learning and development is also provided. Credit is not given for both EDIS 302 and 500. Restricted to Special Education.
Prerequisite: Instructor permission.

EDIS 522 Reading Development
Tisha Hayes
Designed for pre-service special education teachers and is the first course in the reading sequence for special education students, this course addresses the theoretical foundations of understanding how children learn to read, as well as the problems that some children encounter in learning to read. In addition, this course addresses effective reading instruction, particularly instruction effective, particularly instruction effective for students with or at risk for disabilities.
Instructor permission required.

EDIS 542 Language, Literacy and Culture
Margo Figgins
Considers the relationships among language, literacy, culture, and schooling. Students learn to investigate language as teachers of language, to research current issues, and to design effective strategies for teaching various aspects of the English language.
Restricted to: English Education.

EDIS 548 Teaching Modern Language K-12
Ruth Ferree
Considers theory and research in second language acquisition; classroom instructional procedures that follow the National Standards, which incorporate interpersonal, interpretive, and presentational modes and foster successful communication in foreign languages; and selection of appropriate materials, realia, visuals, and media for instructional purposes.
Instructor permission required.

EDLF 501 Childhood Learning & Development
K. Booker
Jennifer Locasale-Crouch
A survey course featuring the major principles of human growth, development, and learning that are central to the practice of teaching. Students are provided with opportunities to apply what they have learned in a professional context. Credit may not be earned for both EDLF 301 and 501.
Prerequisite: admission to the Teacher Education Program; corequisite: EDIS 388.


EDLF 555 Multicultural Education
Robert Covert
Prepares students to deal with the increasingly multicultural educational milieu. Emphasizes the process of understanding one's own bias and prejudices and how they effect the school and classroom learning environment. Included are readings, class discussions, field projects, journal writing, and other methods of directed self explorations.

Spring and Summer 2008 Curry School of Education Courses TBA

School of Continuing and Professional Studies (SCPS)
The School of Continuing and Professional Studies offers courses that count toward the Virginia ESL add-on endorsement. For information about SCPS offerings, visit the SCPS web site at www.scps.virginia.edu..

Telephone (434) 924-3371         FAX (434) 924-1483
caelc@virginia.edu