Technology, Mediation, and Second Language Acquisition: Research and Praxis

CMLIT/FR/GER/SPAN 589

Instructor: Steve Thorne (sthorne@psu.edu) , Office: 304A Sparks Bldg, University Park, PA

Department of Speech Communication; Program in Linguistics and Applied Language Studies; The Pennsylvania State University

Spring Term, 2002, Tuesday, 6 - 9pm.

Class meetings: Sparks 304c, Lab meetings TBA

Course Links for CMLIT/FR/GER/SPAN 589, Spring 2002

Syllabus | Technology-related Topics | Tools and Resources

CMLIT/FR/GER/SPAN 589 is a survey course focused on technology and second language acquisition. This course explores the uses of Internet information and communication tools (ICTs) in the arena of language education. In this course we will interrogate established and emerging technology-mediated educational activities. We will read studies examining the relationship of ICTs to changing forms and uses of language, ICTs as a mediational means supporting evolving social and cultural communities, and ICTs as they are altering the substance and processes of language education. This course has been developed for students with a variety of backgrounds, including second language acquisition, cultural studies and social theory, education, and linguistics. Graduate students interested in carrying out independent research projects based on their area of specialization are specifically encouraged to participate.

Purpose: We will focus on technologies used in language education from a variety of theoretical perspectives, including, but not limited to, second language acquisition, communication theory, linguistics, cultural studies, poststructuralism, and educational theories of development (the latter primarily in the form of sociocultural and activity theoretical research).

Course Objectives:

Class meetings will include:

Your obligations and responsibilities:

  1. To participate in on-line and class discussions (invaluable, but marked at 10%): These will include a class listserv (email and web-based threaded discussion), and periodic uses of synchronous CMC (a chat client, instant messenger, MOO).
  2. To produce a reaction journal to the readings (10%): Write a short summary or outline of 15 articles over the length of the course (roughly one per week) and include 3 (or more) critical questions or issues that you could raise in class discussion and/or on the listserv. Additionally, you will develop and keep your work on a BLOG (web-log).
  3. To act as a discussion catalyst (10%): In teams of 3-4, groups will take responsibility for initiating in-class discussion by presenting a brief overview of the day's readings and critical questions.
  4. Philosophy of Teaching essay (5%). Many job postings require a Philosophy of Teaching statement. Prepare a short Philosophy of Teaching statement (1-5 pages) that includes your views about innovation, pedagogy, and the (in)appropriate uses of technology in foreign/second language education. [due mid April]
  5. Internet Use Project (10%): Participants will produce a 3 day log of internet use: What modalities do you use (web, chat, email, other)? How many messages do you send? How many do you receive? What is your relationship to the people you are in contact with? More details on this project forthcoming [due late January]
  6. Do one of the following:
  7. Final project and presentation (40%): Examples are term paper, original research paper, review of the literature paper, other written genres (proposal for research, MA thesis, PhD proposal or chapter, etc). The goal of the Final Project should be relevant to your interest and academic/professional development. For all large projects, an outline, key questions, and literature review/bibliography will be due on March 19th (2002). Oral presentations of Final Projects will occur during the mini-conference we will convene over the 2 class sessions. Final paper due April 23rd, 2002.

Evaluation and Grading: You will be responsible for putting together a portfolio of work that, minimally, must include the above items. Please include a cover letter that explains what is in your portfolio (specifically if you combined projects). NOTE: There will be no tests or final exams.

Ethical Code: The internet (and world, for that matter) is full of information that you will want to utilize in your written work. Please do so as freely as you like, but do use proper citation protocols (otherwise, one falls into plagiarism, which will result in a failing grade). Collaborative work in encouraged -- If you would like to co-develop a large project with a classmate, feel free to do so. For your amusement, since most of you teach or will teach courses where plagerism may be a problem, visit the Slate article, Adventures in Cheating A guide to buying term papers online, by Seth Stevenson.

Texts and Study Materials: We will utilize both a traditional reading packet (to be available at Mail Boxes etc., Hamilton Shopping Center off South Atherton), and readings that are available on the web (linked directly off the 589 on-line syllabus).

Computer resources you will need: The ability to access readings via the Internet (web), and potentially somewhere to print them out.

Course Links for TIFLE 589, Spring 2002

Syllabus | Technology-related Topics | Tools and Resources

Comments or Questions? Contact Steve Thorne, The Pennsylvania State University