All T101 Course Topics have been renumbered and split into individual courses as listed below. Please see your advisor for more details.
This course is designed for non-native speakers of English who need to build fluency in both reading and writing for academic purposes. Attention will be given to increasing reading speed, reading comprehension, writing fluency, understanding the writing process and developing skills in descriptive and narrative writing. The course will include fiction and non-fiction readings that will introduce students to American college life and undergraduate literacy expectations.Credit hours, though counting toward full-time student status, do not accrue toward the total number required for a degree. Taught as an 8-week course.
P: SLST-T 101. Develops skills in summarizing and evaluating perspectives from multiple sources; identifying textual features of a variety of genre; and increasing focus, support, and logical development in expository and research writing. Credit hours, though counting toward full-time student status, do not accrue toward the total number required for a degree. Taught as an 8-week course.
P: SLST-T 111. For non-native speakers of English, who already demonstrate fluency and clarity in their reading and writing skills, but need to develop useful editing strategies to increase accuracy in writing. Attention given to identifying textual features of a variety of genre in a range of academic disciplines. Introduces multiple style sheets. Includes disciplinary readings and research writing. Credit hours, though counting toward full-time student status, do not accrue toward the total number required for a degree. Taught as an 8-week course.
For non-native speakers of English who need to develop listening and note-taking skills for academic purposes. Develops strategies to increase students' abilities to comprehend, predict, summarize and review. Students listen to academic lectures and engage in exercises that evaluate comprehension of content as well as utilization of strategies. Credit hours, though counting toward full-time student status, do not accrue toward the total number required for a degree. Taught as an 8-week course.
Helps non-native speakers of English communicate effectively in academic settings. Focuses on creating individualized pronunciation curricula and recognizing and utilizing appropriate stress, rhythm and intonation patterns. Attention to understanding and applying the principles that govern pronunciation and stress patterns. Credit hours, though counting toward full-time student status, do not accrue toward the total number required for a degree. Taught as an 8-week course.
P: SLST-T 103. Familiarizes non-native speakers of English with the basic components of fluency, including speech rate, pause times, and the quality and quantity of connected speech between pauses. Speech patterns of native speakers are analyzed to aid learners, who then engage in communicative exercises. Credit hours, though counting toward full-time student status, do not accrue toward the total number required for a degree. Taught as an 8-week course.
Helps international students become more successful in understanding U.S. university culture. Topics include academic honesty, classroom expectations, interacting with peers and professors, and student rights and responsibilities at the University. Requires a final research paper and group presentation In addition to regular homework.
The course explores the many contexts in which individuals and communities regularly use two or more languages in the United States and around the world, with particular focus on the different kinds of multilingualism, on language change in multilingual contexts, and on how multilingualism affects language use and identity.
The course explores the problem of fitting several languages into one mind and how the brain adapts to managing several languages. A range of general cognitive issues linked to multilingualism, such the need to suppress one language in the performance of another, and their effects on the speaker are examined.
Addresses topics in American society that are absolutely required knowledge for future experts on the United States of America. Topics include American values, beliefs, and cultural assumptions; Government and politics; Racial and ethnic diversity; Business and economy; Education; Religion and religious heritage, Leisure time; and Family and close relationships. This course will prepare international students for advanced courses in a wide range of majors and allow them to claim credible areas of expertise on the US.
Studies the role of social factors in accent perception. Native and nonnative accents feed into social pecking orders, which cause listeners to evaluate speakers in various ways. This course addresses the nature of human accents in their cognitive and psychological dimensions: how social factors impact the learning of pronunciation, how accents affects social acceptance , and how interlocutors' reactions can be improved.
This class joint listed with Anthropology L204.
This course explores the roles that perceptions of linguistic differences among groups and individuals play in intolerant behavior on the part of some segments of American society, and the corresponding roles that a genuine understanding of these differences can play in promoting tolerance and guiding responses to intolerance. The course explores American attitudes toward differences in dialect, with particular attention to African American Vernacular English. Other topics include American students’ responses to instructors with foreign accents, linguistic aspects of the immigrant experience, the proper functions of bilingual education, and the question of an official language for the United States.
Introduces students to contemporary approaches to second language acquisition. Topics include models of second language acquisition, learner variables, the human capacity for language and its availability throughout the lifespan, developmental stages and effects of instruction. Students will examine samples of learner language and analyze them on their own terms. Prerequisite: At least two years of foreign/second language study (not necessarily at the college level).
Introduces students to the best practices for adult second language learners and to research on learner and learning variables underlying these practices. Prerequisite: At least two years of foreign/second language study (not necessarily at the college level).
Half of the 6,000 languages spoken today are endangered. This course explores why languages are at risk and investigates how minority and indigenous languages can be revitalized. Case studies highlight practical solutions currently being used in diverse communities. Students choose a particular endangered language as their focus of study. Prerequisite: At least two years of foreign/second language study.
Examines impact of advances in psychology and sociology on the definition of best practices in adult second and foreign language instruction. Prerequisite: At least two years of foreign/second language study.
Examines the learning challenges associated with the acquisition of new languages in the domains of sound systems, word formation, sentence structure, and sentence interpretation. Prerequisite: At least two years of foreign/second language study.
Introduces students to a formal approach to major structures of English morphosyntax within generative grammar, stressing hypothesis formation and testing. Review of empirical research on the cognitive effects of implicit and explicit grammar instruction. Prerequisite: At least two years of foreign/second language study (not necessarily at the college level).
Presents phonetic manifestations of foreign accent to describe what factors in a learner language might impact accent and intelligibility when speaking English. Introduces methods for teaching pronunciation to second language learners, and how to measure progress and develop strategies for specific pronunciation difficulties.
Topics dealing with cognitive, social, or educational dimensions of second language acquisition or multilingualism. May be repeated with different topics for a maximum of 6 credit hours. Prerequisite: Two years of foreign/second language study.
Provides ten hours of supervised teaching English as a second language to adult learners, including practice with developing a needs assessment, placement testing, syllabus and lesson design, and materials development. Students will also create a teaching portfolio. Lectures focus on principles and best practices related to language teaching. Prerequisite: previous or concurrent SLST-T305
These courses are taught through the College of Arts and Sciences, and to take one such course is a requirement for all bachelor's degrees in the College. Credit for these courses may also be counted toward the Undergraduate Minor in Second Language Studies.
Explores the links between cultural diversity and biodiversity in the context of the current global experience of mass extinction of both languages and species. Endangered languages often encode knowledge of plants, fungi, and animal species either partically or completely unknown to Western science. We examine biocultural diversity projects around the world that tie language revitalization in traditional, multilingual cultures to the conservation of ecosystems.
Examination of form and acquisition of nonnative syntax. Consideration of whether nonnative grammars are "fundamentally different" than native grammars, role of the learner's native language, initial state of nonnative syntax, and subsequent development. Comparison of child native acquisition, and adult native acquisition.
This course will introduce students to fundamental ideas and research necessary to understand the phonological systems of speakers of more than one language. The course will cover the basic types of phenomena which are the objects of second language phonological research, the formal models which form the basis of current research models, and the prevalent current models themselves.
Examines issues in child second language (L2) acquisition, including the critical period hypothesis, universal grammar, and role of the first language (L1). Child L2 acquisition is contrasted with L1 acquisition, adult L2 acquisition, and simultaneous bilingual acquisition.
Introduces students to second language acquisition research. Critically examines major hypotheses about the ways in which second languages develop. Discussions will include a range of languages. Models include a variety of approaches: corpora-based, functionalist, generative, processing-based, socio-cultural, and universals of language.
P: S532, Models of Second Language Acquisition, or permission of the instructor. Examines a variety of research designs, elicitation tasks, and experimental formats in second language acquisition research appropriate to studies of production, processing, perception, structure, and pragmatics. Students will gain experience in designing and carrying out studies.
Surveys current issues and research areas in adult second language pedagogy. Considers social, cultural, political and linguistic aspects of language teaching and learning; emphasizes the substantive topics that are addressed; the range of institutional, national, and educational contexts of research; and the theoretical lenses that frame the research.
May vary with topic. Intensive study and analysis of selected issues and problems in Second Language Studies. Topics in this course are of particular interest to the second-language practitioner. May be taken more than once with different topics.
Half of the 6,000 languages spoken today are endangered. This course explores why languages are at risk and investigates how minority and indigenous languages can be revitalized. Case studies highlight practical solutions currently being used in diverse communities. Students choose a particular endangered language as their focus of study. Prerequisite: At least two years of foreign/second language study (not necessarily at the college level).
Investigates how second language users assign representations to utterances of the target language. Surveys research on the human sentence processing mechanism, its relation to acquisition of grammars, and processing issues as they impact L2 acquisition. Students will become familiar with theoretical issues, empirical studies, and various research methodologies.
This course will familiarize students with methods used in Laboratory Phonolgy research, and specifically in L2 research. Students will learn how to frame research questions, design experiments, and test predictions, and will become familiar with a variety of practical computing skills to successfully conduct laboratory phonology experiments.
Examines both standard and non-standard varieties of English in countries where English is spoken as a first language, as an official language, and as an influential foreign language. Selected studies of sociolinguistic variables, language change, code-switching, and universal grammar will inform discussion of such variation as found in Afro-American English, Indian English, British dialects, and English-based creoles.
P: S532. This course addresses issues in recent research in second-language acquisition. Examines selected cases illustrating the relation of second-language acquisition studies to linguistic theory. Emphasis on the collection and analysis of acquisition data.
Surveys theories of discourse analysis including speech acts, conversational maxims, conversation analysis, ethno-methodology, text analysis, and critical discourse analysis. Applications of those theories to areas of special interest to applied linguistics including native speaker-nonnative speaking interaction, nonnative speaker conversation, classroom discourse, and analysis of language in professional settings.
P: T550 or the equivalent. To provide students with advanced conceptual structures such as the assessment-use-argument (AUA) framework to guide design, development, and use of particular language assessment instruments. Development and design of assessment instruments will serve as demonstrations of students' control of course material and as preparation for on-the-job development of assessments.
P: S532 or consent of the instructor. Considers cross-cultural text organization from the native and nonnative reader's and writer's viewpoints. Various aspects of text are emphasized, including coherence and cohesion, and formal and cultural schemata in genres such as expository writing, letters, news articles, and narratives.
Introduction to linguistic typology, the study of how languages differ and how they are alike in terms of formal features. Focuses on a variety of syntactic and morphological features of languages including, lexical classes; word order, case and agreement systems; animacy, definiteness, and gender, valence-changing devices; verbal categories; and subordination.
Directed readings in research topics for second language studies.
This seminar will deal with major issues in applied linguistics and second language studies research and theory. The specific title will be announced well in advance of each semester. Course may be retaken for up to 12 credit hours.
Selected problems and issues in second language acquisition. Completion of SLS core or permission of the instructor is required.
Dissertation research. Arranged. Permission of instructor willing to supervise research is required.
Selected topics, issues, and problems in TESOL and Applied Linguistics. Topics in this course are of particular interest to the second-language practitioner. May be taken more than once with different topics.
Designed to improve spoken or written skills for graduate school. Sections on academic writing (research papers, references, reviews, and critical syntheses) and academic speaking (presentations, discussions, and group work) address a range of academic writing and speaking styles. May be taken more than once if topic is different. Credit hours, though counting toward full-time student status, do not count toward the completion of a graduate degree.
This course will help students scoring C3 or NC4 on the TEPAIC. Improve classroom pronunciation and presentations skills. Learn to compensate in the classroom for accented speech. Learn vocabulary to lead a class. Practice teaching and receive feedback. Lead classroom discussions, questioning, responding and receive feedback. Learn about the academic and cultural background of undergraduates enrolled at Indiana University. (How are they different from undergrads in your country? What do they expect from you? What should you expect from them?) Receive individual tutorials for specific communication problems or be observed in your own classroom.
This course aims to prepare Assistant Instructors in Second Language Studies to teach English for Academic Purposes. Topics include developing materials and lesson plans, classroom management, and methods for teaching second language vocabulary, listening, speaking, reading, writing, pronunciation, grammar, and pragmatics.
An examination of the principal features of the grammar of English. The course draws upon traditional, structural, functional, and transformational accounts of the structure of English, with an emphasis on the pedagogical application of these accounts in the teaching of English as a second language.
Introduction to phonology as it applies to the learning and teaching of second languages. Does not satisfy the phonology requirement for the Ph.D. in linguistics.
Intensive readings on selected topics relevant to the acquisition of second languages, sociolinguistics, bilingualism, testing, and research directions. Readings will, for the most part, be current and subject to change as the course is offered.
Analyzes and critiques approaches and methods in teaching ESL/EFL to adults, including research and experimental perspectives on practice and theory. Surveys traditional and innovative approaches in language teaching, analyzes language classroom interaction, and sets language teaching in cultural and sociopolitical context. To be taken concurrently with T535 TESOL Practicum.
Under supervision, students teach English as a second language to adult learners. The course also provides experience in testing, placement, and materials preparation. Classroom lectures focus on issues related to the art and profession of language teaching. To be taken concurrently with T534, Teaching of English as a Second Language (TESOL). For International Students wishing to take SLST-T535 a TEPAIC score of C2 is required. See the TEPAIC site for more information.
P: S532 or consent of the instructor. Examines the relationship of second-language reading and writing development to second-language acquisition, composition theory, reading and writing research, and second-language teaching. Topics include theories of second-language composition, second-language writing processes, reading as input for writing, academic literacy development, learning environments, and individual differences.
This course familiarizes students with principles and issues in pragmatics and cross-cultural pragmatics. Students will learn appropriate data collection techniques and will collect primary data, learn to analyze spoken and written data, and discuss the application of pragmatics to language learning and teaching, cross-cultural research, and international communication.
Consideration of theory of assessing competence in second languages. Preparation and administration of various language testing instruments. Primary emphasis on English as a second language.
Examines the theories of language learning underlying language learning technology. Examines current language learning technology for second and foreign language learning, teaching, testing, and research, and considers its demonstrable efficacy. Identifies and explores specific areas in need of further research and development.
The learning of second and foreign languages is a rich and fascinating process involving linguistic, psychological, cultural, and social dimensions. The Indiana University Department of Second Language Studies is dedicated to teaching and research on the structure, acquisition, and use of nonnative language in both instructed and contact contexts.