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.
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 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).
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.
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.
Directed readings in research topics for second language studies.
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.