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.
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.
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.
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).
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.
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.
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
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.
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.
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.
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.
Selected problems and issues in second language acquisition. Completion of SLS core or permission of the instructor is required.
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.
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.
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.