APLN500: Language and Linguistics

An overview of the study of language and linguistics intended to provide students with a clear understanding of human language and with the conceptual foundations of linguistics. The course will expose students to several major areas within linguistics: language acquisition, phonetics, phonology, morphology, syntax, semantics and pragmatics. It will introduce the major tenets and principles of linguistics without surveying the areas treated in the other graduate courses in the department. It is a prerequisite for all other courses in the M.A. program. 3 sh.

APLN502: Sociolinguistics

The study of language in its social context with a focus on language variation. Topics include language and social class, language and ethnicity, language and gender, and the study of standard versus nonstandard varieties of language. 3 sh.

Prerequisites: APLN 500.

APLN504: Syntax

An investigation of the findings of theoretical syntax and the valuable insights which these provide for syntactic analysis in language teaching, for language-learning texts, for translation, for work in artificial intelligence, etc. 3 sh.

Prerequisites: APLN 500.

APLN505: Semantics and Pragmatics

An exploration of the main tenets of contemporary semantics and pragmatics, the areas of linguistics that examine various aspects of meaning. The course investigates the boundaries between semantics and pragmatics by studying utterance meaning as well as lexical and sentence meaning. Students will learn about the applications of semantics and pragmatics to a variety of areas of applied linguistics. 3 sh.

Prerequisites: APLN 500.

APLN506: Phonetics and Phonology

The study of the basic principles of phonetics and phonology, and the relevance of these principles to a variety of applications, including foreign-language teaching, speech pathology, and the analysis and synthesis of speech by computer. 3 sh.

Prerequisites: APLN 500.

APLN510: Discourse Analysis

An investigation of the techniques used in discourse analysis, the branch of linguistics which studies how to analyze naturally occurring connected speech. Discourse analysis is the study of the organization of language above the sentence level including the structure of conversations. It considers language in a social context, in particular the language used in verbal interactions. 3 sh.

Prerequisites: APLN 500.

APLN520: Current Theories of Second Language Acquisition

An in-depth analysis of the processes of child and adult second language acquisition (SLA) and how it differs from first language acquisition and the implications of these theories for the teaching and learning of second languages. The application of sociolinguistics and psycholinguistics to language teaching. 3 sh.

Prerequisites: APLN 500.

APLN524: Advanced Structure of American English

A detailed analysis of the phonological and grammatical structures of American English; advanced study of the social and stylistic varieties of American English; various theories of English grammar are studied. 3 sh.

Prerequisites: APLN 500.

APLN525: Methodology of Teaching ESL

The study of current issues in the teaching of English as a Second Language. Issues may include innovative teaching methodologies, the application of language learning theories to classroom teaching and the adaptation and development of instructional materials. 3 sh.

Prerequisites: APLN 500.

APLN532: Language and Culture in Minority Education

An investigation of the intimate connection between language, culture, and ethnic pride and identity. Study of the communication problems faced by bilingual children due to differences in verbal and non-verbal patterns of communication; survey of various instructional methods and models employed in teaching children from different linguistic and cultural backgrounds; study of the correlation between language and various socio-cultural factors. 3 sh.

Prerequisites: APLN 500.

CURR505: Teaching, Democracy, and Schooling

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

CURR509: Sociocultural Perspectives on Teaching and Learning

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR514: Inservice Supervised Graduate Student Teaching

Open only to post-baccalaureate and graduate students; this course replaces supervised student teaching for those already employed in teaching situations without standard certification. Joint supervision by the school district and University personnel. Student must obtain permission of department chairperson and the school district. Certain qualifications required. 4 - 8 sh.

Prerequisites: Departmental approval.

CURR516: Meeting the Needs of English Language Learners

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. May be repeated once for a maximum of 2.0 credits. Cross listed with EDFD 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR517: Inclusive Classrooms in Middle and Secondary Schools

This course presents the central issues in the inclusion of students with disabilities in U.S. middle and secondary schools. It focuses on best practices for providing access to the general education curriculum for students with disabilities in inclusive settings. In addition, students explore the legal, professional, and contextual influences on the implementation of inclusion. May be repeated once for a maximum of 2.0 credits. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

CURR518: Technology Integration in the Classroom

This course is designed to introduce pre-service teachers to the integration of educational technology to facilitate teaching and learning. Students explore the history of educational technology with a focus on the pedagogical and practical implementation of educational technologies, youth technology culture, and emerging technologies. May be repeated once for a maximum of 2.0 credits. 1 sh.

CURR519: Assessment for Authentic Learning

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Teacher candidates analyze assessment policies and practices, their own as well as local and national, to consider assessment practice from the point of view of learners and how they experience learning opportunities. In addition, teacher candidates relate these aspects of assessment policy and practice to an evaluation of their own notions about assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR526: Teaching for Learning I

This course focuses on developing classroom practices necessary for student teaching and the beginning of a professional career in teaching, building from the knowledge and skills discussed in previous courses in the professional sequence. In conjunction with CURR 527-Fieldwork, students have the opportunity to begin to put into practice their conceptions of reflective teaching, learning, and assessment in public school classrooms. Specifically, students investigate democratic classrooms, and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 509 or EDFD 509; CURR 516 or EDFD 516; CURR 517; CURR 518; READ 501.

CURR527: Fieldwork

Students will spend 120 hours, or approximately two days per week, in a selected public school. Activities include, but are not imited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. Starting Spring 2010: Students will spend 60 hours, or approximately one day per week, in a selected public school. Activities include, but are not limited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and EDFD 519 or CURR 519; and READ 501.

CURR529: Student Teaching

Full time student teaching in the public schools of New Jersey is required of all students who complete the regular program of certification requirements. May be repeated once for a maximum of 12.0 credits. 6 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 519 or EDFD 519; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

CURR543: Teaching for Learning II

This course focuses on putting into practice all of the knowledge and skills pre-service teachers have developed throughout their professional sequence and in their student teaching experience. A primary focus is on creating democratic classrooms for their students through developmentally and culturally appropriate planning, instruction, and assessment. This is the second course in a two-semester sequence, students will also learn about the impact of school and classroom culture and climate on student learning, and on relationships between students and teachers and teachers and other professionals in the school. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

EDFD505: Teaching, Democracy, and Schooling

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with CURR 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

EDFD509: Sociocultural Perspectives of Teaching

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and admission to Teacher Education program.

EDFD516: Meeting the Needs of English Language Learners

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. May be repeated once for a maximum of 2.0 credits. Cross listed with CURR 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

EDFD519: Assessment for Authentic Learning

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Teacher candidates explore theory and the practice of learning and assessment with and empahsis on classroom evaluation and assessment procedures consistent with the New Jersey Core Curriculum Content Standards (NJCCCS). Teacher candidates analyze assessment policies and practices, their own as well as local and national, to consider assessment practice from the point of view of learners and how they experience learning opportunities. In addition, teacher candidates relate these aspects of assessment policy and practice to an evaluation of their own notions about assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

ELRS580: Learning Theories

Study of the learning process and its measurement as it applies in the classroom and non-school settings. 3 sh.

LNGN210: Introduction to General Linguistics

The nature and structure of language; the basic techniques for analyzing linguistic structures; phonological, morphological, syntactic and semantic structure of languages, language and dialects; language change; the comparative method in linguistics; human and animal communication; differences between first and second language learning. Meets Gen Ed 2002 - Social Science, Social Science. Meets the 1983 General Education Requirement (GER) - Social Science, Survey Course. 3 sh.

LNGN220: Structure of American English

The phonology, morphology, syntax of American English, geographical and social dialects; traditional, structural and transformational approaches to grammar. Meets the 1983 General Education Requirement (GER) - Foreign Language. 3 sh.

LNGN230: Language in Society

Correlations between language varieties, their functions in particular settings, and the characteristics of their speakers. Black English. The role of second languages within a society: Pidgin, Creole, Lingua Franca, Diglossia, etc. Meets Gen Ed 2002 - Social Science, Social Science. Meets the 1983 General Education Requirement (GER) - Social Science, Topic Course. 3 sh.

LNGN245: Language and Culture

A study of language in its cultural context. Relationship of linguistic to non-linguistic variables: ethnosemantics, linguistic relativity principle, componential analysis. Meets Gen Ed 2002 - Social Science, Social Science. Meets the 1983 General Education Requirement (GER) - Social Science, Topic Course. 3 sh.

LNGN260: Dialectology

Principles of dialect study; application to American dialects. The origin and development of American dialects in historical, literary, regional, social and urban perspectives. 3 sh.

LNGN280: Bilingualism

Compound and coordinate bilingualism; attitudes, motivation, etc.; functions of languages in multilingual settings; problems of newly-independent, multilingual nations in establishing national and standardized languages; analysis of bilingual speech; problems of educating minority groups in this country whose native language is not English. 3 sh.

LNGN284: History of the English Language

English from its Indo-European origins up to and including the eighteenth-century grammarians. The Germanic strains; old, middle and modern English. 3 sh.

LNGN300: Syntax

The study of sentence structure and the theories designed to describe it. Emphasis on structural grammar, the development of Generative Grammar and contemporary theoretical methods for describing sentence structure. Data will be taken from a number of different languages. Meets the University Writing Requirement for LIED and LING majors. 3 sh.

Prerequisites: LNGN 210 or departmental approval.

LNGN301: Semantics

The systematic and objective study of meaning in language. Topics include: referential meaning, semantic fields, componential analysis, synonymy, polysemy, hyponymy, and sequential meaning. Data will be taken from a number of different languages. 3 sh.

Prerequisites: LNGN 300.

LNGN302: Pragmatics

The study of pragmatics, an area of linguistics that examines language as situated speech and studies how context affects the interpretation of meaning. 3 sh.

Prerequisites: LNGN 300.

LNGN325: Principles of Second Language Learning

Theories of second language acquisition; error analysis; individual learner differences; the roles of input, interaction, and formal instruction in language acquisition. 3 sh.

Prerequisites: LNGN 210.

LNGN331: Phonetics

A comprehensive introduction to phonetics, the study of the production of speech sounds and their acoustic characteristics. Students will learn to identify, classify, and transcribe sounds from a variety of languages. While intended primarily for Linguistics majors, this course will also be of interest to prospective language teachers and to majors in Speech, in Psychology, and in Communication Sciences and Disorders. 3 sh.

Prerequisites: LNGN 210 or departmental approval (for Cognitive Science majors).

LNGN384: The Grammars of English

A critical overview of traditional, structural, and transformational-generative approaches to the problems of analyzing the grammar of the English language; practical applications for teaching English and for understanding grammatical principles as a means of more effective writing and literary analysis. Cross listed with English, ENGM 384. 3 sh.

Prerequisites: ENWR 106 or HONP 101 or LNGN 210.

LNGN403: Methods and Material of TESL

The theory and practice of ESL instruction covering the major methodologies, planning lessons, testing language skills, selecting and developing materials and related topics. 3 sh.

Prerequisites: LNGN 325.

LNGN420: Language and the Mind

An introduction to the major theoretical and methodological principles of Noam Chomsky's theory of Universal Grammar and what they tell us about structure of the human mind. 3 sh.

Prerequisites: LNGN 210 or PSYC 290.

LNGN450: Selected Topics in Linguistics

Study of special problems and topics in linguistics. Topics announced each semester. May be repeated once for a maximum of 6.0 credits as long as the topic is different. 3 sh.

Prerequisites: LNGN 210 or departmental approval.

LNGN478: Independent Study

This course is designed (1) to allow students to explore areas of linguistics that are not covered in the normal course offerings of the department; (2) to permit an in-depth analysis of a given subject beyond the scope of a regular semester course; or (3) to provide advanced students with the possibility of research in areas of linguistics that are of special interest to them. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Departmental approval.

LNGN479: Independent Study

This course is designed (1) to allow students to explore areas of linguistics that are not covered in the normal course offerings of the department; (2) to permit an in-depth analysis of a given subject beyond the scope of a regular semester course; or (3) to provide advanced students with the possibility of research in areas of linguistics that are of special interest to them. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Departmental approval.

LNGN480: Linguistics in Education and Society

The course is intended to acquaint students involved in language education of any sort with the applications and implications of linguistics for education and for understanding the functioning of language in society. 3 sh.

Prerequisites: LNGN 210 or departmental approval.

PSYC348: Psycholinguistics

Explores the study of language through linguistic, behavioral, and cognitive methods. Basic linguistic ideas are used for the explication of problems in grammar, cognitive structure, meaning, and speech production and comprehension. 3 sh.

Prerequisites: PSYC 301.

PSYC560: Advanced Educational Psychology

A comprehensive treatment of the cognitive and affective characteristics of the learner and the processes of learning and teaching provide the framework for this course. Behavioral, cognitive and information-processing theory are presented and their applicability to instructional strategies and classroom dynamics is discussed. Other areas included are the origins of individual differences including heredity and environment, early childhood education, cultural differences, student motivation, classroom management, measurement and evaluation, exceptional children and other topics. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School

Studies the improvement of nonclinical reading difficulties in the content subjects. For the subject area teacher and the beginning reading specialist. Secondary school reading needs and specific suggestions for guiding the slow, average, and gifted student in a classroom situation. 3 sh.

SPCM101: Fundamentals of Speech: Communication Requirement

This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process. The course focuses on the basic elements of the communication process, listening, communicator and audience characteristics, basic research skills, and message composition and delivery. Students learn about the demands of public presentations in culturally and professionally diverse environments and develop presentation competence and flexibility. Meets Gen Ed 2002 - Communication, Communication. Meets the 1983 General Education Requirement (GER) - Communication, Speaking/Listening. 3 sh.