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Cynthia Kilpatrick

Name

[Kilpatrick, Cynthia]
  • Assist Professor

Professional Preparation

    • 2009 PhD in LinguisticsUniversity of California, San Diego
    • 2003 MA in LinguisticsUniversity of Texas at El Paso (UTEP)
    • 1992 BA in EnglishLee University

Appointments

    • Aug 2016 to Present Interim Director, English Language Institute
      University of Texas at Arlington
    • Aug 2014 to Present Assistant Professor in Practice
      University of Texas at Arlington
    • Aug 2009 to Aug 2014 Assistant Professor
      University of Texas at Arlington
    • Aug 2008 to July 2009 Associate in Linguistics
      University of California, San Diego
    • Aug 2007 to Aug 2008 Associate in lieu of TA
      University of California, San Diego   Center for Teaching Development
    • Aug 2003 to Aug 2007 Teaching and Research Assistant
      University of California, San Diego   Department of Linguistics
    • Aug 2001 to Aug 2003 Teaching Assistant
      University of Texas at El Paso (UTEP)   Department of Languages and Linguistics

Memberships

  • Membership
    • Sept 2012 to Present American Association of Teachers of Spanish and Portuguese
    • July 2012 to Present TESOL
    • July 2012 to Present American Association of Applied Linguists
    • Aug 2006 to Present Linguistic Society of America (LSA)

Publications

      Journal Article 2015
      • Tommerdahl, J., and Kilpatrick, C. (2015) Child Directed Speech: An Examination of Frequency and Reliability in Spontaneous Language Samples. Journal of Clinical Linguistics and Phonetics.

        {Peer Reviewed} [Refereed/Juried]

        Journal Article 2014
        • Kilpatrick, Cynthia, and Lori McLain Pierce. (2014). Focused Instruction in Spanish Syllabification. Foreign Language Annals, 47, 2, 286-299.

          {Peer Reviewed} [Refereed/Juried]
        • 2014
          • Choi, Yujeong, and Cynthia Kilpatrick. (2014). Hypothesis Testing in Task-Based Interaction. Applied Language Learning, 23-24, 1-22.

            {Journal Article} [Refereed/Juried]

            Journal Article 2013
            • Tommerdahl, Jodi, and Cynthia Kilpatrick. (2013). Analysing Reliability of Grammatical Production in Spontaneous Samples of Varying Length.  Journal of Child Language Teaching and Therapy, 29, 2, 171-183.

              {Peer Reviewed} [Refereed/Juried]
            • 2013
              • Tommerdahl, J. and Kilpatrick, C. (2013) The Reliability of Morphological Analyses in Language Samples. Journal of Language Testing, 31, 1, 3-18.

                {Peer Reviewed} [Refereed/Juried]

                Conference Proceeding 2007
                • Kilpatrick, Cynthia, Ryan K. Shosted, & Amalia Arvaniti. 2007. On the perception of incomplete neutralization. Proceedings of ICPhS XVI, 653-656.
                  {Conference Proceeding} [Refereed/Juried]

Presentations

    • March  2015
      Interlocutor feedback in learner-learner interactions

      Choi, Yujeong, and Cynthia Kilpatrick. 2015. Interlocutor feedback in learner-learner interactions. Poster presented at the 2015 Conference of the American Association for Applied Linguistics, March 21-24, 2015, in Toronto, Canada.

    • March  2015
      Phonotactic effects in monolingual and bilingual priming

      Kilpatrick, Cynthia, Lori McLain Pierce, and Jessica Rohr. 2015. Phonotactic effects in monolingual and bilingual priming. Poster presented at the 2015 Conference of the American Association for Applied Linguistics, March 21-24, 2015, in Toronto, Canada.

    • October  2015
      Story Re-Telling and Prosodic Behavior

      Rohr, Jessica, and Cynthia Kilpatrick. 2015. Story Re-Telling and Prosodic Behavior. Poster presented at the Pronunciation in Second Language Learning and Teaching Conference, October 16-17, 2015. Dallas, TX.

    • October  2015
      Building Stronger TESOL Professionals through Mentoring and Internships

      Kilpatrick, Cynthia, Gloria Munson, and Maram Alturki. 2015. Building Stronger TESOL Professionals through Mentoring and Internships. Presented at the TexTESOL 2015 State Conference, October 22-24, 2015, in San Antonio, Texas.

    • March  2014
      Priming and Phonological Onsets

      Kilpatrick, Cynthia, Lori McLain Pierce, and Jessica Rohr. Poster presented at the 2014 Conference of the American Association for Applied Linguistics, March 22-25, 2014, in Portland, Oregon.

    • December  2014
      Tips and Tricks for Teaching English

      Invited workshop presented at International Youth Fellowship English Camp, 30 December 2014, Dallas, Tx.
       

    • June  2013
      Hypothesis testing in task-based interaction

      Choi, Yujeong, and Cynthia Kilpatrick. Hypothesis testing in task-based interaction. Paper presented at the Annual Conference of the Canadian Association of Applied Linguistics, 3-5 June, 2013, Victoria, BC.

    • March  2013
      Morpho-syntactic development and task-based interaction

      Choi, Yujeong, and Cynthia Kilpatrick. Poster presented at the 2013 American Association for Applied Linguistics, 16-19 March 2013, Dallas, TX.

    • October  2012
      Establishing conversation partners and clubs between an IEP and MA TESOL program

      Basler, Debra, and Cynthia Kilpatrick. Establishing conversation partners and clubs between an IEP & MA TESOL program. Paper presented at TexTESOL V, 13 Oct 2012.

    • October  2012
      I see what you are saying: Deaf students as ESL learners

      Peters, Sharon, and Cynthia Kilpatrick.  I see what you are saying: Deaf students as ESL learners.  Paper presented at TexTESOL V, 13 Oct 2012.

    • February  2012
      Diphthongs and Focused Instruction in Spanish Syllabification

      Kilpatrick, Cynthia, Lori McLain Pierce, and Justin Fuller. Diphthongs and Focused Instruction in Spanish Syllabification. Paper presented at CASPSLaP 2012: Current Approaches to Spanish and Portuguese Second Language Phonology, 16-19 February 2012, Columbia, SC.

    • January  2012
      Phonological Change in Maya K’iche’: Glottalization and Uvulars

      Kilpatrick, Cynthia. Phonological Change in Maya K’iche’: Glottalization and Uvulars. Poster presented at the 2012 Annual Meeting of the Society for the Study of Indigenous Languages of the Americas, 5-8 Jan 2012, Portland, OR.

    • December  2012
      Knowing Your Students

      Kilpatrick, Cynthia.  Knowing your Students. Training presented for the International Youth Fellowship English Camp Workshop.  31 Dec 2012, Dallas, Texas.

    • March  2012
      Automation and Experimentation: A Workshop in Praat

      Kilpatrick, Cynthia.  Automation and Experimentation:  A Workshop in Praat.  Invited workshop for UTASCILT 2012, 1-2 March 2012, Arlington, Texas.

    • April  2011
      Language Loss and Language Change:Three Generations of Maya K’iche’

      Kilpatrick, Cynthia, and Derrick Jackman. Language Loss and Language Change:Three Generations of Maya K’iche’.  Poster presented at the Oklahoma Workshop on Native American Languages, 16-17 April 2011, Tallequah, OK

    • July  2011
      Childhood Linguistics

      Kilpatrick, Cynthia.Childhood Linguistics.Training presented for the Tarrant County Foster Parent Association, 2 July 2011, Fort Worth, Texas.

    • July  2010
      The contrast system in Tohono O’odham stops

      Kilpatrick, Cynthia, Colleen Fitzgerald, and Namrata Dubey.  The contrast system in Tohono O’odham stops.  Poster presented at the 12th Conference on Laboratory Phonology, 8-10 July 2010, Albuquerque, NM.

    • February  2010
      L2 Spanish speakers and the perception of ‘exceptional’ hiatus

      Kilpatrick, Cynthia, and Daniel Scarpace. L2 Spanish speakers and the perception of ‘exceptional’ hiatus. Paper presented at the L2 Phonology Conference 2010: Current Approaches to Spanish and Portuguese Second Language Phonology, 4-6 February 2010, Gainesville, FL.

    • January  2010
      How exceptional are exceptional forms? Perception of hiatus in Spanish

      Scarpace, Daniel, and Cynthia Kilpatrick.  How exceptional are exceptional forms?  Perception of hiatus in Spanish.  Paper presented at the Annual Meeting of the Linguistic Society of America, 7-10 January 2010, Baltimore, MD

    • April  2010
      Legacy materials and the phonetic investigation of Tohono O'odham stops

      Kilpatrick, Cynthia, Colleen Fitzgerald, Namrata Dubey, Nathan Eversole, and Stephen George. Legacy materials and the phonetic investigation of Tohono O'odham stops. Paper presented at the Oklahoma Workshop on Native American Languages, 17 April 2010, Tallequah, OK.

    • May  2010
      Promoting success in language learning: L2 acquisition in theory and practice

      Kilpatrick, Cynthia. Promoting success in language learning: L2 acquisition in theory and practice.  Volunteer training presented for the Arlington Public Library, 3 May 2010.

    • May  2009
      Second language influence and the perception of first language phonotactics

      Kilpatrick, Cynthia.  Second language influence and the perception of first language phonotactics.  Paper presented at the 2nd Annual Workshop on Speech, 21-23 May 2009, Portland, OR.

    • January  2009
      Learning a phonotactic subset in second language acquisition

      Kilpatrick, Cynthia.  Learning a phonotactic subset in second language acquisition.  Poster presented at the Annual Meeting of the Linguistic Society of America, 8-11 January 2009, San Francisco, CA.

    • November  2009
      Transfer and acquisition in L2 phonology: The perception of hiatus in Spanish

      Kilpatrick, Cynthia. Transfer and acquisition in L2 phonology: The perception of hiatus

      in Spanish. Invited talk given at the DFW Metroplex Linguistics Conference,

      7 November 2009, Arlington, TX

    • November  2008
      Phonotactic knowledge in second language learners.

      Kilpatrick, Cynthia. Phonotactic knowledge in second language learners. Poster

      presented at the Southern California Workshop on Phonetics/Phonology, 1 November

      2008, Claremont, California.

    • August  2008
      Online effects of phonotactic constraints across two languages

      Gutiérrez, Roberto, Lewis Shapiro, Jessica Barlow, Leah Fabiano-Smith, Cynthia

      Kilpatrick, Mary Orton, and Julie Merrill. Online effects of phonotactic constraints

      across two languages. Poster presented at the Workshop on Consonant Clusters and

      Structural Complexity, 31 July – 2 August 2008, Munich, Germany.

    • January  2007
      Reduplication in child phonology: A structural markedness account

      Kilpatrick, Cynthia, Jessica Barlow, and Sarah Cragg.  Reduplication in child phonology:  A structural markedness account.  Paper presented at the Annual Meeting of the Linguistic Society of America, 4-7 January 2007, Anaheim, CA

    • January  2007
      The production and perception of epenthetic stop

      Arvaniti, Amalia and Cynthia Kilpatrick. The production and perception of epenthetic stops.  Paper presented at the Annual Meeting of the Linguistic Society of America, 4-7 January 2007, Anaheim, CA

    • November  2006
      Intrusive vowels in Cruceño Spanish

      Kilpatrick, Cynthia, James Kirby, and Kathryn McGee. Intrusive vowels in Cruceño Spanish.Poster presented at the Annual Meeting of the Acoustical Society of America, November 28-December 2, 2006, Honolulu, Hawaii.

    • November  2006
      On the Perception of Epenthetic Stops

      Arvaniti, Amalia, Ryan Shosted, and Cynthia Kilpatrick.  On the Perception of Epenthetic Stops.  Poster presented at the Annual Meeting of the Acoustical Society of America, November 28-December 2, 2006, Honolulu, Hawaii.  

    • June  2005
      Anteriority assimilation in English

      Bakovic, Eric, and Cynthia Kilpatrick.  Anteriority assimilation in English. Paper presented at The First International Conference on the Linguistics of Contemporary English, 23-26 June, 2005, University of Edinburgh.

Courses

      • LING 5322-001 Laboratory Phonology

        Ling 5322 is focused on becoming familiar with different ways to gather empirical data that informs questions of phonological theory.  The course will cover basic acoustic and articulatory phonetics, as well as additional instrumental techniques that can be used to experimentally investigate and analyze the production and perception of speech sounds.  Course readings, class discussions, and hands-on laboratory sessions will help students acquire the necessary skills to complete work in laboratory phonology.  Students will be expected to conduct an independent research project using the tools acquired in class. 

        Fall - Regular Academic Session - 2016 Download Syllabus Contact info & Office Hours
      • LING 4354-001 METHODS AND MATERIALS TO TEACH ENGLISH AS A SECOND OR FOREIGN LANGUAGE

        This course will introduce students to methods and materials for TESOL, with particular attention paid to the teaching of different skills within a Communicative Language Teaching framework. In addition, the course continues building the skills in LING 4353, including effective lesson planning, needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics. A required component of the course is participation in a minimum of 10 hours of practical training that includes observation of master teachers and practice in teaching English in the local community.

        Spring - Regular Academic Session - 2016 Download Syllabus Contact info & Office Hours
      • LING 5301-001 TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE

        This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and tools for assessment and evaluation. Much of the course will include hands-on experience, research, discussion, and practical application of course topics.

        Spring - Regular Academic Session - 2016 Download Syllabus Contact info & Office Hours
      • LING 5321-001 Advanced Phonological Theory

        Ling 5321 is a continuation of LING 5320, and is a foundations course for the study of the principles that govern sound systems in human languages. Students will work with sound patterns from a variety of languages in order to understand the fundamental aspects of phonological phenomena, and course assignments will require application of the descriptive and theoretical tools in working with sound pattern data. Lectures will further develop this description, analysis, and argumentation for phonological data.

        Spring - Regular Academic Session - 2016 Download Syllabus Contact info & Office Hours
      • LING 4354-001 METHODS AND MATERIALS TO TEACH ENGLISH AS A SECOND OR FOREIGN LANGUAGE

        This course will introduce students to methods and materials for TESOL, with particular attention paid to the teaching of different skills within a Communicative Language Teaching framework. In addition, the course continues building the skills in LING 4353, including effective lesson planning, needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics. A required component of the course is participation in a minimum of 10 hours of practical training that includes observation of master teachers and practice in teaching English in the local community.

        Fall - Regular Academic Session - 2015 Download Syllabus Contact info & Office Hours
      • LING 5320-001 Phonological Theory

        Ling 5320 is a foundations course for the study of the principles that govern sound systems in human languages. Students will work with sound patterns from a variety of languages in order to understand the fundamental aspects of phonological phenomena, and course assignments will require application of the descriptive and theoretical tools in working with sound pattern data. Lectures will further develop this description, analysis, and argumentation for phonological data.

        Fall - Regular Academic Session - 2015 Download Syllabus Contact info & Office Hours
      • LING 5307-001 Pedagogical Phonology of English

        A study of the sound system of English. Topics include segmental phonemes, stress, length, intonation and variation at the lexical and utterance levels. Application to teaching English as a second or foreign language. Problems of description; means of application; adaptation to current pedagogical methods. Prerequisite: LING 5300 and LING 5301

        Fall - Regular Academic Session - 2015 Download Syllabus Contact info & Office Hours
      • LING 5321-001 Advanced Phonological Theory

        Continuation of LING 5320: Phonological Theory I

        Spring - Regular Academic Session - 2015 Download Syllabus Contact info & Office Hours
      • LING 5301-001 TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE

        This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and tools for assessment and evaluation. Much of the course will include hands-on experience, research, discussion, and practical application of course topics.

        Spring - Regular Academic Session - 2015 Download Syllabus Contact info & Office Hours
      • LING 4354-001 METHODS AND MATERIALS TO TEACH ENGLISH AS A SECOND OR FOREIGN LANGUAGE

        This course focuses on methods and materials for TESOL, with particular attention paid to the teaching of reading and writing within a Communicative Language Teaching framework. In addition, the course continues building the skills in LING 5301, including effective lesson planning, needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics. A required component of the course is participation in a minimum of 10 hours of service learning, teaching English in the local community.

        Spring - Regular Academic Session - 2015 Download Syllabus Contact info & Office Hours
      • LING 5393-001 TESOL TEACHING AND OBSERVATION
        In observing ESOL classes or in teaching learners of ESOL, the student
        demonstrates ability to apply the principles presented in the MA TESOL
        coursework. Prerequisite: LING 5302 and LING 5305 and permission of instructor.
        Summer - Regular Academic Session - 2013 Download Syllabus
      • LING 4395-001 INTERNSHIP
        Internship (paid or unpaid) supervised by a faculty internship coordinator, with the
        student performing duties related to the academic curriculum of linguistics and/or
        TESOL. Students are required to submit an approved academic project related to
        the work performed. May be repeated with approval of the Undergraduate Advisor.  
        Summer - Regular Academic Session - 2013 Download Syllabus
      • LING 5110-001 TESOL PRACTICUM
        In observing ESOL classes or in teaching learners of ESOL, the student demonstrates ability to apply the principles presented in the TESOL Certificate coursework. Prerequisite: LING 5302 and LING 5305 and permission of instructor.    
        Summer - Regular Academic Session - 2013 Download Syllabus
      • LING 5301-001 TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
        This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics.
        Spring - Regular Academic Session - 2013 Download Syllabus
      • LING 4395-001 INTERNSHIP
        Internship (paid or unpaid) supervised by a faculty internship coordinator, with the student performing duties related to the academic curriculum of linguistics and/or TESOL. Students are required to submit an approved academic project related to the work performed. May be repeated with approval of the Undergraduate Advisor.
        Spring - Regular Academic Session - 2013 Download Syllabus
      • LING 5110-001 TESOL PRACTICUM
        No Description Provided.
        Spring - Regular Academic Session - 2013 Download Syllabus
      • LING 5393-001 TESOL TEACHING AND OBSERVATION
        In observing ESOL classes or in teaching learners of ESOL, the student demonstrates ability to apply the principles presented in the MA TESOL coursework. Prerequisite: LING 5302 and LING 5305 and permission of instructor.    

        Spring - Regular Academic Session - 2013 Download Syllabus
      • LING 5320-001 Phonological Theory
        Ling 5320/4301 is a foundations course for the study of the principles that govern sound systems in human languages.Students will work with sound patterns from a variety of languages in order to understand the fundamental aspects of phonological phenomena, and course assignments will require application of the descriptive and theoretical tools in working with sound pattern data.Lectures will further develop this description, analysis, and argumentation for phonological data.
        Fall - Regular Academic Session - 2012 Download Syllabus
      • LING 4301-001 PHONOLOGICAL THEORY I

        Ling 5320/4301 is a foundations course for the study of the principles that govern sound systems in human languages.Students will work with sound patterns from a variety of languages in order to understand the fundamental aspects of phonological phenomena, and course assignments will require application of the descriptive and theoretical tools in working with sound pattern data.Lectures will further develop this description, analysis, and argumentation for phonological data.

        Fall - Regular Academic Session - 2012 Download Syllabus
      • LING 5302-001 Methods and Materials for TESOL
        This course will be an in-depth study of how to design ESL/EFL reading and writing classes and how to create instruction and assessment materials for these classes based on sound pedagogical principles. Much of the course will include hands-on experience, discussion, and practical application of course topics. A key component of the course is the student’s participation in volunteer ESL teaching.
        Fall - Regular Academic Session - 2012 Download Syllabus
      • LING 4354-001 METHODS AND MATERIALS TO TEACH ENGLISH AS A SECOND OR FOREIGN LANGUAGE
        This course will be an in-depth study of how to design ESL/EFL reading and writing classes and how to create instruction and assessment materials for these classes based on sound pedagogical principles. Much of the course will include hands-on experience, discussion, and practical application of course topics. A key component of the course is the student’s participation in volunteer ESL teaching.
        Fall - Regular Academic Session - 2012 Download Syllabus
      • LING 5322-001 Laboratory Phonology
        Ling 5322 is focused on experimental phonetics and its use in answering phonological questions. The course will cover the three main areas of phonetics:  acoustics, articulation, and speech perception, as well as look at ways that phonological questions are examined in psycholinguistics and neurolinguistics.  Course readings, class discussions, and hands-on laboratory sessions will help students acquire the necessary skills to complete work in laboratory phonology.  Students will be expected to conduct an independent research project.  Prerequisite:  LING 5320 
        Spring - Regular Academic Session - 2012 Download Syllabus
      • LING 5301-001 TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
        This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics.
        Spring - Regular Academic Session - 2012 Download Syllabus
      • LING 4353-001 TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
        This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics.
        Spring - Regular Academic Session - 2012 Download Syllabus
      • LING 5307-001 Pedagogical Phonology of English
        This course is a study of the sound system of English. Topics include segmental phonemes, stress, length, intonation and variation at the lexical and utterance levels. Application to teaching English as a second or foreign language will be a focus of the course, including problems of description, means of application, and adaptation to current pedagogical methods. Prerequisite: LING 5300, LING 5301.
        Fall - Regular Academic Session - 2011 Download Syllabus
      • LING 5320-001 Phonological Theory
        Ling 5320/4301 is a foundations course for the study of the principles that govern sound systems in human languages.  Students will work with sound patterns from a variety of languages in order to understand the fundamental aspects of phonological phenomena.  Lectures will develop an approach to sound patterns dependent on description, analysis, and argumentation, which will be expected to be evident in course assignments.  Problem sets presented as homework assignments will require hands-on application of the descriptive and theoretical tools used in the analysis of phonological data. 
        Fall - Regular Academic Session - 2011 Download Syllabus
      • LING 4301-001 PHONOLOGICAL THEORY I
        Ling 5320/4301 is a foundations course for the study of the principles that govern sound systems in human languages.  Students will work with sound patterns from a variety of languages in order to understand the fundamental aspects of phonological phenomena.  Lectures will develop an approach to sound patterns dependent on description, analysis, and argumentation, which will be expected to be evident in course assignments.  Problem sets presented as homework assignments will require hands-on application of the descriptive and theoretical tools used in the analysis of phonological data. 
        Fall - Regular Academic Session - 2011 Download Syllabus
      • LING 5301-001 TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
        This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics.
        Spring - Regular Academic Session - 2011 Download Syllabus
      • LING 4353-001 TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
        This course presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with emphasis on techniques of teaching aural comprehension; speaking, reading, and writing skills; attention to testing and assessment; and linguistic-cultural differences. In addition, the course focuses on the components of effective lesson planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials development, and assessment/evaluation tools. Much of the course will include hands-on experience, discussion, and practical application of course topics.
        Spring - Regular Academic Session - 2011 Download Syllabus
      • LING 5393-001 TESOL TEACHING AND OBSERVATION
        No Description Provided.
        Spring - Regular Academic Session - 2011 Download Syllabus
      • LING 5110-001 TESOL PRACTICUM
        No Description Provided.
        Spring - Regular Academic Session - 2011 Download Syllabus
      • LING 5320-001 Phonological Theory
        Ling 5320/4301 is a foundations course for the study of the principles that govern sound
        systems in human languages.  Students will work with sound patterns from a variety of
        languages in order to understand the fundamental aspects of phonological phenomena.  
        Lectures will develop an approach to sound patterns dependent on description, analysis,
        and argumentation, which will be expected to be evident in course assignments.  
        Problem sets presented as homework assignments will require hands-on application of
        the descriptive and theoretical tools used in the analysis of phonological data.
        Fall - Regular Academic Session - 2010 Download Syllabus
      • LING 5393-001 TESOL TEACHING AND OBSERVATION
        Ling 5393 and Ling 5110 - practicum courses designed to allow students pursuing an MA in TESOL or a certificate in TESOL to gain hand-on experience with teaching ESL.
        Summer - Regular Academic Session - 2010 Download Syllabus
      • LING 5301-001 TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
        Ling 5301/4353 presents an introduction to and a critique of current and traditional methodologies of teaching English to speakers of other languages, with an emphasis on communicative teaching techniques. We will discuss the needs of students, and examine different ways we as ESL/EFL teachers can meet those needs in a meaning-focused classroom. Students will participate in short teaching demos in class as well as a minimum of 10 hours of volunteer teaching within the local community. Topics covered will include the teaching of different skills, such as listening, speaking, reading, and writing, in integrated ways; effective lesson planning and self-assessment; lesson procedures, and materials development and/or modification. Much of the course will include hands-on experience, discussion, and practical application of course topics.
        Summer - Regular Academic Session - 2010 Download Syllabus
      • LING 5302-001 Methods and Materials for TESOL
        This course is a continuation of the issues and topics discussed in LING 5301/4353, with a focus on in-depth study of the teaching of reading and writing in the ESL/EFL classroom.  Included in the course will be systematic study of the application of linguistic theory to teaching in the classroom, practical application of pedagogical strategies, and development of materials and tasks to stimulate reading and writing skills in L2 learners.  A key component of the course is the student’s participation in volunteer ESL tutoring.

        Spring - Regular Academic Session - 2010 Download Syllabus
      • LING 5307-001 Pedagogical Phonology of English
        This course is a study of the sound system of English. Topics include segmental phonemes, stress, length, intonation and variation at the lexical and utterance levels. Application to teaching English as a second or foreign language will be a focus of the course, including problems of description, means of application, and adaptation to current pedagogical methods. Prerequisite: LING 5300, LING 5301.

        Spring - Regular Academic Session - 2010 Download Syllabus
      • LING 5305-001 Second Language Acquistion (x-listed as LING 4327)
        Second Language Acquisition (SLA) focuses on the distinctly human instinct of language acquisition
        as it operates outside (or beyond) the domain of an individual’s first (native) language. More
        specifically, it examines how, why, and under what conditions human beings acquire a second
        language. While such a focus may seem simple and clear to language teachers, the human instinct of
        language acquisition comprises several complex dimensions that are explored in this course, including
        the linguistic, psycholinguistic, cognitive, socio- pragmatic, micro sociolinguistic, and macro
        sociolinguistic dimensions. While much of the course material reviews some of the scholarly literature
        regarding these theoretical dimensions, time will be dedicated to discussing their implications for
        instructional strategies in the second language classroom. The goal of this course is to help students
        develop BOTH a strong theoretical foundation with regard to language acquisition AND the acute
        analytical skills required to consider such theory critically, both on which to base future decisions in
        their classrooms.

        Fall - Regular Academic Session - 2009 Download Syllabus
      • LING 5301-001 TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
        This course presents an introduction to and a critique of current and traditional methodologies of
        teaching English to speakers of other languages, with emphasis on techniques of teaching aural
        comprehension; speaking, reading, and writing skills; attention to testing and assessment; and
        linguistic-cultural differences. In addition, the course focuses on the components of effective lesson
        planning, including needs analysis, goals & objectives, lesson procedures, task facilitation, materials
        development, and assessment/evaluation tools. Much of the course will include hands-on experience,
        discussion, and practical application of course topics.

        Fall - Regular Academic Session - 2009 Download Syllabus