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Summer 2014 Course Offerings

TENTATIVE OFFERINGS FOR SUMMER 2014

(see further below for course descriptions)

Summer Session 1 (May 27 – July 3, 2014)

  • SLS 430 Pidgin & Creole English in Hawai`i (‘H’ focus)
  • SLS 480N Introduction to Experimental Studies in SLA
  • SLS 490 Second Language Testing

Summer Session 2 (July 7 – August 14, 2014)

  • SLS 302 Second Language Learning (‘W’ focus)
  • SLS 303 Second Language Teaching

Important notes:

  • All of the above SLS courses fulfill requirements for an SLS major
  • SLS 302 is prerequisite (or concurrent) to other SLS courses, which means that when you begin to take SLS courses, you need to include SLS 302. Those students who are transferring to UH Manoa with SLS as a major (or considering SLS as a major) should start with SLS 302 (and perhaps also SLS 303) in Summer Session 2.

See MyUH for more information about the days and class times.

Course Descriptions:

  • SLS 302 Second Language Learning (‘W’ focus).  This course provides students with a broad overview of theories and issues in the field of second language acquisition (SLA) and prepares them for more advanced courses in the undergraduate SLS curriculum. It will cover 1) first language acquisition, 2) theories in SLA, 3) factors affecting SLA, 4) learner language, and 5) instructed SLA.
  • SLS 303 Second Language Teaching.  Assuming the theoretical foundations of SLS 302 (but it’s fine to take 303 concurrently with 302), this course surveys current theories, research, and practices in second and foreign language teaching. It will provide you with a broad overview of language teaching methodology and teaching contexts. Subjects covered include development of teaching methods in language skills (i.e., listening, speaking, writing, reading, grammar, and vocabulary) / integrated language skills, developments of teaching materials and technology, classroom observation, syllabus designing, lesson planning, and assessing language skills.
  • SLS 430 Pidgin & Creole English in Hawai`i (‘H’ focus).  Major historical, descriptive and pedagogical aspects of English in Hawaii; pidgin and creole languages, linguistic change, language variation. Work with actual language data. Laboratory work required. Pre: 302 or Ling 102 or graduate standing. This course provides a general understanding of the sociohistorical background and linguistic structure of both Hawaii Pidgin English (HPE) and Hawaii Creole English (HCE). It also addresses the question of language attitudes, language education and literary heritage. Present day attitudes in the school system and community toward HCE receive particular attention.
  • SLS 480N Introduction to Experimental Studies in SLA.  A lot of Second Language Acquisition (SLA) research taps into findings both from the various subfields of linguistics and from L1 acquisition research. This course introduces undergraduate students majoring/interested in SLS (and related fields) to how experimental studies can reveal important information about SLA. The class will cover experimental studies in SLA in which various linguistic properties of learner language are investigated via psycholinguistic methods to help students fully understand how linguistic knowledge (relevant to both L1 and L2 acquisition) can be applied to second language research.The course will handle a relatively small number of studies but with great emphasis on ‘reading and understanding research articles’; this is accompanied by hands-on experience via original experiments or replications of published experimental studies.
  • SLS 490 Second Language Testing.  Measurement and evaluation of achievement and proficiency in second language learning. Pre: 302, 441, LING 102, or graduate standing. This course is intended to provide a working knowledge of the basic principles and procedures for test construction and testing with an emphasis on the second language context. Participants review a variety of first and second language tests including standardized tests, integrative language tests, discrete-point tests, and tests of communicative competence. Participants also construct and try out some of their own tests. No previous knowledge of statistics or higher mathematics is required. Students will learn the necessary statistical procedures to use in “testing the test” and will develop the skills needed to read test manuals with understanding.