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MDS 360 Syllabus
MDS 360: Introduction to Linguistics (with emphasis on language,
culture, and communication)
Fall 2007-2008
Professor: Dr. Désiré Baloubi
Office: Old Edu, R # 6
Phone: 546-8307/546-8254
E-mail: dbaloubi@shawu.edu
Office Hours: Tuesday & Thursday: 9:15 a.m.-- 11: 15 a.m. & MWF:
9:00–11:00 a.m.
Students taking this course as Independent Study must meet with me AT
LEAST ONCE A WEEK during my office hours or at other times by
appointment. Please note that you MUST TURN your assignments in each
time we meet. Late work will NOT be tolerated.
Required T extbooks:
Bonvillain, Nancy. (2003). Language, Culture, and Communication: The
Meaning of Messages, Fourth Edition. Upper Saddle River, NJ:
Prentice Hall
Bauman, Richard and Joel Sherzer (eds). (1989). Explorations in the
Ethnography of Speaking, Second Edition. New York, NY: Cambridge
University Press.
Recommended Reading List:
Parker, Frank and Riley, Kathryn. (2005). Linguistics for Non-Linguists:
A Primer with Exercises, Fourth Edition. Boston: Pearson/Allyn and
Bacon.
Frommer and Finegan. (1999). Looking at Languages: A Workbook in
Elementary Linguistics, Sesond Edition. Fort Worth/ Philadelphia:
Harcourt College Publishers.
Baloubi, Désiré. (2005). The Morphophonemics of the Idaacha Dialect of
Yoruba. Charlotte, NC: Conquering Books.
Crowley, Terry. (1992). An Introduction to Historical Linguistics,
Second Edition. Oxford/New York: Oxford University Press.
Rationale for the Course:
Most students and professionals need some familiarity with linguistic
concepts. Courses in anthropology, business/marketing, communication,
composition, education, English/English as a second language (ESL),
folklore, foreign languages, international relations,
literature/literary criticism, reading, psychology, religion, sociology,
and speech-language pathology can be enriched with fundamentals of
linguistics or basic background in linguistic theory. That is a valid
claim, which Parker and Riley unequivocally support in the following
terms: "The common thread among these disciplines is that, in one form
or another and at one time or another, they all deal with language.
Furthermore, linguistics is the scientific study of LANGUAGE; it answers
most of the language-related questions that have always puzzled
non-linguists."
Unfortunately, very few colleges and universities offer courses in
linguistics. It turns out that even educational institutions that offer
such courses do not require them of all students. Shaw University will
make a difference by breaking away from that tradition. Our university
will certainly attract more students, including specialists, if it
singles itself out by supporting the teaching and learning of a
discipline to which Noam Chomsky, a world-known American linguist, has
made invaluable contributions.
Course Description and objectives
In the end of the preface to Linguistic Anthropology, Alessandro Duranti
writes: "In the meantime, I have also developed something new: a
commitment to understanding language as the voice, tool, and foundation
for any human experience." This course will articulate and implement a
similar commitment so that all participating students and professionals
may eventually familiarize themselves with key concepts in the following
areas of applied linguistics and linguistic theory:
* Phonetics/Phonology
* Morphology
* Syntax
* Language and Culture
* Communication Principles and Strategies
Specialty Area Standards:
Standard 1: Teachers know and understand the English Language.
Indicator 1: Teachers understand the evolving nature of the English
Language.
Indicator 2: Teachers understand the conventions of Standard English, as
well as dialect and register variations.
Indicator 3: Teachers understand individual language acquisition and
development, recognizing the impact of cultural, economic, political,
and social environments upon language.
Standard 11: Teachers foster in students awareness and appreciation of
their own and others' cultures.
Indicator 1: Teachers incorporate diverse resources in context to
connect global ideas to student experiences.
Indicator 2: Teachers respect students' native languages in their
relation to the conventions of Standard English.
Indicator 3: Teachers enhance students' understanding of themselves and
others to establish classroom cultures of mutual respect.
Student Classroom Decorum Expectations
To enhance the learning atmosphere of the classroom, students are
expected to dress and behave in a fashion conducive to learning in the
classroom. More specifically, students will refrain from disruptive
classroom behavior, that is, talking to classmates, disrespectful
responses to teacher instructions; swearing; wearing clothes that impede
academic learning such as but not limited to wearing body-revealing
clothing and excessively baggy pants; hats/caps; and/or headdress.
Students will turn off telephones prior to entering the classroom.
Students who exhibit the behaviors described above, or similar
behaviors, will be immediately dismissed from class at the third
documented offense. The student will be readmitted to class only
following a decision by the department chair. The student may appeal the
decision of the department chair to the Dean of the College offering the
course, and, subsequently, to the Office of the Vice President for
Academic Affairs, and then to the President of Shaw University. The
decision of the President will be final. Failure to follow the
procedures herein outlined will result in termination of the appeal, and
revert to the decision of the department chair.
Each behavior construed by the teacher/professor as noncontributive to
learning will be recorded, properly documented, and appropriately
reported to the student and to the chair of the academic department
offering the course. The report will be in written form with a copy
provided to both the student and the department chair. The faculty
member should retain a copy for his/her own records.
Additional student behavior codes may be found in Student Affairs.
Evaluation:
Achievement in this course will be assessed on the basis of the
following:
* Reading Assignments (written reports on each book, at least 1 page for
each report): 20%
* Midterm Exam (based on definitions of concepts): 10%
* Writing and Research Assignments(research two issues in each book, 4
pages at least for each paper): 40%
* Final Project (based on an issue that covers concepts in both books—at
least 10 pages): 30%
Weekly Schedule
A. Language, Culture, and Communication (LCC)
Week 1. Reading: Our discussions will focus on the following:
* What is ‘Linguistics’?
* Defining ‘language’ & ‘culture’
* General concepts: phonetics, phonology, morphology, and syntax.
* Read Language, Culture, and Communication (LCC),
chapters 1-2
Week 2. Reading: LCC, Chapter 3
Week 3. Reading: LCC, Chapter 4—First writing Assignment is
due
Week 4. Reading: LCC, Chapter 5
Week 5. Reading: LCC, Chapter 8—Second Writing Assignment is
due
Week 6. Review
Week 7. Midterm Exam on all Chapters above.
B. Explorations in the Ethnography of Speaking (EES)
Week 8. Read: EES, Chapters 1-2
Week 9. Read: EES, Chapters 4-6
Week 10. Read: EES, Chapters 7-8—Third Writing Assignment is
due
Week 11. Read: EES, Chapters 11-15
Week 12. Read: EES, Chapter 17
Week 13. Read: EES, Chapter 20—Fourth Writing Assignment is
due
Week 14. Review
Week 15. Final Project
Week 16. Final Grades |
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