EDDN 636 Linguistic Structure of the English Language – Sociolinguistic Perspective
This course provides an understanding of basic linguistic concepts and their applications for TESOL instruction. Students will be introduced to the essential concepts of language development and modern linguistic components that are relevant to first and second language pedagogy. Specific concepts include: phonetics, phonology, morphology, semantics, syntax, pragmatics, discourse
analysis, and the nature of regional and social variations in English and the relationship between dialects and ethnic identity. Students will explore the origins, diversity, and functions of human languages, in addition to the relationship between language and society. Students will also study key concepts of sociolinguistics in order to gain a solid understanding of the social and cultural dimensions of language. Includes 10 hours of fieldwork. 3 credits
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Marie-Nansie Victor’s personal introduction: My name is Marie-Nansie Victor. I immigrated to the United States from Haiti about two decades ago. I am married and blessed with four children. Currently, I work as a paraprofessional for the New York City Board of Education. I received an associate degree in Liberal Arts from Kingsborough Community College, and I went to York College where I graduated with a bachelor’s degree in French. I am now working toward an Advanced Certificate in TESOL at Touro College after completing a master’s degree in Early Childhood Education (General and Special Education.)
Even though I have a busy life between work, school, and family, I manage to find time for some of my favorite hobbies like cooking, baking, and reading. With the help and support of my instructors, I successfully complete all my assignments. Soon I will be working as a teacher. I have a passion for teaching, and I hope to inspire all my students.
Michele Goldin is an Assistant Professor of Bilingual Education and TESOL at Touro University Graduate School of Education. She received her Ph.D. in Bilingualism and Second Language Acquisition from Rutgers University. Her research broadly focuses on child bilingualism. As a heritage speaker of Spanish herself, she strives to increase our understanding of bilingual development with direct implications for successful academic outcomes, language policy and pedagogy, as well as bilingual and dual-language education.