I thought I would show the list some of CA's subject-matter
requirements for English credential candidates. These standards are
extremely idealistic, considering that credential candidates are
required to take only ONE linguistics course, grammar courses are not
available at all colleges, and the credential major is so crowded with
courses that students really have no room for elective courses in
grammar or linguistics. I have to teach most of this in ten weeks!!
Domain 2. Language, Linguistics, and Literacy
Candidates demonstrate knowledge of the foundations and contexts of the
language, linguistics, and literacy contained in the English-Language
Arts Content Standards for California Public Schools: Kindergarten
Through Grade Twelve (1997) as outlined in the Reading/Language Arts
Framework for California Public Schools: Kindergarten Through Grade
Twelve (1999) at a post secondary level of rigor. Candidates have both
broad and deep conceptual knowledge of the subject matter. Many
California students, coming from a variety of linguistic and
sociocultural backgrounds, face specific challenges in mastering the
English language. The diversity of this population requires the
candidate to understand the principles of language acquisition and
development. Candidates must become knowledgeable about the nature of
human language, language variation, and historical and cultural
perspectives on the development of English. In addition, candidates
must acquire a complex understanding of the development of English
literacy among both native and non-native speakers. Candidates will be
able to:
2.1Human Language Structures
a.Recognize the nature of human language, differences among languages,
the universality of linguistic structures, and change across time,
locale, and communities
b.Demonstrate knowledge of word analysis, including sound patterns
(phonology) and inflection, derivation, compounding, roots and affixes
(morphology)
c.Demonstrate knowledge of sentence structures (syntax), word and
sentence meanings (semantics), and language function in communicative
context (pragmatics)
d.Use appropriate print and electronic sources to research etymologies;
recognize conventions of English orthography and changes in word
meaning and pronunciation
(English-Language Arts Content Standards for California Public Schools,
Grade 6, Reading: 1.1-5; Grades 7-8, Reading: 1.2; Grades 9-10,
Reading: 1.1-3)
2.2Acquisition and Development of Language and Literacy
a.Explain the influences of cognitive, affective, and sociocultural
factors on language acquisition and development
b.Explain the influence of a first language on second language
development
c.Describe methods and techniques for developing academic literacy
(e.g., tapping prior knowledge through semantic mapping, word
analogies, and cohesion analysis)
(English-Language Arts Content Standards for California Public Schools,
Grades 6-12, Reading: 1.0)
2.3Literacy Studies
a.Recognize the written and oral conventions of Standard English, and
analyze the social implications of mastering them
b.Describe and explain cognitive elements of reading and writing
processes (e.g., decoding and encoding, construction of meaning,
recognizing and using text conventions of different genres)
c.Explain metacognitive strategies for making sense of text (e.g.,
pre-reading activities, predicting, questioning, word analysis, and
concept formation)
2.4Grammatical Structures of English
a.Identify methods of sentence construction (e.g., sentence combining
with coordinators and subordinators; sentence embedding and expanding
with clausal and phrasal modifiers)
b.Analyze parts of speech and their distinctive structures and
functions (e.g., noun phrases including count and noncount nouns and
the determiner system; prepositions, adjectives, and adverbs; word
transformations)
c.Describe the forms and functions of the English verb system (e.g.,
modals, verb complements, and verbal phrases)
....
3.3Rhetorical Effects of Grammatical Elements
a.Employ precise and extensive vocabulary and effective diction to
control voice, style, and tone
b.Use clause-joining techniques (e.g., coordinators, subordinators, and
punctuation) to express logical connections between ideas
c.Identify and use clausal and phrasal modifiers to control flow, pace,
and emphasis (e.g., adjective clauses, appositives, participles and
verbal phrases, absolutes)
d.Identify and use devices to control focus in sentence and paragraph
(e.g., active and passive voice, expletives, concrete subjects, and
transitional phrases)
e.Maintain coherence through use of cohesive devices
3.4Conventions of Oral and Written Language
a.Apply knowledge of linguistic structure to identify and use the
conventions of Standard Edited English
b.Recognize, understand, and use a range of conventions in both spoken
and written English, including:
Conventions of effective sentence structure (e.g., clear
pronoun reference, parallel structure, appropriate verb tense)
Preferred usage (e.g., verb/subject agreement, pronoun
agreement, idioms)
Conventions of pronunciation and intonation
Conventional forms of spelling
Capitalization and punctuation
Dr. Johanna Rubba, Associate Professor, Linguistics
Linguistics Minor Advisor
English Department
California Polytechnic State University, San Luis Obispo
E-mail: [log in to unmask]
Tel.: 805.756.2184
Dept. Ofc. Tel.: 805.756.2596
Dept. Fax: 805.756.6374
URL: http://www.cla.calpoly.edu/~jrubba
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
|
