MDS 360: Introduction to Linguistics (with emphasis on language, culture, and communication)
Fall 2007-2008
Professor: Dr. Desire 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.

Required Textbooks:

1. Bonvillain, Nancy. (2003). Language, Culture, and Communication: The Meaning of Messages, Fourth Edition. Upper Saddle River, NJ: Prentice Hall
2. Bauman, Richard and Joel Sherzer (eds). (1989). Explorations in the Ethnography of Speaking, Second Edition. New York, NY: Cambridge University Press.

Recommended Reading List:

1. Parker, Frank and Riley, Kathryn. (2005). Linguistics for Non-Linguists: A Primer with Exercises, Fourth Edition. Boston: Pearson/Allyn and Bacon.
2. Frommer and Finegan. (1999). Looking at Languages: A Workbook in Elementary Linguistics, Sesond Edition. Fort Worth/ Philadelphia: Harcourt College Publishers.
3. Baloubi, Desire. (2005). The Morphophonemics of the Idaacha Dialect of Yoruba. Charlotte, NC: Conquering Books.
4. 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:

1. Phonetics/Phonology
2. Morphology
3. Syntax
4. Language and Culture
5. Communication Principles and Strategies

Specialty Area Standards:

1.  Standard 1: Teachers know and understand the English Language.
1. Indicator 1: Teachers understand the evolving nature of the English Language.
2. Indicator 2: Teachers understand the conventions of Standard English, as well as dialect and register variations.
3. Indicator 3: Teachers understand individual language acquisition and development, recognizing the impact of cultural, economic, political, and social environments upon language.
2. Standard 11: Teachers foster in students awareness and appreciation of their own and others' cultures.
1. Indicator 1: Teachers incorporate diverse resources in context to connect global ideas to student experiences.
2. Indicator 2: Teachers respect students' native languages in their relation to the conventions of Standard English.
3. Indicator 3: Teachers enhance students' understanding of themselves and others to establish classroom cultures of mutual respect.

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:

1. Reading Assignments (written reports on each book, at least 1 page for each report): 20%
2. Midterm Exam (based on definitions of concepts): 10%
3. Writing and Research Assignments(research two issues in each book, 4 pages at least for each paper): 40%
4. 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)

1. Week 1. Reading: Our discussions will focus on the following:
1. * What is 'Linguistics'?
2. * Defining 'language' & 'culture'
3. * General concepts: phonetics, phonology, morphology, and syntax.
4. * Read Language, Culture, and Communication (LCC), chapters 1-2
2. Week 2. Reading: LCC, Chapter 3
3. Week 3. Reading: LCC, Chapter 4-First writing Assignment is due
4. Week 4. Reading: LCC, Chapter 5
5. Week 5. Reading: LCC, Chapter 8-Second Writing Assignment is due
6. Week 6. Review
7. Week 7. Midterm Exam on all Chapters above.

B. Explorations in the Ethnography of Speaking (EES)

1. Week 8. Read: EES, Chapters 1-2
2. Week 9. Read: EES, Chapters 4-6
3. Week 10. Read: EES, Chapters 7-8-Third Writing Assignment is due
4. Week 11. Read: EES, Chapters 11-15
5. Week 12. Read: EES, Chapter 17
6. Week 13. Read: EES, Chapter 20-Fourth Writing Assignment is due
7. Week 14. Review
8. Week 15. Final Project
9. Week 16. Final Grades

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