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  • FLL 425: Origin and Evolution of Romance Languages

    3.00 Credits
    University of Massachusetts-Dartmouth

    Examination of the common origin of the romance languages in Latin and their evolution into French, Italian, Portuguese, and Spanish. The course uses both the traditional philological method and modern theoretical linguistics, both synchronic and diachronic. Furthermore, linguistic features are interpreted for their historical and sociological factors.
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  • FLL 450: Sociolinguistics

    3.00 Credits
    University of Massachusetts-Dartmouth

    Examination of the nature of language and the relationships among language, society, thought, and culture through the study of sociolinguistics. Topics explored include the nature of language, dialects, language variation and change, and attitudes towards language varieties, as well as how power, solidarity, identity, and cultural factors affect language use.
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  • FLL 495: Independent Study

    3.00 Credits
    University of Massachusetts-Dartmouth

    Conditions and hours to be arranged Prerequisites: Upper-division standing; permission of instructor, department chairperson, and college dean Study under the supervision of a faculty member in an area not otherwise part of the discipline’s course offerings.
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  • FLL 522: Introduction to Second Language

    3.00 Credits
    University of Massachusetts-Dartmouth

    Acquisition and Use Introduction to second language acquisition theory and research for teachers through task-based learning and teaching for implemention in the classroom. Topics discussed include Krashen’s input hypothesis, Long’s interaction hypothesis, the negotiation of meaning, Vygotskian accounts of language learning, lexical theories as well as rule-governed theories of language competence, theories of speech production and theories of implicit and explicit knowledge. Students are provided with opportunities to use inquiry skills in the development of both theoretical and applied content. At the end of the course, students should be able to demonstrate the following outcomes: (1) an understanding of the relationship between task-based learning and teaching and second language acquisition theory and research and (2) the ability to apply task-based learning and teaching to varied foreign language classroom contexts and in ways that promote the development of higher order thinking skills and extended language use. For the Master of Arts in Teaching program, appropriate 400 level Foreign Language and Literature courses may be offered at the 500 level.
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  • FLL 524: Theory and Practice of Teaching Foreign Languages

    3.00 Credits
    University of Massachusetts-Dartmouth

    Historical overview of the theory and practice of teaching foreign languages focusing on the contextualization of language instruction and integrated language instruction in ways that are aligned with the Massachusetts Curriculum Frameworks. Course topics include the role of contextualized input, output, and interaction in language learning; organizing content and planning for integrated language instruction; using an interactive approach to developing interpretive communication; using a story-based approach to teach grammar; developing oral and written interpersonal and presentational communication; addressing diverse needs of learners, assessing standards-based language performance in context, and using technology to contextualize and integrate language instruction. Students also reflect upon actual teaching scenarios and plan, design, and implement various microteaching situations. For the Master of Arts in Teaching program, appropriate 400 level Foreign Language and Literature courses may be offered at the 500 level.
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  • FLL 525: Origin and Evolution of Romance Languages

    3.00 Credits
    University of Massachusetts-Dartmouth

    Prerequisites: FRN 302, POR 302, or SPA 302 (or equivalent) Examination of the common origin of the romance languages in Latin and their evolution into French, Italian, Portuguese, and Spanish. The course uses both the traditional philological method and modern theoretical linguistics, both synchronic and diachronic. Furthermore, linguistic features are interpreted for their historical and sociological factors. For the Master of Arts in Teaching program, appropriate 400 level Foreign Language and Literature courses may be offered at the 500 level.
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  • FLL 526: Classroom Discourse

    3.00 Credits
    University of Massachusetts-Dartmouth

    Roles that teacher-student and student-student classroom interaction play in the context of a critical analysis of sociocultural principles of language learning as they relate to linguistic classroom practices, participation structures, and different activity types. Topics include the idea of learning as participation; language as a tool for social action; mind as the joint construction of biological and cultural processes; meditational means; the zone of proximal development; scaffolding and collaborative dialogue; the development of class learning opportunities; the use of content-based instruction to promote classroom discourse; the development of a critical pedagogy; and the idea of teaching as assisted performance. Students are provided the opportunity to use inquiry skills in the development of both theoretical and applied content. For the Master of Arts in Teaching program, appropriate 400 level Foreign Language and Literature courses may be offered at the 500 level.
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  • FLL 550: Sociolinguistics

    3.00 Credits
    University of Massachusetts-Dartmouth

    See FLL 450 For the Master of Arts in Teaching program, appropriate 400 level Foreign Language and Literature courses may be offered at the 500 level.
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  • FLL 625: Teaching Spanish Within the Elementary and Middle School Settings, Curriculum Development through the Arts

    3.00 Credits
    University of Massachusetts-Dartmouth

    Prerequisites: Must be a MAT student Designed for Spanish teachers K-8. Teachers are presented with arts-based strategies to teach interactive use of Spanish at the elementary and middle school levels. Topics include the classroom use of Hispanic stories, songs and music, rhymes and poetry, and arts and crafts to facilitate Spanish language development. The program models using arts-based instruction in the classroom and issues related to implementations of programs are also discussed. Students are provided with the opportunity to use inquiry skills in the development of both theoretical and applied content. For the Master of Arts in Teaching program, appropriate 400 level Foreign Language and Literature courses may be offered at the 500 level.
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  • FLL 676: Applied Linguistics for Teachers of Spanish, A Pragmatic Perspective

    3.00 Credits
    University of Massachusetts-Dartmouth

    Course delivered in Spanish A critical examination of Spanish language and culture as a pragmatic system and the ways in which student pragmatic development can be enhanced through classroom language instruction and assessment. Topics include theories of second language pragmatic development, approaches to developmental pragmatics research, the development of pragmatics and grammar, differences in pragmatic production and pragmatic comprehension, the relationship between learner contexts and pragmatic development, and the social perceptions underlying participants’ interpretation and performance of social acts. The course includes discussion of the Spanish pronominal and verbal systems as well as issues of morphology, semantics, lexicon and discourse as they apply to the teaching and assessment of classroom Spanish from a pragmatic perspective. Students are provided with opportunities to use inquiry skills in the development of both theoretical and applied content. For the Master of Arts in Teaching program, appropriate 400 level Foreign Language and Literature courses may be offered at the 500 level.
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