AFRO 231 SHS 231 Syllabus Spring 2018.pdf

AFRO 231 SHS 231 Syllabus Spring 2018.pdf - Language...

Info icon This preview shows pages 1–2. Sign up to view the full content.

Language Differences and Disorders: An American Perspective AFRO 231/ SHS 231: Spring 2018 Second 8 Weeks: Days: TR Instructor: Dr. Adele Proctor ( [email protected] ) Credit: 3 hours E-mail: Please remember to write AFRO 231 or SHS 231 in the subject line of all e-mails. Course Description: This course discusses the interaction of language, culture and race/ethnicity in U.S. minorities. Distinguishes language differences from language disorders through examination of assessment and treatment approaches for different aged populations from culturally and linguistically diverse (CLD) backgrounds. It emphasizes language difference theory as related to social and regional dialects, bilingualism and multilingualism. Special focus will be on African American English (AAE)/African American Vernacular English (AAVE); Spanish influenced English (SpiE), Native American languages and diversity of languages among Asian Americans and Pacific Islanders. Overall Objective: The emphasis in this class is on language differences (not pathological) versus language disorders (pathological) with specific reference to unique situations of individuals living in the U.S. According to U.S. census definitions, underrepresented groups include African Americans, Asian Americans and Pacific Islanders, Latinos/as (Hispanics) and Native Americans, Alaska Natives Hawaiians and other indigenous people). The underlying theme in the course is to address issues related to minorities who speak social dialects and those who do not have American English as a first language (L1) since they are often misdiagnosed as having language disorders. These same individuals are overrepresented in special education, particularly in speech-language impairment. This class is designed to provide students with information that is necessary to reduce misdiagnosis of language disorders in those with language differences. For example, it is imperative that parents, educators and other professionals, who advocate for minority language speakers, develop sensitivity, awareness, knowledge and understanding of the cultural and language variables that influence test-taking abilities and classroom performance. Informed advocates should understand the lack of inclusion of linguistic minorities in test development and educational practices. Students will consider how to devise strategies that allow a more inclusive participation of culturally and linguistically diverse (CLD) populations in public education. The concept of cultural globalization, the transmission of ideas, meanings and values around the world in such a way as to extend and intensify social relations, will be interwoven in the course. Specific Objectives include: 1. Developing an understanding of basic linguistic and sociolinguistic terminology.
Image of page 1

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

Image of page 2
This is the end of the preview. Sign up to access the rest of the document.
  • Spring '18
  • Native Americans in the United States

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern