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ENGL 4003 Syllabus 1

Teaching People From Other Cultures / ENGL 5004 / MCUL 5003 Schedule
Spring 2017

Dr. Aleksandra Kasztalska Tuesdays 6:00-8:40pm Wilson 315
870-235-5230 F-to-F (0-24% online)
Office: Wilson 314 160 min per class, 14 meetings per term
Office Hours: TTh 8:30-9:30am, TTh 12-2pm, W 11am-1pm 3 credit hours

Credit Hour Description

For every course credit hour of a 15-17 week semester, the typical student should expect to spend
approximately 45 clock hours per term of concentrated attention on course-related work, including but
not limited to time engaged in class, as well as out-of-class time spent reading, reviewing, organizing
notes, preparing for upcoming quizzes/exams, problem solving, developing and completing projects, and
other activities that enhance learning.

University Mission Statement

The mission of Southern Arkansas University is to educate students for productive and fulfilling lives in a
global environment by providing opportunities for intellectual growth, individual enrichment, skill
development, and meaningful career preparation. The University believes in the worth of the individual
and accepts its responsibility for developing in its students those values and competencies essential for
effective citizenship in an ever-changing, free, and democratic society. Further, the University
encourages and supports excellence in teaching, scholarly, and creative endeavors, and service.

College Mission Statement

The mission of the College of Liberal and Performing Arts is to foster students ability to think critically,
become tolerant of diversity, adhere to ethical values, communicate effectively, cooperate successfully,
and become responsible citizens in a changing global society. In addition, the College seeks to instill in
each student an appreciation of literature, languages, history, politics, geography, music, theatre, and
art, and to provide the campus and region with opportunities for participation in these disciplines.

Department Mission Statement

The mission of the Department of English and Foreign Languages is to provide the portion of a liberal
arts education that employs language, literature, and written communication to develop the students
ability to think critically, understand and appreciate diversity, adhere to ethical values, and
communicate effectively in a global environment.

Learning Goals and Course Content

Linguistic Knowledge: Students will understand the processes of language acquisition, language change,
and linguistic and grammatical analysis.

Course Content: This course will explore the complex relationships between cultural values, language
acquisition, nonverbal behavior, and patterns of reasoning. Students will be introduced to difficult
questions about the culturally enriching, perplexing, or even destructive role that the teaching of English
plays for English language learners and other English users. The course will also explore these and other
issues beyond the educational setting, so students will be encouraged to make connections and find
implications of the key concepts for everyday communication and professional discourse. Above all, the
goal of this course is to increase students intercultural awareness and to decrease culture-based
misunderstandings in the classroom and in other conversational settings.
ENGL 4003 Syllabus 2

Required text
There is no required textbook for this course. All materials will be provided in advance by Dr. K, who will
upload scans of readings, handouts, links to videos and website, and other resources to Blackboard each

Course grades
Assignments will receive letter grades based on the percentage of all points a student receives for a
given assignment. Similarly, final grades will be assigned based on the percentage of all points the
student has received during the semester. The percentages and corresponding letter grades are:

A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = < 60%

Dr. K will generally grade each assignment within one week. It is YOUR responsibility to check
Blackboard regularly to monitor your grades and notify Dr. K if you have any concerns. If you have any
questions or concerns about a given grade, you must contact Dr. K within 10 days of receiving the grade.

Points will be awarded in the following amounts, for a maximum of 500 pts:
Midterm Paper 100 pts
Final Paper 100 pts
Final Presentation 50 pts
Reflections (3 x 33 pts) 100 pts
Reading Notes (7 x 7 pts) 50 pts
Attendance and Participation 100 pts

More details about assignments

Midterm Paper
For the Midterm Paper (10-15 pages), you will watch an episode of a slice of life kind of TV show
from the U.S. and then, in writing, analyze the cultural norms and values reflected in the storylines
and interactions between the characters. Further instructions will be provided later in the semester.

Final Paper and Presentation

For the Final Paper (10-15 pages), you will examine some elements of mainstream (or other) U.S.
culture and discuss its implications for working with students from diverse cultural and linguistic
backgrounds. You will also present your findings in class on April 18 or April 25. Further instructions
will be provided later in the semester.

Throughout the semester, you will submit 3 Reflections. A Reflection is an analytical and reflective
response to the readings and ideas we have been discussing in class (any readings/ideas discussed
up to that point; not just those scheduled for a given day). A Reflection is NOT a summary of the
readings! Instead, it is a text that demonstrates your understanding and critical thinking about the
ideas encountered in this coursefor example by building on the concepts encountered in the
readings or class discussions, extending or developing new interpretations of key concepts,
providing and explaining novel examples, or drawing connections between the ideas from this class
and other classes/your own life. In writing a Reflection, you can consider the following questions:
ENGL 4003 Syllabus 3

How have the class readings or discussions informed your thinking about culture, language,
or education?
In what ways, if at all, have the readings or discussions challenged your beliefs about and
attitudes toward language, culture, or education?
In what ways, if at all, have the ideas from the course made you reconsider or reinterpret
your own (past or current) interactions with people from other linguistic or cultural
What are some new examples of the concepts or ideas discussed in the readings or in class
and how do these examples illustrate these concepts or ideas?
What are some other applications or implications of the ideas weve discussed so far?
Do you disagree with any of the propositions, interpretations, or conclusions made by the
authors of the readings? If so, why?
Each Reflection should be 400-500 words, typed on a computer, and turned in as a hard copy in
class on the day its due. In evaluating Reflections, Dr. K will considering the following criteria:
The text has a clearly stated thesis or central idea early in the text.
The text shows the author has thought carefully about the issues raised in the readings and
class discussions.
The author supports his or her own argument/opinion with relevant, detailed evidence,
examples and sound logic (try to avoid generalizations).
The text clearly and directly references the ideas from the readings or class discussions
(make sure to specify the source or author of the idea).
The author considers alternative viewpoints to his or her own.
The text is well organized (uses multiple paragraphs or sections to make distinct points;
stays focused and effectively moves from one idea to another; has a clear thesis/central idea
and conclusion).
The writing is clear and uses appropriate academic vocabulary, spelling, and grammar.

Reading Notes
Throughout the semester, you will submit a total of 7 Reading Notes (RNs). A RN is a list of the key
concepts, definitions, and other important ideas you encountered in the readings that we are
scheduled to discuss on a given day (these can be listed in bullet points). In addition, a RN can
include questions you have about the readings. For example: Did you find any particular idea
especially interesting? Is there a specific concept or passage from the readings that youd like to
discuss in more detail in class? Was a particular concept discussed in the text confusing or supported
through few examples? Basically, a RN is intended to help you prepare for class discussions. Each RN
should be 1-2 pages long, but it doesnt have to be typed on a computer. Dr. K will also NOT collect
the RNs, but she will ask to see them during class while you are working on a group project. RNs
must be brought the class on the day they are scheduled and canNOT be made up later.
Please note: Even though you are only required to submit 7 RNs, you CAN submit additional RNs
on other days when readings are due. For each RN over the required 7, you will receive 5 points
extra credit.

Attendance and Participation

You are expected to attend ALL class meetings, but you are allowed one unexcused absences.
Please note that for excused absences (caused by illness or other unavoidable circumstances), you
must submit an excuse to the instructor in writing, such as a doctors note. When extenuating
circumstances for an absence exist, you should discuss the matter with the instructor at the earliest
possible moment. If you have more than one unexcused absence, you may be dropped from the
course OR your final grade in the class may to be lowered.
ENGL 4003 Syllabus 4

Moreover, you are expected to come to class on time. If you are regularly late (even if only by a few
minutes), your grade for the class may be lowered.
Finally, you are expected to come to class prepared, meaning that you have completed the assigned
homework and readings prior to the beginning of class and that you have brought copies of the
readings and of your own notes to every class. Failure to come to class fully prepared may result in a
lowered course grade.

All major assignments and deadlines are listed in the course schedule, but during the semester Dr. K
may alter some assignments, change deadlines, or create new assignments that you are required to
complete. It is YOUR responsibility to stay informed about what is due and when. You should attend all
classes and check your SAU e-mail and Blackboard regularly.

Emergencies and university functions

If an assignment is submitted late due to an emergency or other special circumstances, you must notify
Dr. K as soon as you can to ask for an extension. If you know in advance that you will have to miss any
classes due to university-mandated activities (ex. sports events, club trips, etc.) you must notify Dr. K in
advance and make advance arrangements to complete the missed work. If you do not make
arrangements in advance, you will NOT be given an extension after youve missed the due date.

Technical difficulties
Technical difficulties are NEVER an excuse for late or missed
work! Dr. K will not excuse late or missed work because of
broken computers, problems with Internet connectivity, or
other technology-related issues. You should always plan extra
time into your schedule to ensure that you will be able to
complete and submit your work before the due date and you
should regularly back up all your workconsider using a free
cloud/storage service, like Dropbox or Google Drive.
Moreover, you should always check that your email has been
sent and that your assignment has been successfully uploaded
to Blackboard.

Contacting Dr. K
To contact Dr. K, please use the information listed on the first page of this syllabus. When e-mailing Dr.
K, you must use proper email etiquette: Include an informative subject line, begin with an appropriate
greeting, use somewhat formal grammar and spelling, and sign with your full name, and class number or
title. Moreover, please allow at least 24 hours for Dr. K to respond to e-mails during the week and
longer during weekends. Finally, be aware that Dr. K will NOT discuss your grades in an e-mail. If you
wish to discuss your grade, you must set up an appointment with Dr. K.
ENGL 4003 Syllabus 5

Additional course policies:

While class is taking place, please refrain from using your cell phone or browsing non-SAU
websites (unless Dr. K gives you explicit permission to browse other websites). Violation of this
policy will result in a lowered Attendance and Participation grade at the end of the semester.
While class is taking place, you may NOT wear headphones in your ears or chew gum or tobacco.
You are expected to participate cooperatively, constructively, and to the best of your ability in
all class activities, while respecting the different experiences, beliefs and values expressed by
everyone in this course. Any behavior that could be distracting to Dr. K or your classmates
including but not limited to off-topic conversations, use of cell phones, or chewing/spitting
tobaccois considered disrespectful and should be avoided. If you fail to behave in an engaged
and respectful manner, you may be asked to leave a class meeting and will receive an unexcused
absence. In both your in-class and online interactions with classmates, you are expected to
avoid any language that may be construed as hate speechin other words, any words or
phrases that could be understood as threatening, insulting, or degrading to a person or group
based on characteristics such as race, gender, or sexual orientation.
It is the policy of SAU to accommodate students with disabilities, pursuant to federal law, state
law, and the University's commitment to equal education opportunities. Any student with a
disability who needs accommodation should inform the instructor at the beginning of the
course. Students with disabilities are also encouraged to contact the Office of Disabilities
Support Services, 216 Reynolds Center, 870-235-4154.
Academic integrity at SAU is an organizational and individual responsibility to honesty in all
learning experiences. Any act of dishonesty in academic work constitutes academic misconduct
and is subject to disciplinary action. Acts of dishonesty include, but are not limited to:
A. Plagiarismthe act of taking and/or using the ideas, work, and/or writings of another
person as ones own.
B. Cheatingan act of dishonesty with the intention of obtaining and/or using information in
a fraudulent manner.
C. Fabricationfaking or forging a document, signature or findings of a research project.
D. Resubmissionsubmitting a work you have submitted for credit in a previous class.
If you are caught committing plagiarism or any other act of academic dishonesty, you will
automatically receive a grade of 0 on the assignment and be required to meet with the dean of
the College of Liberal and Performing Arts; other penalties may be assessed at the instructors
discretion, depending on the severity of the offense.
ENGL 4003 / ENGL 5004 / MCUL 5003 Schedule

Please note that this schedule is tentative and may be revised during the semester. If Dr. K
makes any changes to the schedule, you will be notified via Blackboard, e-mail, and in class.

Wk Date Topic Readings Due

1 1/17 Introductions and course overview Cultural
Cultural Autobiography Autobiography
2 1/24 Introduction to culture and linguistic Brown, Language, Culture and RN 1
relativism Identity
Everett, Language, Culture, and
Thomas, Comparing cultures
3 1/31 U.S. American values and culture Althen, American Ways Ch. 1 RN 2
Hand out Midterm Paper instructions Nathan, As Others See Us
4 2/7 Kinesics and proxemics Althen, American Ways Ch. 2 Discussion Board
Communicative styles Morain, Kinesics and cross-cultural Reflection 1
understanding Midterm Paper
5 2/14 Gricean Maxims Pham, The Cooperative Principle RN 3
Speech Acts Creese, Speech act variation in British
Discuss Midterm Paper ideas and American
6 2/21 Politeness Bell, Politeness in the Speech of RN 4
Metaphors Korean ESL Learners
Skype Q&A with Sumaya Daoud Barchard et al., Is Sadness Blue?
Discuss Midterm Paper progress Leung, A contrastive study of Chinese
and English metaphors of marriage
7 2/28 Midterm Papers discussion Midterm Paper
8 3/7 School socialization Cortazzi & Jin, Cultures of learning RN 5
Focus on Chinese and Japanese Language classrooms in China
educational systems Tobin et al., Komatsudani - A
Japanese Preschool
9 3/14 Hand out Final Paper instructions Celce-Murcia, An Overview of Reflection 2
Approaches to language teaching Language Teaching Methods and
ELLs in the US Approaches
Larsen-Freeman, Communicative
Language Teaching
NCTE, English Language Learners
11 3/28 Discuss Final Paper ideas Lucas et al., Linguistically responsive RN6
Skype Q&A with Dr. Masakazu teacher education: preparing
Mishima classroom teachers to teach English
Linguistically Response Teaching language learners
Guest speaker: Dr. Michael Maune ELP Standards Overview
(ELL standards) ELP Standards (selections)
Wright, The Every Student Succeeds
Act (ESSA) and English Language
Learners (ELLs) (video)
12 4/4 Culture in the classroom Harklau, Representing culture in the RN7
Essentialism ESL writing classroom
Supporting ELLs Good et al., Latino ELLs - Bridging
Achievement and Cultural Gaps
Between Schools and Families
Ngozi, "The danger of a single story"
13 4/11 Hand out Final Presentation Tan, Mother Tongue Reflection 3
instructions Farrell & Martin, To Teach Standard
Stages of Cultural Adjustment English or World Englishes
Non-native speakers and World Ladson-Billings, Toward a Theory of
Englishes Culturally Relevant Pedagogy
Culturally Relevant Pedagogy
14 4/18 Final Presentations
15 4/25 Final Presentations Final Paper

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