Course Syllabus
Language in Society
Human Behavior General Education Area
ED 0815, Section 703, CRN 53171
Fall, 2025
Instructor: Elvis Wagner
Syllabus PDF (need to add)
This is an asynchronous course, so there are no in-class or zoom sessions.
The course syllabus will provide you with the course schedule, course objectives, explanations of assignments and assessments, grading policies, and instructor contact information. Please read it carefully. You should have a deep familiarity with the schedule and process of the course.
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Basic Course Information
General Education--This course fulfills the General Education area of Human Behavior
GenEd Human Behavior courses address the relationships between individuals and communities. Courses may focus on the relationship between individuals and communities in general or may engage those relationships from specific perspectives (such as art, music, education, religion, economics, politics or education), or look at them within specific themes (such as food & eating, crime, crisis, sexuality, or adolescence).
Welcome Message
Welcome to Language in Society! We’ll be spending the semester together in an exploration of how language impacts us at the personal and society level. It is all around us, and you are an expert language user, but in this class we are going to explore how language works, and how it affects and makes us who we are.
Meeting Time and Location
This class meets asynchronously. There will be no set times for class meetings. Rather, you will view the lectures, do your assignments, read the readings, etc., on your own time. However, each module will correspond to one week of the semester (Module 1 = Week 1). The module will "open" at 12:01 AM on Monday, and you must complete the module (and all the assignments in it) by Sunday. You can (and should) do the assigned readings prior to the module opening on Monday morning. I am available to talk by email, or in person (office hours) or via zoom https://temple.zoom.us/j/7719866723.
Emergency Meetings
Students are to register for the TUAlert System to be made aware of University closures due to weather or other emergency situations and follow all additional university-wide emergency instructions. Students can register for this system on the Campus Safety Services website.
Please note that because this is an asynchronous class, we will generally not be affected by campus closures.
Instructor Information
My Name: Dr. Elvis Wagner
Please refer to me as "Dr. Wagner" or as "Elvis."
Instructor Biography
I am an Associate Professor of TESOL (Teaching English to Speakers of Other Languages). I am also the coordinator of the World Languages Education program, and the PhD in Education/Applied Linguistics strand. This is my 18th year at Temple. I am married, have two kids, and two cats.
My Contact Information
Please reach out to me at any time for assistance with the course or just to chat about the field or navigating university life. The best way to reach me is to r email me at elviswag@temple.edu. I will generally respond within 24 hours, Monday through Friday. Please do not send a follow-up email before 24 hours have passed.
My Office
297 Ritter Hall
Personal Zoom https://temple.zoom.us/j/7719866723
Student Drop-In Hours
Seeking out individual assistance from the instructor is a normal part of the learning process. I set aside 3:15-5:15 on Wednesdays for you to come to my office or zoom https://temple.zoom.us/j/7719866723 (I ask you to make an appointment in advance). We can discuss the course content, your progress on the assessments, your future in the field, or anything else you need to talk about. If my regular Office Hours don’t fit your schedule, please email me to make an appointment. I want to help you succeed!
Purpose of the Course
Overall Purpose
This General Education Human Behavior course expands the breadth of your knowledge and skills, adding to the depth acquired in your major. This course emphasizes the critical competencies of critical thinking, oral/written communication, and information literacy while delving into the scientific methods used to challenge common myths and beliefs about language and to help students gain a better understanding of how language works as a part of human behavior. The main objectives of the course are to help students: (1) expand their knowledge about diversity of the world languages, bi- and multilingualism, and language structure, learning, and use; (2) develop their ability to collect, analyze, and interpret language data using a variety of approaches and methodologies; (3) reflect critically on language issues and learn to apply their knowledge in real-world contexts, making informed decisions about language and education policies and intercultural communication in the workplace. In addition, students completing this course will demonstrate enhanced information literacy skills in locating, accessing, evaluating, and using information of various kinds, including both primary and secondary sources, scholarly and popular sources, and in documenting sources used to fashion their arguments.
Overview of the Course
How did language come about? How many languages are there in the world? How do people co-exist in countries where there are two or more languages? How do babies develop language? Should all immigrants take a language test when applying for citizenship? Should English become an official language of the United States? In this course we will address these and many other questions, taking linguistic facts as a point of departure and considering their implications for our society. Through discussions and hands-on projects, students will learn how to collect, analyze, and interpret language data and how to make informed decisions about language and education policies as voters and community members.
3 Credit Hours
Learning Goals
Upon successful completion of this General Education course, you will be able to…
- Expand their knowledge about diversity of the world languages, bi- and multilingualism, and language structure, learning, and use
- Develop their ability to collect, analyze, and interpret language data using a variety of approaches and methodologies
- Reflect critically on language issues and learn to apply their knowledge in real-world contexts, making informed decisions about language and education policies and intercultural communication in the workplace
- Demonstrate enhanced information literacy skills in locating, accessing, evaluating, and using information of various kinds, including both primary and secondary sources, scholarly and popular sources, and in documenting sources used to fashion their arguments.
Section Learning Goals
Students will also be able to examine, explore, and experiment with different types of topics related to language and language use and human interaction.
All materials, activities, and assessments of this course are designed to help you achieve these goals. If at any time you feel that you are not making progress towards one of these goals, please reach out to me. It is my job to help you get there!
General Education Competencies and Area Learning Goals
https://bulletin.temple.edu/undergraduate/general-education/#Program_Competencies
https://bulletin.temple.edu/undergraduate/general-education/#GenEd_Courses ]
The Learning Environment
How Class Will Be Conducted
This is an online asynchronous course with no set meeting times. You can choose when to complete your work throughout the week, but most successful students block off specific times in their schedule to dedicate to the class and log in several times a week.
This asynchronous class is organized by modules. Each week, a new module will "open" at 12:01 AM on Monday, and all of the assignments must be completed by the following Sunday at 11:59 PM. Most modules will combine two brief lectures (utilizing an audio-narrated slide deck presentation) and one or more learning activities based upon the assigned reading for module. You are expected to complete the preparatory reading prior to watching the slide deck. You can expect a mix of video lectures, videos, and other interactive activities designed to reinforce the material. I will post weekly announcements to keep you on track and informed, and I will check discussion boards regularly to engage with student posts and answer questions. Written or video feedback on assignments is typically provided within one week of the submission deadline. I aim to be present and responsive throughout the course, and you are encouraged to reach out with any questions or concerns at any time.
Classroom Civility
It is important to foster a respectful and productive learning environment that includes all students in our diverse community of learners. Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Therefore, all opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.
Treat your classmates and instructor with respect in all communication, class activities, and meetings. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Please consider that sarcasm, humor, and slang can be misconstrued in online interactions and generate unintended disruptions. Profanity should be avoided as should the use of all capital letters when composing responses in discussion threads, which can be construed as “shouting” online. Remember to be careful with your own and others' privacy. In general, have your behavior mirror how you would like to be treated by others.
For more information, please visit the IDEAL website.
In this course, we will address language issues related to racism, sexism, imperialism/colonialism, gender identities, sexual orientation, religion, political polarization, and other issues that some may find challenging and uncomfortable to discuss, so we will prepare as a group and develop agreements about how we can have these discussions in a productive and respectful way, and help us consider viewpoints that may be different from our own. In this class, we want to make space for each student and create an inclusive environment where we respect each other’s different identities, lived experiences, and perspectives. Please do not ever hesitate to reach out to me if I can do something better or differently to support your learning or our collective learning experience.
Materials
Required course materials are available from the Follett Bookstore at Temple University. Please note that the Follett bookstore offers a guaranteed price match for course materials.
For this course, the cost range, including all books, online access fees, expenses, and other materials, is approximately $35.
Required Materials (textbook)
The Study of Language
Links to other required readings, videos, etc., will be supplied electronically in Canvas in the appropriate module. These items will be provided to you at no additional cost
Software or Other Supplies
If you need access to basic software for creating documents, slideshows, or spreadsheets, you have free access to Microsoft 365.
Accessibility
Every student in this class is an expert in language(s) and it is important to me that every student has the opportunity to succeed in this course. Please reach out to me if any obstacle is in the way of your success.
Any student who has a need for accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) located in the Howard Gittis Student Center South, 4th Floor at drs@temple.edu or 215-204-1280 to request accommodations and learn more about the resources available to you. If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact me as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. All discussions related to your accommodations will be confidential. Students can learn more about the accommodation process and pre-register on the DRS website. Students may register at any time during the semester, but accommodations are not active until you register, so I recommend doing so as early in the semester as possible.
Information regarding accessibility for additional technologies is provided below:
Resources and Support
Sometimes the biggest factors impacting student success are things happening beyond the scope of the individual classroom. Temple provides a wide array of resources both to help you overcome academic challenges and those not directly related to the educational challenges of the course. Please reach out to me if you need help deciding which resources might be right for you.
Undergraduate Research Support
Disability Resources and Services
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, the Temple University Cherry Pantry is in operation, as well as a variety of resources from the Division of Student Affairs.
Library Resources
Temple University Libraries provide resources to assist Temple students with their class projects and research needs. Visit the Libraries’ website to find millions of articles, books, video, and other resources, both in print and online.
The site also provides tutorials to help you start your research, as well as subject and course research guides to help you identify resources that may be particularly useful for this class.
Contact the library at any stage of the research process. You can chat with a librarian 24/7 or make an appointment with your subject librarian, who can help you explore a topic, craft a research question, and identify and cite sources.
Course Schedule
|
Module |
Dates |
Topic |
Readings/Assessments Due |
|---|---|---|---|
|
1 |
Aug 25-31 |
Introduction to the Course and to Each Other |
Syllabus P&A |
|
2 |
Sep 1-7 |
Languages of the World; Origins of Language |
National Geographic article by Crystal (2010) Yule, Chap 1 and 2 |
|
3 |
Sep 8-14 |
Phonetics and Phonology Word Formation Grammar |
Yule, Chap 3, 4, 5, 6, 7 P&A CITI Program Completion form due = 1 quiz grade |
|
4 |
Sep 15-21 |
Language and Regional Variation; Philadelphian Accent and Social Variation |
Yule Chap 18, chap 19 pp. 308-315 QUIZ 3 – Regional Variation Language Interview Paper DUE Sep 21– Submit via Canvas |
|
5 |
Sep 22-28 |
Language and the Brain, Stereotypes of Language? African American Vernacular English |
Yule Chap 12; Yule pages 316-318 Adger (2005) Introduction to “English with an Accent” Group Discussion and Paper |
|
6 |
Sep 29-Oct 5 |
First Language Acquisition |
Yule Chap 13 |
|
7 |
Oct 6-12 |
Second Language Acquisition |
Yule Chap 14 “English with an Accent” Group Discussion and Paper DUE Oct 12 |
|
8 |
Oct 13-19 |
Language in the Education System Written Language |
Yule, Chap 16
QUIZ 4 – FLA, Gender, SLA, and Education |
|
9 |
Oct 20-26 |
Midterm Exam |
On Canvas Quizzes |
|
10 |
Oct 27-Nov 2 |
Multilingual Societies English as a World Language Language and Politics |
McCormick and Agnihotri (2009) and Bonvillian (2008) Section on India [307-313] on Canvas
Multilingual Neighborhood Report assigned |
|
11 |
Nov 3-9 |
Language and Culture |
Boroditsky (2011) Yule Chap 20 |
|
12 |
Nov 10-16 |
Language and the Law Interethnic Communication |
Pavlenko (2008) and Slatcher (2007) QUIZ 5 – Culture, English as a World Language and Multilingual Nations Yule 131-133 Bailey (2008) Multilingual Neighborhood Report DUE Nov 16 –submit via Canvas |
|
13 |
|
Pragmatics and Gestures Sign Language |
Yule, Chap 10 and 15 |
|
14 |
|
|
|
|
15 |
|
Language and Technology Technology and Identity; Technology and (Lack of) Interaction and Loneliness Final Exam Review |
Byrne (2017) Chang (2024) |
|
Finals |
Dec 8-14 |
Final Exam – Good luck! |
On Canvas Quizzes |
Specify when the final exam will take place, if applicable, and how it will be administered. Note: Instructors teaching asynchronous courses may not schedule an exam for a specific time.]
Grading & Assessment Guidelines
Grading Scale
|
Percentage |
Letter Grade |
|---|---|
|
94-100 |
A |
|
90-93 |
A- |
|
87-89 |
B+ |
|
84-86 |
B |
|
80-83 |
B- |
|
77-79 |
C+ |
|
74-76 |
C |
|
70-73 |
C- |
|
67-69 |
D+ |
|
64-66 |
D |
|
61-63 |
D- |
|
0-60 |
F |
Course Minimum Grade*
A grade of “C-” or better is required in all GenEd courses for you to satisfy a General Education requirement.
Assessment Summary
The assessments in this course have been created for two reasons: (1) For you to demonstrate your progress towards the learning goals for the course and receive useful feedback. (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
|
Grading Item |
Due Date |
Percentage |
|---|---|---|
|
Practice and Applies |
Numerous throughout the semester |
15% |
|
Language Variation Interview Paper |
Sep 21 |
10% |
|
Multilingual Neighborhood Report |
Nov 16 |
15% |
|
English With an Accent Group Discussion and Paper |
Sep 28 |
10% |
|
Homework Assignments, Quizzes |
Numerous throughout the semester |
10% |
|
Midterm Exam |
Oct 20-26 |
20% |
|
Final Exam |
Dec 8-14 |
20% |
Practice and Applies (P&A) (15%): You may listen to the lectures anytime at your convenience during the week, and then complete the Practice and Apply activity (if there is one for that week) on Canvas by Sunday 11:59 pm to showcase your understanding of the class content. The activities may include multiple choice questions, short answer questions, and discussion boards. You will receive 2 points for each successful Practice & Apply. Late submissions will not be considered.
Language Variation Interview Paper (10%): (Due Sep 21) This is a 4-5 page individual paper requiring you to interview someone about language. Detailed written descriptions of the project can be found on Canvas (Files-Assignments-Interview Paper) and will be discussed during the semester.
Multilingual Neighborhood Report Paper (15%): (Due Nov 16) This is a 4-5 page paper requiring you to visit a multilingual neighborhood and report on your findings. Detailed written descriptions of the project can be found on Canvas (Files-Assignments-Multilingual Neighborhood Report) and will be discussed during the semester. A sample paper is also available in the same folder on Canvas.
“English with an Accent” Group Discussion and Paper (10%): (Due Sep 28). You will be assigned to a group of four to have a group discussion about L2-accented English. Based on our readings, class discussions, and your experience, each person in the group should come up with two or three “provocative” questions related to L2-accented English, L2 English speakers, L2-accented teachers, etc. During your discussion, you should ask these questions to the others in the group. After the discussion, you will focus on a single question, and write a 2-3 page paper on that topic, describing what surprised you in your group discussion, what you learned, how your thoughts have evolved on the issue, etc. Detailed written descriptions of the project can be found on Canvas (Files-Assignments-Multilingual Neighborhood Report) and will be discussed during the semester.
Homework Assignments, Quizzes (10%): There will be a number of homework assignments that you will complete over the course of the semester, usually submitted via Canvas. There will also be a number of quizzes that will give given this semester. These quizzes will not be “pop” quizzes; I will tell you in advance when we will have a quiz. Some of the quizzes will be completed at home, some will be completed in class.
Midterm Exam (20%): The midterm examination will be given as timed, open-notes exams and should take approximately one hour to complete, but you will be given an hour and a half to do the exams. You cannot use direct quotes from any books or slides. You cannot discuss with other classmates while taking the exams. I will manually adjust your exam scores once I review your answers. The midterm will be done at home via Canvas Quizzes, between March Oct 20-26.
The midterm exam will consist of the following components: (this is subject to change and will be covered in the exam review.)
- multiple choice: students answer questions about the notions and concepts studied in the course including vocabulary, theories and concepts studied in the course
- fill in the blank: students will be asked provide relevant vocabulary, terms, examples and brief explanations.
- short answers: students answer questions in 1-3 sentences about the notions and concepts studied in the course
- essay: students write two short essays, describing a language-related process or presenting their own position on a language-related issue.
Final Exam (20%): The final exam will take place between Dec 8-14. You will have two hours to complete the exam on Canvas Quizzes.
More information on each assessment will be provided before their due date.
When planning your semester, I recommend adding all due dates to your calendar. For the more extensive assessments, I recommend scheduling at least two separate hour-long work/study sessions per week for the two weeks before the due date.
Late Submissions/Missed Exams & Quizzes
Life gets in the way for all of us from time to time. Please notify me if you may miss a deadline or an exam/quiz as soon as possible. Please do not delay in informing; as soon as you suspect a problem, let me know. It is MUCH better to ask for an extension before the due date, as it is unlikely that I will grant an extension requested after the due date. Whether you will be given an additional opportunity to complete the assessment will be decided on a case-by-case basis. There will be a substantial point deduction for late work--the more it is late, the more the point deduction.
Class Attendance & Participation
Because this is an online asynchronous course, there are no required meeting times. However, consistent engagement throughout the week is expected and counts as your "attendance" in the course. At a minimum, students should log in at least two to three times per week to view course materials, complete assignments, and participate in discussions. Most assignments will have weekly deadlines, and some activities, such as discussion boards or collaborative projects, may require you to log in more frequently. Staying active and on schedule is essential for your success in the course.
School-Life Conflict
Many unpredictable things can happen over the course of a semester. If you find yourself struggling to balance your education and your other commitments, please reach out to me immediately so that we can work together to build a plan for your success. Some of the resources in the next section may also be of use to you.
Attendance and Your Health
To achieve course learning goals, students must attend and participate in classes, according to the course requirements. However, if you have tested positive for or are experiencing symptoms of a contagious illness, you should not come to campus or attend in-person classes or activities. It is your responsibility to contact me to create a plan for participation and engagement in the course as soon as you can, and to make a plan to complete all assignments in a timely fashion.
Religious Holidays
It is your right to observe religious holidays without impacting your opportunity to learn and succeed in this course. Please reach out to me at the start of the semester so that deadlines can be reviewed in advance of your religious observations. You will still be held responsible for course content and any assignments, but you will not lose points for attendance and participation on days important to your faith. Because this is an asynchronous course, religious holidays should not be an issue.
Caregiver Responsibilities
I have great respect for students who are pursuing their education while responsible for the care of children or other family members. Please contact me if you encounter challenges that require you to miss a class session or if your caregiving responsibilities are interfering with your success in the course. Together, we may be able to find some flexibility to support your learning.
Withdrawal
If you are considering withdrawing from the course after the add/drop date, please don’t make that decision alone! Withdrawing from the course without talking to me first eliminates the possibility of finding a path to success for you. Furthermore, it is extremely important that you consult your academic advisor before withdrawing. They will be able to walk you through how the withdrawal would impact your progress towards your degree and your graduation date.
Please check the academic calendar for the last day to withdraw from a course.
Incomplete
A student will be eligible for a grade of “Incomplete” only if the student: 1) has completed at least 51% of the work at a passing level, 2) is unable to complete the work for a serious reason beyond their control, and 3) files a signed agreement with the instructor outlining the work to be completed and the time frame in which that work will be completed. The student is responsible for initiating this process, and all incomplete forms must be sent to the Associate Dean for Academic Affairs prior to the start of study days in that semester.
Please refer to the following for further details: Temple University’s Incomplete Policy. (Policy #02.10.13).
Technology Guidelines
Technology Requirements
To participate in this course, you will need the equipment, software, and internet access necessary to reliably use Zoom and Canvas, as well as “productivity tools” like word processors and slide show creators.
Limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wifi access, should submit a Student Technology Assistance Application located in TUPortal and linked from the Dean of Students Support and Resources. The University will endeavor to meet needs, such as with a long-term loan of a laptop or Mifi device, a refurbished computer, or subsidized internet access.
Note that there are technology resources available for students, including on-campus computers available for student use, the Tech Center computer labs and free laptop and battery borrowing at Charles Library, software that is available for free download and other specialty software that may be available for remote access through ITS.
Technical Support
For a listing of technical support services available to Temple University students, see the Tech Support page.
Live Chat or Request Help: help.temple.edu
Phone: 215-204-8000
Email: help@temple.edu
Website: its.temple.edu
Location: The TECH Center, Room 106
Privacy and Data Protection
Please see the links below to become familiar with the privacy policies for each of the following:
AI Policies
The use of generative AI tools (such as ChatGPT, Gemini, Microsoft CoPilot, etc.) are not permitted in this class; therefore, any use of AI tools for work in this class may be considered a violation of Temple University’s Academic Honesty policy and Student Conduct Code, since the work is not your own. The use of unauthorized AI tools will result in a "0" for that assignment. I will use AI checkers, and if AI use is indicated, the student will receive a "0" for that assignment.
Academic Guidelines
Academic Freedom
Freedom to teach and freedom to learn are inseparable facets of academic freedom. I have the freedom and responsibility to design and facilitate our learning environment to best achieve the promise of the course as outlined in its official description. You have the responsibility to engage with the course in good faith and freedom from mistreatment when your opinion differs from mine. Note that it is not an abuse of this freedom for me to require that you support relevant opinions with clear argumentation and solid evidence. For more on academic freedom, consult the official Temple policy on the matter.
Academic Integrity
Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited. All work you submit for assessment should be your own efforts. For more on this topic, consult the relevant portions of Temple Bulletin and the Student Conduct Code.