• Identify how animal language differs from human language
• Describe how sounds are created and articulated
• Describe how language is learned and acquired
• Demonstrate how meaning is conveyed in nonverbal and written language
• Describe how humans first started using language
• Explain the origins of language in terms of its social, physical, tool-making, and genetic source
• Recognize the articulation of consonants and vowels in tongue position and placement
• Compare and contrast verbal and written language
• Compare and contrast the major changes from Indo-European to Modern English
• Present ways in which language varies by regional, social, and cultural influences
• Identify the cognitive abilities which led to the development of human language
• Discuss the distinctions between communicative and informative signals in human and animal language
• Explain what verbal and nonverbal clues listeners use for understanding
• Use concrete examples to demonstrate the etymology of how language evolves into Common usage
• Use examples to demonstrate the differences between the language disorders of Broca's, Wernicke's, and Conduction aphasia
• Discuss the impact that culture plays in Linguistic Determinism.

• Discuss the hardware of the personal computer.
• Describe machine-language code and hexadecimal format.
• Indicate the steps involved in assembling, linking, and executing a program.
• Write programs in assembly language that handle the keyboard and screen and disk input and output.
• Write programs in assembly language that perform arithmetic and table searches and sorts.
• Write programs in assembly language that convert between ASCII and binary formats.
• Trace machine execution as an aid to debugging.
• Write macro instructions.

• Demonstrate understanding of Old, Middle, Modern and American English
• Demonstrate understanding of differences between English speech and writing in various English-speaking countries
• Demonstrate understanding of the etymological basis of the English language
• Demonstrate proficiency in mechanisms of language-changes over time and the historical, social, and political conditions related to these changes
• Demonstrate understanding of phonology, morphology, syntax, lexicon, and semantics of the various historical periods of the English language
• Demonstrate understanding of principles of etymological and semantic change
• Demonstrate ability to use a historical dictionary
• Demonstrate general linguistic features of Old and Middle English
• Demonstrate understanding of the social contexts and mechanisms of language change
• Ability to demonstrate awareness of several problems in the origin and nature of the English language
• Demonstrate ability to transcribe modern English speech phonetically
• Use an example of Old, Middle and Renaissance literature in England to identify and analyze these periods of the changes and development of the English Language

• Demonstrate a grounding in the practical aspects of TESOL, including multiple factors affecting the learning/school experience of language minority students (e.g., cognitive, social, family, community, and linguistic development issues), and historical and current educational and political realities of policy and programs for language minority learners.
• Evaluate the fundamental theories, principles, practices, and policies of Teaching English as a Second or Foreign Language (TESL/TEFL).
• Demonstrate an ability to apply language acquisition theory, pedagogical approaches/methods, error correction, skill instruction and integration, differentiated instruction, curriculum planning, materials adaptation and target language use to TESOL.
• Identify how the development of a personalized teaching philosophy, including attitudes, assumptions, and beliefs, impacts their interaction with students.
• Exhibit a heightened awareness of the need for English as a second and foreign language (TESL/TEFL) in a globalized world.

• Discuss the correlation between spoken and signed language theory.
• Discuss the relevant cultural issues and historical events that have impacted the deaf community.
• Discuss the daily challenges in the life of a member of the deaf community.
• Analyze the metaphor of "silence" as used in the deaf community.
• Submit a brief 3-5 minute video/YouTube of you demonstrating proficiency in ASL. This demonstration should validate your grasp of the basic grammar rules of ASL.

Course Description
This course is an introduction to language development in the child and those language experiences which will be most beneficial. The student will be given an opportunity to explore all aspects of pre-reading and pre-writing skills that are essential in early childhood programs. The student will also develop an understanding of using literature and dramatics with young children.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

• Articulate the developmental milestones related to emergent literacy development from birth through age 4.
• Discuss the efficacy of language (receptive and responsive) use and demands in the home as related to emergent literacy.
• Demonstrate understanding of the development of scribbling as it pertains to early writing skill.
• Discuss the role of the alphabetic principle as a foundation to pre-reading skills.
• Determine the role of phonemic awareness in the development of early reading skills.
• Discuss the role of teacher "read-alouds" in fostering reading fluency and print awareness.
• Indicate the value of incorporating award winning children's literature (Newbery, Caldecott) into the daily curriculum.
• Discuss how the Common Core Standards for Literacy develop the use of expository and narrative texts for pre-school aged children.

• Compare and contrast instruction formats including fixed vs. variable length & data addressing modes.
• Explain how fixed and floating point arithmetic is performed on two address machines.
• Explain how numeric and non-numeric data are represented in memory.
• Design, implement, and debug assembly language programs for multiple address and multiple register computers that incorporates subroutines and macros.

• Write, compile, and run programs using the C++ language.
• Write C++ programs first as a procedural language and then as an object-oriented language.
• Master aspects of C++ as it supports enhanced procedural environments and object-oriented design environments.
• Explain how C++ improves upon C.
• Describe recent enhancements to C++ and the direction C++ is heading.

• Describe typical architecture of microprocessors
• Identify the different blocks found in most microprocessors
• Discuss the key elements of machine language used by most microprocessors
• Demonstrate knowledge of at least one programming language for microprocessors
• Discuss typical interfacing circuits used in microprocessors
• Describe the effects of numbers of bits in microprocessor performance