• MY DEAR TEACHERS FOR NEXT CLASS  YOU MUST CREATE A MIND MAP ABOUT THE MAIN CONCEPTS OF LANGUAGE LEARNING. 

 

WELCOME TO THE FACULTY OF EDUCACTION

COURSE PROGRAM  APPLIED LINGUISTICS I

GENERAL INFORMATION.

FACULTY	Faculty of Education	PROGRAM	B. A in English Teaching
AREA	Disciplinary	COURSE	Applied LInguistics I
COURSE ID NUMBER	BFE22E00A174	SEMESTER	7
NUMBER OF CREDITS	2	DATE
HOURS OF IN-CAMPUS WORK	32	HOURS OF INDEPENDENT WORK	64
PROFESSOR	Full-time and part-time professors	E-mail

2.    RATIONALE.

Applied Linguistics can be defined as the field within the linguistics that deals with the analysis of the acquisition of first and second languages in a wide variety of contexts, the study of language itself isolated and embedded in a context and the role language plays as an outcome of specific social problems involving language.

The problems Applied Linguistics concerns itself with are likely to be:

·         How can we carry out a pertinent and objective evaluation in a school bilingual program?

·         How can we determine the literacy levels of a whole population?

·         What are the connections between the acquisition of a first language and the learning of a second or foreign one?

·         What characterizes the interaction between the language and the socio-cultural environments?

·         How do second or foreign language learners learn another language?

All these questions make us be aware of the need to enable our future teachers of English to know and make use of principles, strategies and activities that will make them be idoneous and skillful  to teach and communicate better. The study and use of Applied Linguistics permits our students to get knowledge and strategies concerning common problems kids and teenagers have when learning/acquiring a foreign language.

GENERAL OBJECTIVE

By the end of this course, the student will understand how the different elements of language learning and language education, language assessment, and discourse analysis can be researched inside a classroom like environment.

SPECIFIC OBJECTIVES

·         To recognize the main differences between language learning and teaching.

·         To guide students in the identification and implementation of suitable language teaching approaches for specific contexts.

·         To identify the influence of technology in language teaching and learning.

·         To recognize how classroom interaction and discourse is carried out by teachers and students.

·         To analyses the future prospective in the development of the English language.

AREA DISCUSSION PROBLEM
How to look for and apply in learning environments, teaching and learning strategies, activities and resources to improve the students’ learning and use of English when facing learning problems and skills weaknesses?

6.            COURSE DISCUSSION ISSUES.

• What are the main characteristics of the areas of language learning and language education as well as their connections with the field of Second Language acquisition?
• How can a teacher identify an appropriate approach for a specific context?
• How does technology shape language learning and teaching?
•  What are the most important characteristics in an analysis of classroom discourse? As well as discourse analysis?
•  What are the most relevant trends in language education nowadays?

7.            COMPETENCES.

• To identify the impact of the use of information in the society, economics and legal contexts.
• To understand the main points in a text
• To produce coherent texts about the topics seen in class.
• To identify causing relationships as well as deduce logic conclusions.
• To analyze a document, chapter of a book or written paper to take a position against of in favor.

8.            ACTIVITIES.

WEEKS	TOPICS	TEACHING ACTIVITES	TIME	INDEPENDENT WORK	TIME
1	-Socializing the syllabus. Objectives/goals of the program. -Setting their own goals to be fulfilled at the end of this course.	Setting up the class: Introduction, general aspects about the program term.  -Syllabus socialization.	2	.	4
2	What are the key concepts in language education and language learning that shape the teaching practice?	Guided mediation on the differences between language learning and language education	2		4
3	What are the main similarities and differences between FLA and SLA?	Develop workshop on the identification of the differences between the concepts of FLA and SLA.	2		4
4	How can the field of applied linguistics contribute to the development of language teaching methodology?	Teacher gives a lecture on the topic of the session.	2		4
5	What are the main features of CALL and its contribution to SLA and SLL?	Teacher and students carry out a debate on the influence of technology in SLT	2		4
6	FIRST STRIKE EXAM ASSESSMENT AND FEEDBACK PROCESS						2
7	Which is the general current situation of the language teacher education in both the local and international contexts?	Lecture and guided inquiry about teaching experiences. Education journals University database	2		4
8	How may culture awareness aid  english teachers development?	Guided inquiry, lecture and debate.	2		4
9	What are the main areas of society that follow and apply English for Specific Purposes?	Students identify and implement some different scenarios of ESP through role-plays.	2		4
10	How can an evaluation instrument be pertinent and reflect students real learning?	Peer-work on the design of pertinent, coherent and situated assessments.	2		4
11	What are the elements of the oral and written interaction between teachers and students inside the classroom?	Teacher and students watch some videos and go to some in-situ classes to identify the way teachers and students handle discourse in the classroom.	2	.	4
12	SECOND STRIKE EXAM ASSESSMENT AND FEEDBACK PROCESS
13	How to give a message in  a foreign language?	Lecture about foreign language and techniques to set a talk.	2		4
14	What the main elements of the analysis of the discourse in second language interaction?	Teacher and students watch some videos and go to some in-situ classes to identify the way teachers and students handle discourse in the classroom.	2		4
15	How can teachers improve their teaching practice by identifying learning styles in students?	Four corners classroom technique:  students make presentations on the topic of the class and present their assigned topic in a corner of the classroom in 8 minutes.	2		4
16	What are the perspectives in the development of the English language around the world.	Teacher and students develop a round table on the perspectives for the future of the English language.	2	Getting ready to present the Final Exam.	4
17-18	FINAL EXAM AND FEEDBACK SESSION

9.            READING PLAN.

For this course it is suggested to read the following book:

Cook, Guy (2003) Applied Linguistics. Oxford Introduction to Language Series). Oxford University Press. Oxford, United Kingdom.

ASSESSMENT CRITERIA.
TYPE OF ASSESSMENT:	PERCENTAGE%	DATE	ASSESSMENT ACTIVITIES
PROFESSOR' ASSESSMENT	90%	6th - 12th and 17th week	·         Workshops ·         Round tables ·         Debates ·         Essay
SELF-ASSESSMENT	5%	6th - 12th and 17th week	·         Guided development of the self-assessment rubric with students and professors.
PEER-ASSESMENT	5%	6th - 12th and 17th week	·         Students make an assessment on their partner’s performance through the course by means of using a rubric.

REFERENCES.

Main reference

Simpson, James (2011) The Routledge Handbook of Applied Linguistics. Taylor and Francis Group. Abingdon, UK.

Complementary references

Ellis, Rod (2008) The study of Second Language Acquisition. Oxford University press  Oxford, UK