ESCUELA DE EDUCACIÓN Y PEDAGOGÍA

CAMPUS MEDELLÍN
ESPECIALIZACIÓN EN LA ENSEÑANZA DEL INGLÉS

COURSE PROGRAM

Course: Principles of FL Acquisition

Total of hours: Forty-eight(48)
Total of credits: Three(3)

RATIONALE

This course is of paramount relevance for in-service teachers since it allows them to explore
some theories concerning the processes involved in language acquisition and learning. Through
the selected reading materials and practical application workshops, teachers will develop an
awareness of those factors that may facilitate or hinder language learning, and consequently
they will be able to take courses of action that help them establish the basis for a more
effective teaching practice.

General objective
To set the grounds for the analysis and reflection about the theoretical aspects concerning
language acquisition and learning

Specific objectives

• To critically approach the different theories about language acquisition and learning, by
contrasting and comparing them to their daily experience in the classroom.
• To identify aspects such as, individual differences and learning styles as potential
facilitators in the language learning process.
• To develop micro research projects, in order to confront theory to practice.
• To assume critical and reflective positions Vis _a _vis the theory consulted, by means of
the elaboration of academic papers that support or challenge it.
• To use the theories and concepts seen in the course as contributing materials to the
development of the final research project.

Methodology
As most of the courses in our TEFL Graduate program, we will embrace the seminar technique
which compels participants to profusely read before each session, so that class time may be
devoted to clarifications and practical applications.

Contents
• First language acquisition / second language learning: theories and concepts
• Language and the brain: (neurolinguistic aspects of language learning)
• Personality factors: individual differences, and motivation in L2 learning.
• Learning styles and language learning strategies.
• Learner’s errors and error analysis.

COURSE PROGRESS EVALUATION

Students’ class performance and progress will be evaluated as follows:

Work Topic Description Value

 ESCUELA DE EDUCACIÓN Y PEDAGOGÍA
CAMPUS MEDELLÍN
ESPECIALIZACIÓN EN LA ENSEÑANZA DEL INGLÉS

Oral report First language To report on the L1 and L2 learning processes of 30%
acquisition two children.
Two General topics One in-class and one home assigned workshops in 40%
application which students will have the chance to show their
workshops understandings of the topics covered throughout
the course.
Critical review Any topic of To choose one of the suggested topics for the 30%
paper the course course, expand it, and present a critical review
paper.

BIBLIOGRAPHY

Brown, H. Douglas (1994) Teaching by Principles: Interactive Language Teaching Methodology.

New York: Prentice Hall

Brown, Douglas. (1993) principles of Language learning and Teaching. Prentice Hall.

Caine, renate & Caine Geoffrey. (1998) making Connections: Language teaching and the brain.

Ellis, Rod. (1995) The study of Second language Acquisition. Oxford University Press.

Gass, Susan. M. & Schachter, Jacquelyn. (1989) Linguistic Perspectives on SecondeLanguage

Acquisition. Cambridge University Press.

Hatch, E. (1983) “Simplified input and second language acquisition” in Anderson (ed.).

Krashen, S. (1985) The input Hypothesis: Issues and implications. London: Logman

Krashen, Stephen.(1981) second Language Acquisition and Second language Learning Pergamon
Press INC.

Nunan, David. (1999) Second Language Teaching & Learning. Heinle & heinly Publishers

Omaggio, Alice. (1997) Teaching Language in Context. Heinle & Heinle Oxford, Rebecca (1991)
Language learning Strategies Heinle & Heinle Publishers.