Course Syllabus Methodology in Foreign Language Teaching

Universidad Nacional Abierta y a Distancia
Vicerrectoría Académica y de Investigación
Syllabus of the Course Methodology in Foreign Language Teaching, Code

518005
1. Course Information
The course is part of the academic unit: Escuela de Ciencias de la Educación ECEDU
Academic degree level: Profesional Training field: Disciplinar
Number of credits: 3 Course Type: Methodological
The course does not have a re-Take Course designed by: Yennifer Vanessa
exam Murcia Urrego
Course updated by: N/A
Date of design: Friday, July 31, 2020 Date of update: N/A
Course Description:
The academic course Methodology in Foreign Language Teaching is part of the specific
disciplinary field of the specific disciplinary component of the program. It is a methodological
course (Theoretical-practical), which belongs to the path of the practical component of the
Bachelor of Lenguas Extranjeras con Énfasis en Inglés, in its Observation - Participant
phase, which is developed concerning a specific object of study, whose characteristic is that
the observer collects the information in the natural environment of the observed object,
thus becoming a participatory method of data collection that involves interaction with the
phenomena and/or events that are observed. For this course, students must develop 48
hours IN SITU, in public or private educational institutions.
The problem core of the course is NP2: Pedagogical and didactic strategies with the use of
ICT for strengthening teaching in foreign languages. Taking into account the above, the
learning outcomes corresponding to each of the activities found in the course structure seek
to strengthen the pedagogical skills to teach a foreign language. The use of ICT plays an
important role, applying effective methodologies and strategies in the teaching process. In
the same way, the course integrates into the purpose and in the learning outcomes, the
structure of the NIP of the program, which makes up the center of the curricular design
oriented towards the strengthening of the pedagogical knowledge of the teachers in training,
and it answers the following problem question; how can be strengthened the pedagogical
1
and didactic foundations with the use of ICTs in the foreign language teaching and learning
for contributing to the training of innovative teachers acting in different contexts?
In the course, the Based-on Scenarios (ABE) pedagogical strategy will be used through
tasks, chained one to another, with a series of activities as the central core of teaching
Methodologies appropriation.
This course is divided into three units as there are three credits. The units refer to specific
knowledge fields about methods, approaches, and designing of language teaching lessons,
constantly drawing connections between theory and practice and encouraging reflection on
students’ language learning and teaching experience. The first unit of the course named
Early Methods, seeks student knows the first teaching methods, as well as their history and
the reasons for their emergence. It also contains key pedagogical concepts for teaching
foreign languages. The second unit named Recent Methods shows the methodologies that
played an important role in the search for better methods and techniques for teaching
foreign languages. Besides, it shows the evolution of the methods through the years,
according to the socio-cultural changes of their time, and the third unit named
Communicative Methods introduces students to the new trends in teaching methodologies,
which are focused on strengthening the communicative skills of language students, which
represents a great change in the process of foreign language teaching. The information
contained in the different units will allow students to re-examine the appropriateness of
certain techniques in their context and to consider the different ideas advocated in
educational philosophy and pedagogical theory. The student uses the observation protocols
to analyze the dynamics in the classroom and the teaching methods applied in real
academic contexts. Thus, the student proposes new methodologies and strategies based on
their interpretation and the characteristics of each academic context.
2. Course Learning Purpose:
The course learning purpose is:
• To introduce students to the main characteristics of foreign language teaching

methodology in virtual and face-to-face environments through the
development of different types of tasks and observation protocols.
3. Learning Outcomes:
2
At the end of the course the student will be able to:
Learning Outcome 1: reflect on the role of methodologies and strategies for foreign
language teaching, through the recognition of their own educational experiences.
Learning Outcome 2: interpret the information obtained from different data collection
instruments through participatory observation for the application and adaptation of activities
in virtual and face-to-face contexts.
Learning Outcome 3: propose methodologies, strategies, and activities, according to the
characteristics and pedagogical needs of their students, based on the information obtained
from their observation practices.
Learning Outcome 4: recognize the factors that influence the choice of approaches and
methodologies in foreign language teaching through participant observation.
4. Learning Strategy:
The Learning Strategy for the course is: Based on Scenarios (ABE)
This Learning Strategy is based on: Scenarios (ABE) use real-life situations to convey
the contents. This allows us to increase the level of interactivity since the simple
exposition of the theory is replaced by a practical application. In simple words, the
scenarios are an ideal resource to bring the student to the content of the course and
give meaning to what he is learning. (Gutiérrez, 2012).
The Learning Strategy is organized in 5 Phases
• Phase 1: Initial Activity

• Phase 2: Scenario 1
• Phase 5: Final Activity
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5. Course Contents and Bibliographic References
Unit 1: Early Methods

In this unit, the following contents will be addressed:
• Teaching Methods concepts: Method, Approach, Technique, Procedure, and Design
• Grammar/Translation Method
• Direct Method
• Audiolingual Method
To address the contents, the following bibliographic references are required:
Richards, J., & Rodgers, T. (2001). The nature of approaches and methods in language
teaching. In Approaches and Methods in Language Teaching (Cambridge Language
Teaching Library, pp. 18-35). Cambridge: Cambridge University Press.
DOI:10.1017/CBO9780511667305.004 Retrieved from https://doi-
org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.004
Richards, J., & Rodgers, T. (2001) A brief history of language teaching. In Approaches and
Methods in Language Teaching (Cambridge Language Teaching Library, pp. 5-17).
Cambridge: Cambridge University Press. Retrieved from
https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.003
Richards, J., & Rodgers, T. (2001) The Audiolingual Method. In Approaches and Methods in
Language Teaching (Cambridge Language Teaching Library, pp. 50-70). Cambridge:
Cambridge University Press. Retrieved from https://doi-
VIO – Virtual Information Object
The following VIO will give an overview of the difference between an approach, method,
design, and procedure. There are some definitions and examples to make you see that
difference easily.
Boulaine, K. (2017, October 27). Approach, Method, Design, and procedure. [Video File].
Retrieved from https://www.youtube.com/watch?v=IZVQ2RU3bZQ
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Unit 2: Recent Methods
• Total Physical Response,
• Silent Way,
• Learning Community Language Learning
• Suggestopedia,
• The Natural Approach
• Computer Assisted Language
Richards, J., & Rodgers, T. (2001) The Silent Way. In Approaches and Methods in Language
Teaching (Cambridge Language Teaching Library, pp. 81-89). Cambridge: Cambridge
University Press. Retrieved from https://doi-
Richards, J., & Rodgers, T. (2001) Suggestopedia. In Approaches and Methods in Language
Teaching (Cambridge Language Teaching Library, pp. 100-107). Cambridge:
Cambridge University Press. Retrieved from https://doi-
Richards, J., & Rodgers, T. (2001) Total Physical Response. In Approaches and Methods in
Language Teaching (Cambridge Language Teaching Library, pp. 73-80). Cambridge:
Cambridge University Press. Retrieved from
Richards, J., & Rodgers, T. (2001) Community Language Learning. In Approaches and
Cambridge: Cambridge University Press. Retrieved from https://doi-
Richards, J., & Rodgers, T. (2001) The Natural Approach. In Approaches and Methods in
Language Teaching (Cambridge Language Teaching Library, pp. 178-191).
Alam, M. Z., & Mizan, F. B. (2019). The Perceptions about Computer Assisted Language
Learning for L2 Vocabulary Acquisition. Journal of Language Teaching &
Research, 10(5), 926–936. Retrieved
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from:https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/logi
n.aspx?direct=true&db=eue&AN=138349461&lang=es&site=eds-live&scope=site
VIO – Virtual Information Object
The following VIO will raise awareness about the importance of recent methodologies for
foreign language teaching in various contexts, as a strategy to motivate students to
know their similar characteristics.
Murcia, Y. (2020). Recent Methods. [PDF File]. Retrieved

from https://repository.unad.edu.co/handle/10596/35298
Unit 3: Communicative Methods

• Communicative Language Teaching
• Task-Based Learning
• Content-Based Instruction
• Cooperative Language Learning
Richards, J., & Rodgers, T. (2001) Communicative Language Teaching. In Approaches and
Cambridge: Cambridge University Press. Retrieved from
Richards, J., & Rodgers, T. (2001) Content-Based Instruction. In Approaches and Methods in
Language Teaching (Cambridge Language Teaching Library, pp. 204-222).
Richards, J., & Rodgers, T. (2001) Task-Based Language Teaching. In Approaches and
Richards, J., & Rodgers, T. (2001). Cooperative Language Learning. In Approaches and
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VIO Virtual Information Object
This video shows the most outstanding features and theories of the communicative
approach.
Murcia, Y. (2020). Communicative Approach. [Video File]. Retrieved from

https://repository.unad.edu.co/handle/10596/35297
6. Organization of Weekly Academic Activities and Course Evaluation Plan
Initial Moment:
Phase 1- Initial Activity

To be developed from week 1 to week 2
This responds to Learning Outcome: 1
The activities are:

Students answer the questions shared in the activity guide and rubric, and share their
answers in the forum. Finally, they must deliver the ARL in PDF format.
Initial moment evaluation
The evaluation criteria for this activity are:

-Students answer questions about their previous knowledge, showing deep reflection and
understanding of the course concepts.
-Students participate in the forum and give meaningful feedback to at least three members
of the group.
-Students deliver the ARL certification in the evaluation environment.
The highest score for this activity is 25 points, corresponding to 5% of the course
evaluation.
Intermediate Moment
Phase 2 – Scenario 1
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The activities are:

Students carry out the characterization of the school and design a comparative table of the
main concepts in foreign language teaching. Finally, they must deliver the forms of the step
1.
Evaluation of Phase 2 – Scenario 1

-Students collect accurate and complete data about the school and English subject, following
the instructions and requirements in the activity guide and rubric.
-Students show a good understanding of the concepts related to unit 1, establishing
similarities and differences among the teaching concepts.
-Students fill in the “Plan de Trabajo” and “Formato de asistencia al lugar de práctica”
accurately with the signatures and following the requirements in the activity guide and
rubric, as evidence of the participant observation.
The highest score for this activity is 70 points.
The activities are:

Students apply a questionnaire, then analyze and tabulate the information. Also, students
design an activity using Computer Assisted Language (CALL). Finally, students deliver forms
of the step 1.
and attend to the first ESAPEC encounter.

-Students analyze and tabulate the data collected, showing a good understanding of the
theoretical framework of the course, and a deep reflection of students´ needs and the
features of the context.
8
-Students design an activity using the Computer-assisted Language method accurately,
taking into account students´ needs and features, demonstrating a good understanding of
the data collected in the previous steps.
-Students fill in the “Diarios de Campo” and “Formato asistencia al lugar de práctica”
following the requirements of the activity guide and rubric. Also, students´ comments are
relevant and show a real analysis of the observation practice.
-Students add evidence of their attendance to the ESAPEC encounter.
The activities are:

Students create a mind map, write the course description and propose one method, then
they design an activity, and deliver the Formato 4, Formato 2.

- The mind map has accurate information, also the methods features are according to the
readings and the design of the mind map is clear. Finally, it has all the required items.
-Students describe their course accurately, including the number of students, background,
students ‘needs, and the purpose.
-Students design an activity according to the previous course description, and the chosen
methods are suitable for the development of the skills set out in the activity.
-Students fill the Formato 4, Formato 2, and the Teaching Method Sample accurately with
the signatures and following the requirements in the activity guide and rubric, as evidence
of the participant observation.
The highest score for this evaluation moment is 350 points, corresponding to 70% of the
course evaluation.
Click on the link to download your forms:

https://drive.google.com/drive/folders/1NacHG9-CvUTDuyklfUSndZ4YI_62rx-a?usp=sharing
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Final Moment
Phase 5 – Final Activity

The activities are: Create an E-portfolio, using a blog or wiki, describing the observation
process, and write a reflection.
Evaluation of Phase 5 – Final Phase

The evaluation criteria for this activity are
-The E-Portfolio shows the observation practice process clearly, there is enough evidence of
the practice and the information and conclusions of the practice are significant.
- The reflection is written following the specifications in the guide, it shows a deep analysis
of the observation practices, methods and answers the questions proposed in the activity
guide.
- Students fill in the Formato 3 accurately, following the requirements in the activity guide
and rubric, and take screenshots as evidence.
The learning evidence for this activity are

A pdf with
-Link of the blog or wiki
-Reflection
-Formato 3
The highest score for this activity is 125 points, corresponding to 25% of the course
evaluation.
7. Teacher’s Support
To develop the course activities, you will have the support of a teacher or tutor.
For the practical phase of the course are established 48 hours of participant observation in
SITU, which are distributed in the mid-term activities of the course as follows:
Phase 2 – Scenario 1: 15 hours
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The teaching support strategies of the Methodology in Foreign Language Teaching course
are mainly based on the follow-up to the activities established from the individual activities
and what has been done in the collaborative groups in the forms of synchronic and
asynchronous accompaniment. Likewise, the activities will be reinforced with educational
resources such as OVIs. To answer to quality criteria required by the pedagogical
established in Resolution 18583 of 2017. ECEDU defines the strategy "Face-to-face support
strategy named ESAPEC, which consists of a certain number of face-to-face
accompaniments to groups of students, at UNAD headquarters. Taking into account the
above, the course establishes two mandatory face-to-face meetings of three hours each add
to the 48 hours of observation practice, at UNAD headquarters. Finally, these meetings are
linked to the activities: Phase 2 – Scenario 1, and Phase 3 – Scenario 2. (Due to that, the
COVID – 19 Emergency, the participant observation will be virtual, and the information will
be sent to the internal email of the course.)
Virtual Campus E-mail
• Collaborative Forums
• Skype Sessions
• Online Conference Sessions or Web Conferences
• Face-to-Face Field Practice Component
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Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Syllabus of the Course Methodology in Foreign Language Teaching, Code

Academic degree level: Profesional Training field: Disciplinar

Number of credits: 3 Course Type: Methodological

Course updated by: N/A

Date of design: Friday, July 31, 2020 Date of update: N/A

2. Course Learning Purpose:

The course learning purpose is:

• To introduce students to the main characteristics of foreign language teaching

The Learning Strategy is organized in 5 Phases

• Phase 1: Initial Activity

Unit 1: Early Methods

To address the contents, the following bibliographic references are required:

VIO – Virtual Information Object

To address the contents, the following bibliographic references are required:

VIO – Virtual Information Object

Murcia, Y. (2020). Recent Methods. [PDF File]. Retrieved

Unit 3: Communicative Methods

To address the contents, the following bibliographic references are required:

VIO Virtual Information Object

Murcia, Y. (2020). Communicative Approach. [Video File]. Retrieved from

6. Organization of Weekly Academic Activities and Course Evaluation Plan

Phase 1- Initial Activity

The activities are:

Initial moment evaluation

The evaluation criteria for this activity are:

The activities are:

Evaluation of Phase 2 – Scenario 1

The evaluation criteria for this activity are:

The highest score for this activity is 70 points.

The activities are:

Evaluation of Phase 3 – Scenario 2

The evaluation criteria for this activity are:

The highest score for this activity is 120 points.

The activities are:

Evaluation of Phase 4 – Scenario 3

The evaluation criteria for this activity are:

The highest score for this activity is 160 points.

Click on the link to download your forms:

Phase 5 – Final Activity

Evaluation of Phase 5 – Final Phase

The learning evidence for this activity are

Virtual Campus E-mail

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