Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Syllabus of the Course Didactics of English, Code
518022
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: 2 Course type: Methodological
The course does not have a re-Take Course designed by: Milly Andrea Muñoz
exam
Course updated by: Julio Tulande
Date of design: Tuesday, May 21, 2019 Date of update: Friday, June 11, 2021
Course Description:
The academic course Didactics of English is part of the specific disciplinary field and is a
methodological course (theoretical and practical), which belongs to the route of the practical
component of the Licenciatura en Lenguas extranjeras con énfasis en Inglés in its Participant
Observation phase. This compulsory theoretical and practical course is divided into two units
and is designed to be developed over a period of 16 weeks. The first unit focuses on the
generalities of language teaching, including language teaching terminology and the skills
required for teachers. The second unit consists of an understanding of the four language
skills in language teaching. For this course, students must develop 32 hours of participant
observation practice, in public or private educational institutions with which UNAD has a
cooperation agreement in either face-to-face or virtual environments. These 32 hours will be
completed as follows:

Task Number Time allotted for the development of

Phase 2 - Skills for Teachers
Phase 3 - Language Skills
Phase 4 - Simulated Practice
the observation-participant practicum
8 hours (participant observation practice)
2 hours (Material Development)
3 hours ESAPEC
8 hours (participant observation practice)
2 hours (Material Development)
3 hours ESAPEC
3 hours for adjusting E-portfolio
3 hours for Simulator

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The core of the course is NP2, Pedagogical and didactic strategies with the use of ICT for the
strengthening of foreign language teaching. Taking into account the learning outcomes
corresponding to each of the activities that are in the structure of the course, they seek to
strengthen the pedagogical skills for teaching a foreign language, thus involving the use of
ICT within the teaching process, applying the methodologies and effective forms of
evaluation. Similarly, the course integrates both the purpose and the learning outcomes and
activities of the NIP structure that are at the heart of the curriculum design of the program
oriented towards the development of pedagogical knowledge, and answers the following
problem question: How can the pedagogical and didactic foundations be strengthened with
the use of ICT in the teaching and learning of foreign languages to contribute to the training
of innovative teachers acting in different contexts?

The course Didactics of English is part of the participant observation phase of the practical
component of the program, where the student must: complete the assigned number of hours
of participant observation practice in an educational institution or a virtual environment;
attend face-to-face or virtual meetings at UNAD (ESAPEC); participate in synchronous
meetings with the tutor of the course. All these strategies are planned with the aim of
developing a permanent feedback process. In this participant observation phase, students
will participate and reflect on the dynamics of the classroom in the teaching-learning of the
foreign language in order to identify some theoretical principles learned in the learner’s
context. It emphasizes on the procedural knowledge; by its nature it deepens the
theoretical-practical relationship for its pedagogical and educational development in
processes, procedures, techniques, methods and methodologies necessary for the
disciplinary transfer of knowledge.

2. Course Learning Purpose

The course learning purpose is the following:
• Understand the fundamental principles of the Didactics of English through the
identification of different methodologies and language theories in the language
classroom to identify current practices in language teaching.

3. Learning Outcomes
At the end of the course the student will be able to:
Learning Outcome 1: identify the concepts related to the didactics of English in the process
of foreign language teaching and learning applicable to different learning contexts.

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Learning Outcome 2: recognize foreign language theories and types of syllabi by means of a
comparative chart in the process of observing the teaching of English in educational
settings.
Learning Outcome 3: examine the development of receptive and productive skills in the
teaching of English as a foreign language by designing a presentation with interactive
proposals.
Learning Outcome 4: apply the different theories covered in the course in the solution of a
simulated situation that may arise in a language classroom.
Learning Outcome 5: reflect on the process of the participant observation practice and the
process of teaching English through a SWOT analysis.

4. Learning Strategy
The Learning Strategy for the course is: Scenario Based Learning (SBL)

This Learning Strategy is based on: Scenario based learning courses use real-life situations
to convey content. This allows for an increased level of interactivity as the simple exposure
of theory is replaced by a practical application. In simple words, scenarios are an ideal
resource to bring the student closer to the course content and to give meaning to what
they are learning. (Gutiérrez, 2012).

The Learning Strategy is organized in 5 Phases

• Phase 1: Terminology of Language Teaching
• Phase 2: Skills for Teachers
• Phase 3: Language Skills
• Phase 4: Practice Portfolio
• Phase 5: SWOT Analysis

5. Course Contents and Bibliographic References

Unit 1: Language Teaching
In this unit, the following contents will be addressed:
• Concept of Didactics of English
• Concept of Syllabus and syllabus design
• Types of syllabi
• Theories of Teaching in Language Teaching

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To address the contents, the following bibliographic references are required:
Breen, M. (2001). Syllabus Design. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to
Teaching English to Speakers of Other Languages (The Cambridge Guides, pp. 151-
159). Cambridge: Cambridge University Press. https://doi-
org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667206.023
Carter, R., & Nunan, D. (2001). Introduction. In R. Carter & D. Nunan (Eds.), TheCambridge
Guide to Teaching English to Speakers of Other Languages (The Cambridge Guides,
pp. 1-6). Cambridge: Cambridge University Press. https://doi-
org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667206.001
Murphy, R. S. (2018). The Concept of Syllabus Design and Curriculum Development: A Look
at Five Major Syllabus Designs. In Issues in Syllabus Design (pp. 1-23). Brill Sense.
https://www.researchgate.net/publication/322852723_The_Concept_of_Syllabus_Des
ign_and_Curriculum_Development_A_Look_at_Five_Major_Syllabus_Designs
Richards, J. (2002). Theories of Teaching in Language Teaching. In J. Richards & W.
Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current
Practice (Approaches and Methods in Language Teaching, pp. 19-26). Cambridge:
Cambridge University. https://doi-
org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667190.004
Ur, P. (1999). The syllabus. In A Course in Language Teaching Trainee Book (Cambridge
Teacher Training and Development, pp. 76-78). Cambridge: Cambridge University
Press. https://www-cambridge- org.bibliotecavirtual.unad.edu.co/core/services/aop-
cambridge-
core/content/view/E29ADC0F40A58D33B90BDD5B3B243CB6/9780511732928c12_p7
6-78_CBO.pdf/syllabus.pdf
VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación APA 7a
Edición [PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf

Muñoz, M. (2018). FLT Timeline. [Infographics].

https://repository.unad.edu.co/handle/10596/25883

Pinto, A. (2020). OVI Unit 1 - Syllabus Design. [Video File].

https://repository.unad.edu.co/handle/10596/35985

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Unit 2: Language Skills
In this unit, the following contents will be addressed:
• Teaching receptive and productive language skills with the help of techniques
• Receptive and productive language skills in language teaching

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

Bygate, M. (2001). Speaking. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to
Teaching English to Speakers of Other Languages (The Cambridge Guides, pp. 14-
20). Cambridge: Cambridge University Press. https://doi-
org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667206.003
Ganesh, M. (2015). Teaching receptive and productive language skills with the help of
techniques. Pune Research an international journal in English, 1(2).
http://puneresearch.com/media/data/issues/55fbb8b0dd37d.pdf
Ivančić, M. & Mandić, A. (2014). Receptive and productive language skills in language
teaching. In Academia.Edu.
https://www.academia.edu/15220943/Receptive_and_productive_language_skills_in_
language_teaching
Reid, J. (2001). Writing. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to Teaching
English to Speakers of Other Languages (The Cambridge Guides, pp. 28-33).
Cambridge: Cambridge University Press. https://doi-
org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667206.005
Rost, M. (2001). Listening. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to
Teaching English to Speakers of Other Languages (The Cambridge Guides, pp. 7-13).
Cambridge: Cambridge University Press. https://doi-
org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667206.002
VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación APA 7a
Edición [PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf
Wallace, C. (2001). Reading. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to
Teaching English to Speakers of Other Languages (The Cambridge Guides, pp. 21-
27). Cambridge: Cambridge University Press. https://doi-
org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667206.004

Muñoz, M. (2019). Four Core Language Skills [Video File].

https://repository.unad.edu.co/handle/10596/25881

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 6. Organization of Weekly Academic Activities and Course Evaluation Plan

Initial Moment:

Phase 1: Terminology of Language Teaching

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

The activities are: To provide the meaning of the term didactics of English, give definitions
and examples of a list of acronyms, fill out form 1, and complete ARL registration.

Evaluation of Phase 1
The evaluation criteria for this activity are: Identify the concept of didactics of English,
describe some teaching terminology, and fill out form 1 and ARL registration.

The highest score for this activity is 25 points, corresponding to 5% of the course
evaluation.

Intermediate Moment

Phase 2: Skills for Teachers.

To be developed from week 3 to week 7
This responds to Learning Outcome: 2
The activities are: To analyze the theories of LT and answer some questions about LT
methods and approaches, describe a syllabus and create a chart containing the types of
syllabi and upload participant observation practice forms.

Evaluation of Phase 2
The evaluation criteria for this activity are: Identify some theories of teaching in language
teaching, create the syllabus design chart, participate in the first web conference of the
course, attend first ESAPEC meeting, deliver participant observation practice forms.

The highest score for this activity is 145 points.

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Phase 3: Language Skills.
To be developed from week 8 to week 12
This responds to Learning Outcome: 3
The activities are: To propose didactical activities to develop the four language skills, create
a webpage about receptive and productive skills, make a group videoconference to reflect
on the observational practice process, attend second ESAPEC meeting, and upload
participant observation practice forms.

Evaluation of Phase 3
The evaluation criteria for this activity are: Design a proposal for teaching receptive and
productive language skills, create a webpage with virtual didactical activities, participate in
group video conference, attend second ESAPEC meeting, submit participant observation
practice forms.

The highest score for this activity is 145 points.

Phase 4: Simulated Practice.

To be developed from week 13 to week 14
This responds to Learning Outcome: 4
The activities are: To develop a reflective analysis about common situations in educational
contexts using a simulated practice scenario.

Evaluation of Phase 4
The evaluation criteria for this activity are: Develop the simulated practice scenario,
complete the traceability of the participant observation practice.

The highest score for this activity is 60 points.

The highest score for this evaluation moment is 350 points, corresponding to 70% of the
course evaluation.
Final Moment

Phase 5: SWOT Analysis.

To be developed from week 15 to week 16
This responds to Learning Outcome: 5

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The activities are: To identify problems in the English teaching within the observation
context in order to formulate research questions by means of a SWOT analysis and to
upload observation practice forms.

Evaluation of Phase 5
The evaluation criteria for this activity are: Complete the SWOT analysis chart, define the
research question, submit participant observation practice forms.
The learning evidence for this activity is a pdf document with cover page, introduction,
completed SWOT analysis chart, research question chart, screenshot of observation practice
formats uploaded to personal folder, conclusion and references.

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. The options
for this academic support are:

• Virtual Campus E-mail

• Collaborative Forums
• Skype Sessions
• Online Conference Sessions or Web Conferences

Didactics of English is a methodological course (theoretical-practical) that is part of the

practical component of the program “Licenciatura en Lenguas Extranjeras con Enfasis en
Inglés” in its Participant Observation phase. Students taking this course students must
complete 32 hours of participant observation practice in a private or public educational
institution as follows.

Phase 2 - Skills for Teachers: 13 hours

Phase 3 - Language Skills: 13 hours
Phase 4 - Simulated Practice: 6 hours

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To respond to the quality criteria required by pedagogical and educational practice,
established in Resolution 18583 of 2017, among the strategies developed by the ECEDU, the
"Face-to-face Accompaniment Strategy of the School of Education Sciences" or “ESAPEC” is
defined. This strategy consists of a certain number of face-to-face meetings with a group of
practice students at a specific site defined by UNAD teachers. It involves the interaction of
teachers in training and practice teachers of ECEDU in each site, as established by the
criteria of pedagogical and didactic order of each course and in correspondence with the
number of contact hours in the practice setting, which establishes a total of 6 hours for this
course. In this context, students must fulfill 3 hours in the framework of the "ESAPEC
Strategy" which will be linked to phases 2 and 3 of the course.