FACULTY OF EDUCATION

COURSE SYLLABUS FOR: APPLIED LINGUISTICS II

1. GENERAL INFORMATION.

FACULTY Faculty of Education PROGRAM B.A in English teaching.

AREA Disciplinary COURSE Applied Linguistics II

COURSE ID SEMESTER 2017-II

NUMBER

NUMBER OF
2 DATE June 2017
CREDITS

HOURS OF
HOURS OF IN-
32 INDEPENDENT 64
CAMPUS WORK
WORK

PROFESSOR David Peña Cita E-mail david.pena@ugc.edu.co

2. RATIONALE.
Applied Linguistics can be defined as the discipline dedicated to solving problems
related to language in specific contexts. Due to its interdisciplinary and
multidisciplinary essence, it becomes a mediator of other disciplines that are
somehow related to language. Per different perspectives, this discipline has
different sub-disciplines or domains that have been attempted to be conceptualized
and grouped by different scholars in recent history. Those domains aimed at
finding the solution to real-world language related problems as mentioned before.
All in all, a practical, situated, inter and multidisciplinary progression of linguistics
known as Applied Linguistics has a sociocultural and critical fundamental
conception of language as a mean and no longer as an end.
The problems this discipline concerns itself with are likely to be:
 How can we evaluate 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 allow us to realize of the need of enabling our English future
teachers to know and make use of principles, strategies and activities for them to
be skillful when teaching, communicating and doing action research. The study and
use of Applied Linguistics permits our students to be autonomous to get knowledge
and strategies concerning common problems kids and teenagers have had when
learning/acquiring any language.
3. GENERAL OBJECTIVE.

To understand both internal and contextual influences in second/foreign language

learning as well as develop initial research in applied linguistics.

4. SPECIFIC OBJECTIVES.
 To identify the contribution of cognitive approaches to explain second
language learning difficulties.
 To discuss the influence of society in the process of foreign language
learning.
5. AREA DISCUSSION PROBLEM
Which are the necessary pedagogical, communicative, technological and
investigative competences in the pre-service teachers’ education to foster
meaningful changes in their social context?
6. COURSE DISCUSSION ISSUES.

 How can foreign language learning problems be solved from a cognitive

approach to language learning?
 What are the main characteristics of social influence in foreign language
learning?
 What are some recent second language teaching approaches and its main
contributions?
 How does research in Applied Linguistics can contribute to the Language
Teaching field?
7. CROSS COMPETENCES.
By the end of the course, the students will be able to
Bilingualism:
 Use of L1 and L2 to interact, understand and communicate with others in the
light of linguistic, sociolinguistic and pragmatic aspects based on national
and international standards.
 Assimilate different cultural elements to adapt a critical position and share
points of view as a way of enriching cultural awareness through L1 and L2.
Social Responsibility:
 Strengthen their personal and professional skills through the ongoing self-
reflection, autonomy, and community service.
 Propose and participate in projects allowing them to enhance the conditions
of their educational, social and cultural environment, from the needs
identified in their professional experience.
ICT:
 Analyze educational contexts based on cognitive, physical, and
psychological development of students with the purpose of establishing
technological breakthroughs to benefit learning processes.
Citizenship:
 Design and apply strategies that lead to conflict resolution in terms of
coexistence and social acceptance, based on social and educational
contexts.
Innovation:
 Maximize resource usage and propose spaces different to the traditional
classroom for developing and strengthen the required skills in an L2.
8. PROGRAM COMPETENCES.
Education
 Design and implement appropriate EFL teaching and learning strategies
through the identification and analysis of needs inherent to educational
contexts.
 Select, produce, and make use of teaching and learning materials based on
local needs and international language teaching standards framed within
national educational policies.
Research Competences
 Identify issues related to language learning and teaching processes by
considering theory and socio-cultural contexts.
Community and social development competences
 Design and implement pedagogical strategies aimed to integrate people with
special educational needs through the identification of national policies of
inclusion.
 Lead socially relevant projects for the surrounding community framed in
English teaching learning environments.
Entrepreneurship competences
 Design and implement educational programs and projects based on second
language communication needs.

9. COURSE-SPECIFIC COMPETENCES.
 To critically understand and analyze language teaching-learning theory and
articulate it with issues of national and local context.
 To write coherent and well supported texts about the different topics revised
along the course.
 To identify causing relationships as well as deduce logic conclusions from
the several reviewed sources of information.
 To analyze a document, chapter of a book or written paper with the purpose
of taking a position against or in favor of any given argument.
 To uphold opinions and points of view in the light of revised theory.
10. ACTIVITIES.
Self-
Teaching
Week Topics Teaching activities Students’ activities learning
time
Time
Ss find information related
Teacher sets up the class:
to concepts in language,
Introduction, general
Socializing the syllabus learning and language
aspects about the
and objectives/goals of education.
program term and
the program.
socializes the syllabus.
1 2 Students choose their 4
Review of some of the project topic and define the
Teachers presents the
most important concepts starting point phase.
objectives and purposes
of Applied Linguistics
of the short-scale
Next session readings
research project.
Duff (2010) and Allwright
 and Bailey (1991, pp. 1-30).
Ss build a mind map on the
Teacher devices the
importance of being a
strategy to highlight some
researcher teacher,
issues in terms of
considering the assigned
Why is it important the teaching and researching
reading and the debate in
2 teacher’s role as a in the applied linguistics 2 4
class.
researcher? field.
Teacher leads the debate
Next session readings: de
based on the reading
Bot, Lowie, and Verspoor
assignment for the class.
(2005. pp. 76-86)
Ss actively participate in the
debate for the session by
Teacher introduces the
What are the role of proving real-life examples
role of instruction.
3 pedagogical practices in 2 and sounded arguments. 4
language teaching?
Teacher leads the debate.
Next session readings:
Walsh (2010).
Teacher leads the
Ss build and present a
How has multimodality discussion about some
concept map on the role of
4 shaped the Language features about 2 4
multimodality in language
Teaching field? multimodality and
teaching.
Language Teaching.
5 FIRST MIDTERM EXAM - ASSESSMENT AND FEEDBACK PROCESS
Ss visit the library and work
on the assigned workshop,
reviewing different sources
of information such as
Teacher assigns a
books, databases, etc.
workshop to find
Which contexts can be
6 information about the 2 4
defined as bilingual? Next session readings:
concept of bilingualism
Mejía (2006), the document
(visit to the library).
about Colombia Very Well
and the basic learning rights
in English as a foreign
language.
Ss participate in the
Teacher leads the
International Congress of
discussion about the
What are the implications Education
domain of Bilingual
of a socio-cultural and an
Education in Colombia
7 instrumental vision of 2 Ss talk about bilingual 4
establishing a link
Bilingual Education in the education in Colombia.
between this issue and
Colombian context?
the International Congress
Next session readings:
of Education.
Ochs (2000) and He (2011)
Teacher devices a
What are the main Ss actively participate in the
strategy to discuss the
8 concerns about language 2 debate, proving examples 4
main features of language
socialization? and sounded arguments.
socialization.
The teacher leads the Next session readings:
How can bibliographic
library visit by assigning a Larsen-Freeman (1997);
9 resources enrich the 2
workshop to improve Larsen-Freeman and 4
research process?
students’ research paper. Cameron (2008) chapter 4.
10 SECOND MIDTERM EXAM ASSESSMENT FEEDBACK
How does the concept of Teacher contextualizes Ss actively participate in the
complex systems work students within the field of debate.
11 2 4
with language learning dynamic systems theory
and development? applied to learning and Next session readings:
 teaching a foreign Poole and Samraj (2010).
language.
Teacher leads the debate
Ss actively participate in the
and helps the class reach
debate.
sensible conclusions.
They critically analyze the
Teacher provides
12 2 given samples and solve 4
modelling samples of
the workshop.
discourse analysis applied
Is critical discourse
to the language field.
analysis a relevant issue Next session readings:
Then, give them a
for EFL teachers? (Castañeda Peña, 2008)
workshop on this topic.
Ss previously write a critical
Teacher devices a
summary of the reading for
strategy to continue the
this session.
13 discussion about 2 4
discourse analysis based
Next session readings:
on the question.
Brown (2007 pp. 1-41).
Teacher introduces the
What is the implication of Ss actively participate in the
domain of Evaluation and
constructions on debate. Then, in groups
Assessment.
14 assessment and 2 they revise the provided 4
evaluation in learning and examples and discuss them
Provides some modelling
teaching processes in the light of the theory.
examples.
How does research Teacher asks his/her
Ss present their research
15 enrich teaching students to present the 2 4
proposals.
practices? results of their research.
16 FINAL EXAM AND FEEDBACK SESSION

11. READING PLAN.

Allwright, D. & Bailey K. M. (1991). Focus on the language classroom: An

introduction to classroom research for language teachers. Cambridge:
Cambridge University Press
Brown, D. (2007). Language assessment principles and classroom practices. New
York: Longman.
Castañeda Peña, H. (2008). Positioning Masculinities and Femininities in
Preschool EFL Education. Signo Y Pensamiento, 27(53), 314–326.
Retrieved from
http://revistas.javeriana.edu.co/index.php/signoypensamiento/article/viewFil
e/4570/3537
De Bot, K., Lowie, W & Verspoor, M (2005). Second language acquisition: An
advanced resource book. London: Routledge.
Duff, P. A. (2010). Research approaches in applied linguistics. In Robert B. (Ed.),
Oxford Handbook of Applied Linguistics, pp. 45-59
He, W. A. (2011) Language socialization. Chapter 20. The Routledge Handbook of
Applied Linguistics. Pp. 287- 302.
Larsen-Freeman, D. (1997). Chaos/complexity science and second language
acquisition. Applied Linguistics, 18, 141–165.
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied
linguistics. Oxford: Oxford University Press.
Mejía, A.M. de (2006). Bilingual education in Colombia: Towards a recognition of
languages, cultures and identities. CALJ. 8, 152-168.
Ochs, E. (2000). Socialization. Journal of Linguistic Anthropology, 9, 230–233.
Retrieved from
http://www.sscnet.ucla.edu/anthro/faculty/ochs/articles/99Socialization.pdf
Poole, D. & Samraj, B. (2010). Discourse analysis and applied linguistics. In:
Robert B. Kaplan (ed.) (2010) Oxford Handbook of Applied Linguistics. pp.
127-140
Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice?
Australian Journal of Language and Literacy, 33(3), 211–239.

12. ASSESSMENT CRITERIA.

LEARNING ASSESSMENT ASSESSMENT
CYCLE CRITERIA WEEK PERCENTAGE
OUTCOMES ARTIFACTS S/P/T*

1.1 Identifies the

main concerns of
Mind map T 2 5%
teachers as
researchers.
Comprehend the 1.2 Understands how
relationship multimodality shapes Concept Map T/P 4 5%
Exploration

between the language teaching.

30%

teaching practices
and the role of the Written report
1.3 Outlines a
teacher as a (per teachers’ T 5 10%
research problem.
researcher. strategy)

1.4 Demonstrates
knowledge on the
Written Exam T 5 10%
studied concepts
along the mid-term.

2.1 Compares the

context that are Workshop T 6 5%
defined as bilingual.

Explain the 2.2 Presents the

Devolopment

connection implications of the Oral

T/P 7 5%
30%

between culture, society and culture in Presentation

bilingual education a bilingual education.
and socialization.
2.3 Collects data to
Written report
understand the
(per teacher’s T 10 10%
studied
strategy)
phenomenon.
 2.4 Demonstrates
knowledge of the
Written Exam T 10 10%
concepts studied
during the mid-term

3.1 Reports their

Oral
findings in front of P/T 14/15 7%
presentation
peers.
Apply the
concepts of critical 3.2 Relates the field
theory, discourse, of Applied Linguistics Final written
T 15 8%
Application

evaluation and with the educational report

field.
40%

assessment,
among others 3.3 Self-evaluates
concepts to Rubric S 16 10%
his/her process.
improve a
research proposal 3.4 Demonstrates
knowledge of the
Written Exam T 16 15%
concepts studied
during the course.

* S = Self- Assessment P= Peer Evaluation T= Teacher Assessment

13. REFERENCES.

Allwright, D. & Bailey K. M. (1991). Focus on the language classroom: An

introduction to classroom research for language teachers. Cambridge:
Cambridge University Press.
Avila, Karol; Villamizar,Rrodrigo, y Nielsen, Jaddy (2014). Estrategias
metodológicas para fortalecer el uso del inglés como lengua extranjera a
través del proceso de adquisición en espacios extracurriculares en la ugc:
perspectiva colombiana. Colección pedagogía latinoamericana. Editorial
redipe. PP 115-132
Brown, D. (2007). Language assessment principles and classroom practices. New
York: Longman.
Castañeda Peña, H. (2008). Positioning Masculinities and Femininities in
Preschool EFL Education. Signo Y Pensamiento, 27(53), 314–326.
Retrieved from
http://revistas.javeriana.edu.co/index.php/signoypensamiento/article/viewFil
e/4570/3537
De Bot, K., Lowie, W & Verspoor, M. (2005). Second language acquisition: An
advanced resource book. London: Routledge.
Duff, P. (2010). Research approaches in applied linguistics. In Robert B. Kaplan
(Ed.). Oxford Handbook of Applied Linguistics, pp. 45-59.
He, W. (2011). Language socialization. Chapter 20. In The Routledge Handbook of
Applied Linguistics. pp. 287- 302.
Larsen-Freeman, D. (1997). Chaos/complexity science and second language
acquisition. Applied Linguistics, 18, 141–165.
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied
linguistics. Oxford: Oxford University Press.
Mejía, A. (2006). Bilingual education in Colombia: Towards a recognition of
languages, cultures and identities. CALJ 8, 152-168.
Moncada Linares, Stephanny (2016). Othering: towards a critical cultural
awareness
in the language classroom. How journal, vol 23(1), pp.129-146, publindex
categoría b. Colombia. En
http://www.howjournalcolombia.org/index.php/how/article/view/157

Niño Diaz, Jaddy (2016) Universities more than knowledge: foster the quality in
research processes. International journal of information and education
technology, vol. 7(3), PP.168-171. SINGAPUR en
http://www.ijiet.org/vol7/860-ER00018.pdf

Ochs, E. (2000). Socialization. Journal of Linguistic Anthropology, 9, 230–233.

Retrieved from
http://www.sscnet.ucla.edu/anthro/faculty/ochs/articles/99Socialization.pdf
Poole, D. & Samraj, B. (2010). Discourse analysis and applied linguistics. In:
Robert B. Kaplan (Ed.), Oxford Handbook of Applied Linguistics, pp. 127-
140,
Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice?
Australian Journal of Language and Literacy, 33(3), 211–239.

Data bases and electronic books available through the Library System
Service at Universidad La Gran Colombia: Sciencedirect, Scopus, Academic
Onelife, Informe Académico, Hispanica Saber, Greenr, Gale Powersearch,
Proquest, Ebooks 7-24, E-Libro, Digital Libraryl.

* The University’s Moodle platform or other ICT tools (webpages, blogs, wikis, etc.)
could be integrated into this course as an option to enhance the previously
proposed teaching and learning tasks. This decision can be taken by the professor
according to students’ specific needs and interest.