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

COURSE PROGRAM Course: Total of hours: Total of credits: Principles of FL Acquisition Forty-eight(48) 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 Two application workshops Critical review paper

First language acquisition General topics

Any topic of the course

To report on the L1 and L2 learning processes of two children. One in-class and one home assigned workshops in which students will have the chance to show their understandings of the topics covered throughout the course. To choose one of the suggested topics for the course, expand it, and present a critical review paper.

30% 40%

30%

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.

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