UNIVERSIDAD TECNOLGICA DE PEREIRA FACULTAD DE BELLAS ARTES Y HUMANIDADES LICENCIATURA EN LENGUA INGLESA Seminario de Lingstica Aplicada (L2) Cdigo:

LI623 Intensidad: 3 horas semanales Pre-requisito: LI533 Crdito: 3 Rationale The study of applied linguistics has helped to identify the relationship between several disciplines and subjects, including the object of the Licenciatura Program, teaching. This fact highlights the importance of applied linguistics for learning and teaching a language. Besides, applied linguistics allows students to grow professionally through self-reflection practices, thus, the course is centered in theoretical (de)construction of different dilemmas related to professional development in the field of language teaching. Finally, the seminar in Applied Linguistics remarks the dissolution of language education paradigms establishing and consolidating the discussion of new trends in the field of teaching languages General competences The course will enable the students to: Be aware of the use of applied linguistics and its foundations related to the study of literacy processes in teaching and learning a language Reflect on their own experiences in learning and teaching languages in their educational context. Analyze psycholinguistic elements related to applied linguistics, including language acquisition, language thoughts, and oral and literacy processes. Analyze sociolinguistic elements related to applied linguistics, establishing relationships with language and society

Specific competences The student will understand the development, meaning of applied linguistics, and how it is related to practice. Its critical view for identification and solution of language problems The student will develop in depth understanding of some applications in educational research. The student will construct and use abilities for critical thinking.

Methodology The development of the class will be framed by the socio-constructivist development of different activities which are characterized by collaborative and cooperative work where the students will establish interpersonal dialogues to build an academic community. Hence, the student is an active builder of his own learning, so the class is seen as a learning context where students are exposed to the languages, becoming a bilingual scenario because of the socio-cultural development. In addition, each one of concepts will be enclosed by the professor, combining theoretical explanation with practical activities, in which students will be encouraged to analyze and reflect. Each class session, students will present an outcome which is based on critical features and different dilemmas related to teaching; it constitutes a bridge between theory and practice. The course will deepen theoretical foundations to create connections to practical issues. Consequently, the class combines task-based and content-based instruction as the guiding methodologies for the

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development of each one of the assignments in the course and the orientations of the sessions. Thus, though the course is not centered in language development, it remarks the linguistic competences students need and will develop in the end of the course. Attendance policy Attendance and punctuality is not optional for classes. In case of absences, students must show valid excuses. If quizzes and other procedures of evaluation are held when a student is absent, a valid written excuse must be presented to the instructor so that the student can be evaluated. Regardless of the reason for the absence, students are responsible for completing missed assignments, and to be evaluated all must show valid excuses. Theoretical sources Journals Books Articles National Standards for EFL teaching Books Approaches and Methods in Language Teaching, Richards and Rodgers Bilingualism in development, Bialystok Evaluation The process of evaluation is based on oral and written assignments including content and language development.. Those productions will be critical analysis of the readings, and small-scaled research in which students will work more in depth specific topics. The first evaluation will be a reflective test based on theoretical foundations about what applied linguistics is, and its uses in language teaching. The second evaluation will be based on a reflective essay, in which the students will characterize a structural analysis of a specific case study. The final evaluation procedure will be the consolidation of a small-scale research report, framing one of the topics presented throughout the course. These topics will need a critical analysis, in which the students will choose one of the themes seen in the course and they will develop them it in depth. The most important part is to highlight their point of view towards the subject. Additionally, the student must add five new bibliographic sources to support the document. First Task In-out class work Second Task In-out class work Final task Content
Time line Week 2 Texts Introduction to applied linguistics Five generations of applied linguistics: some framework issues. Weideman, A. Applied Linguistics an emerging discipline for the twenty-first century. Grabe, W. Outcome A paragraph answering the following questions: 1. What is the relationship between the Licenciatura and ALx? 2. What is your definition of ALx?

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Week 3

Applied linguistics and second language acquisition One child, many worlds two sisters at school: issues for educators of young bilingual children. Social psychological perspective on second language acquisition Applied Linguistics and language teaching Approaches and Methods in Language Teaching (chap 2, 14, 17, 18). Richards J. & Rodgers, T.

Peer task Establish a dialogue with a partner and decide how the scope of ALx has changed. Analyze a persons SLA process based on SLA factors (interview)

Week 4

A. Analysis of an observed language lesson based on chapter 2. B. Comparison and contrast chart of chapters 14, 17, and 18.

Week 5

Week 6 Week 7

Applied Linguistics and language The design an activity combining CLT, TBI teaching and CBI Communicative, task-based and contentbased language instruction. Bingham, M. et al. Partial 1 Applied linguistics and language Analysis of LPP case planning and policy Bases para una verdadera planeacin lingstica en Colombia Gua 22

Week 8

Applied linguistics and bilingualism Bilingualism and cognitive development: Three perspectives. Hakuta, K. Ferdman, B. Diaz, R.

A survey inquiring into the definition of bilingualism different people have.

week 9 Week 10 Week 11 Week 12 week 15

Definitions and distinctions. Mejia, A. El Derecho del nio sordo a crecer bilinge

A paper analyzing own bilingual process GUEST SPEAKER

Week 16

Partial 2 Language testing and evaluation Documentary analysis: collection of Guidelines for the evaluation of language documents from different educational education. Alderson, J.C. and Beretta, A. centers: Institute, School, Licenciatura. Analysis based on: Analysis of assessment instruments in foreign language teaching. Frodden, M. 1. Construction restrepo, M.I. and Maturana, L. 2. Implementation 3. Wash back effect Common European Framework. (chap 9) Final report

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LANGUAGE COMPETENCES Writing General Write clear, detailed texts on a variety of subjects related to my field of interest, synthesizing and evaluating information and arguments from a number of sources. Specific Write argumentative texts including authors support appropriately (citation, references, quotations, etc). Write summaries including key points of ALx topics discussed in class and/or on an article. Write texts with an appropriate command of the written language at an upper-intermediate level: syntax, grammar, lexis, semantics, and punctuation. Speaking General Give clear, detailed descriptions and presentations on a wide range of subjects related to my field of interest, expanding and supporting ideas with subsidiary points and relevant examples. Specific Demonstrate a command of spoken English at an upper-intermediate level: grammar, lexis, pronunciation, and semantics. Prepare and deliver oral presentations about ALx topics, with appropriate command of the English language at an upperintermediate level. Participate in classroom discussions (whole and small groups) using English all the time. Listening General Understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a standard dialect, including technical discussions in my field of specialization. Specific Listen to and understand live (teacher and classmates) and recorded information about ALx topics. Listen to, understand and write down general and specific information from live (teacher and classmates) and recorded information about ALx topics. Reading General Read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Specific Annotate articles to demonstrate critical interaction with them. Design concept maps to summarize the main points in an article. Read articles, answer questions about them, and bring the answers to participate in class. Note: A concept map is a language structure in which concepts are presented by relating them to each other. The concepts are enclosed in boxes and are represented in key words or phrases (e.g. language language learning). To relate concepts, linking phrases are used (e.g. relates to starts with, etc.) References Guerrero, C. (2005) Introduction to Applied Linguistics. M.A. in Applied Linguisitcs to the Teaching of English. Universidad Distrital Francisco Jos de Caldas Ager, D. (2001) Motivation in Language Planning and Language Plicy. Clevedon. Multilingual Matters.

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Arias, C. & Maturana, L. (2005) Bilingualism Evaluacin en Lenguas Extranjeras: discursos y prcticas. Ikala Journal. Vol. 10, No. 16 (ene-dic.) Baynham, M. (1995) Literacy Practices: Investigating Literacy in Social Contexts. London and New York. Longman. Cook, G. & Seidhofer, B. (1995) Principles and Practice in Applied Linguistics. Oxford. Oxford University Press. Cummins, J. (2000) Language, Power and Pedagogy: Bilingual Children in the Crossfire. Davies, A. (1999) An Introduction to Applied Linguistics: From Practice to Theory. Edinburgh : Edinburgh University Press. Freire, P. & Macado, D (1987) Literacy. Reading the word and world. Westport. Bergin & Gamble. Grabe, W. & Kaplan, R. (1992) Introduction to Applied Linguistics. New York, NY. Adison Wesley Publishing Company. Koomi, K et al. (2004) Revaluing the Reading Process of adult ESL-EFL Learners through Critical Dialogues. In. Colombian Applied Linguistics Journal. Number 6. September Lopez-Robertson, J. (2004) Crossing consciousness: A Literature Discussion exploring friends from the other side. In. Colombian Applied Linguistics Journal. Number 6. September Lopez, A & Sosa-Ortiz, Y (2004) Developing emerging Biliteracy: guiding principles for instruction. In. Colombian Applied Linguistics Journal. Number 6. September Mejia, A (2002) Bilingualism and the Construction of Identities in Bilingual schools. In. Colombian Applied Lingusitics Journal. Pennycook, A. (2001) Critical Applied Linguistics: A Critical Introduction. New Jersey. Lawrence Erlbaum associates. Ricento, T & Hornberger (1996) Unpeeling the onion: Language Planning and Policy and the ELT professional. In TESOL QUARTERLY. Vol. 30 No. 3, Autum 1996. Tovar, L (2000) Bases para una verdadera planeacin lingstica en Colombia. Perspectivas recientes del bilingismo y de la educacin bilinge en Colombia. Escuela de Ciencias del Lenguaje. Universidad del Valle -------- Planeacin lingstica en contextos educativos y minoritarios. Perspectivas recientes del bilingismo y de la educacin bilinge en Colombia. Escuela de Ciencias del Lenguaje. Universidad del Valle Zentella A.C. (2001) Multiple Codes, Multiple Identities: Puerto Rican Children in New York City.

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