SECOND LANGUAGE TEACHING:

THEORY AND PRACTICE

UTAH STATE UNIVERSITY—FALL 2009
COURSE: LING 6400
TIME: Tuesdays 4:30-7:00pm
LOCATION: Old Main 304

INSTRUCTOR: Aaron Roggia

CELL: 814-360-7408
EMAIL: aaron.roggia@usu.edu
OFFICE HOURS: Tuesdays 3-4pm (near Main 204) and by appointment.

COURSE OBJECTIVES
This course is designed for graduate students of the MSLT program. The primary
objective of this course is to investigate theories and practices of second language
teaching and learning. The goals of this course are the following:
1. Students will evaluate past and present theories of second language acquisition
and teaching.
2. Students will refine their personal teaching philosophy based on current studies of
second language teaching.
3. Students will investigate teaching skills through observation and evaluation of
other instructors.
4. Students will improve their own teaching skills through teaching practice and
reflection on feedback received.

REQUIRED TEXT
Teaching Language in Context. 3rd Ed. Alice Omaggio Hadley. 2001. Heinle. ISBN:
0838417051

RECOMMENDED TEXTS
Making Communicative Language Teaching Happen. 2nd Ed. James F. Lee and Bill
VanPatten. 2003. McGraw-Hill. ISBN: 0073655171

Teacher’s Handbook: Contextualized Language Instruction. 3rd Ed. Judith L. Shrum and
Eileen W. Glisan. 2004. Heinle. ISBN: 1413004628

The Communicative Classroom. Vol. III. Terry L. Ballman, Judith E. Liskin-Gasparro,

Paul B. Mandell. 2001. Heinle. ISBN: 0030407796

Readings other than the required text will be posted weekly on the electronic course
reserve, which is located at http://eres.usu.edu/eres/ . The password is rog6400.

STUDENT RESPONSIBILITIES
Students are expected to read the main reading assignment, survey the additional
readings, evaluate the ideas presented in the readings, and be prepared to make
meaningful contributions to each class discussion. Students are expected to take an
active role in learning and improving their teaching abilities through study, reflection,
observation, and microteaching.

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ATTENDANCE
Only one absence may be unexcused. In the case of university excused absences,
please notify the instructor at least a week in advance.

EVALUATION
Weekly quiz on the main reading assignment (14) 25%
Weekly reaction papers/assignments (14) 40%
Presentations on additional readings (4) 10%
In-class videotape and self-evaluation of teaching 15%
Final Teaching Philosophy 10%
Total 100%

ASSIGNMENTS
Quizzes will be given each week at the beginning of class on the main reading
assignment for the day. Each student will present 4 of the additional readings to the
class. Weekly reaction papers and other written assignments are due at the beginning of
class either in hard copy or by email attachment sent to aaron.roggia@usu.edu.

GRADING SCALE
93-100 % = A 87-89% = B+ 77-79% = C+ 60-69% =D
90-92% = A- 83-86% = B 73-76% = C 0- 59% =F
80-82% = B- 70-72% = C-

PLAGIARISM STATEMENT
Plagiarism includes knowingly “representing, by paraphrase or direct quotation, the
published or unpublished work of another person as one’s own in any academic exercise
or activity without full and clear acknowledgement. It also includes the unacknowledged
use of materials prepared by another person or agency engaged in the selling of term
papers or other academic materials” (Code of Policies and Procedures for Students,
Article V, Section 3A.1). The penalties for plagiarism are severe. They include “#1)
warning or reprimand and #2) grade adjustment” (see: Article VI, Section 1A): Other
penalties may also be imposed at the Dean’s discretion. These include probation,
suspension, expulsion, withholding of transcripts, denial or revocation of degrees,
referral to psychological counseling, and other appropriate disciplinary actions.

STUDENTS WITH DISABILITIES STATEMENT

Students with ADA-documented physical, sensory, emotional or medical impairments
may be eligible for reasonable accommodations. Veterans may also be eligible for
services. All accommodations are coordinated through the Disability Resource Center
(DRC) in Room 101 of the University Inn, (435)797-2444 voice, (435)797-0740 TTY, or
toll free at 1-800-259-2966. Please contact the DRC as early in the semester as
possible. Alternate format materials (Braille, large print or digital) are available with
advance notice.

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Week Topics Reading Assignment Due
Aug. 25 How do I plan Omaggio Epilogue (pp. 456-466): Planning
a lesson? instruction for the proficiency-oriented
classroom: some practical guidelines.

Ballman et al. Chap 3: Activity Design and

Lesson Planning in the Communicative
Classroom (p. 58-94)
Sept. 1 How do we Omaggio Chap. 1 (p. 1-44): On knowing a Teaching
define L2 language: Communicative competence, Philosophy #1
proficiency? proficiency, and the Standards for Foreign
Language Learning

1. Shrum & Glisan Chap 2 (pp. 40-57):

Contextualizing language instruction to
address goals of the standards for foreign
language learning.
2. ACTFL (pp. 1-8): Standards for Foreign
Language Learning: Preparing for the 21st
Century.
3. Kramsch (2006). From Communicative
Competence to Symbolic Competence. The
Modern language Journal, 90 (2), 249-252.
4. Schuetze (2008). Exchanging Second
Language Messages Online: Developing an
Intercultural Communicative Competence?
Foreign Language Annals, 41 (4), 660-673.
Sept. 8 How is Omaggio Chap. 2 (pp. 51-81): On learning a Reaction Paper
language language: Some Theoretical Perspectives #1: Proficiency
acquired?
1. Lee & Van Patten Chap 1 (pp. 6-23): From
Atlas to Audiolingualism to Acquisition.
2. Montrul Chap 1. (pp. 1-28): Theoretical
Foundations.
3. Ellis (2008). The Dynamics of Second
Language Emergence: Cycles of
Language Use, Language Change, and
Language Acquisition. The Modern
Language Journal, 92 (2), 232-249.
Sept. 15 Which Omaggio Chap. 3 (pp. 86-131): On Teaching Reaction Paper
teaching a language: principles and priorities in #2: L2 Acquisition
methodology Methodology
should I use?
1. Shrum and Glisan Chap 1. (pp. 11-31): The
Role of contextualized input, output, and
interaction.

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 2. Grittner (1990). Bandwagons revisited: A
perspective on movements in foreign language
education. In D. Birckbichler (Ed.), New
Perspectives and New Directions in Foreign
Language Education, pp. 9-43.
3. Mitchell & Vidal (2001) Weighing the Ways of
the Flow: Twentieth Century Language
Instruction. The Modern Language Journal, 85
(1), 26 -38.
Sept. 22 What is the Omaggio Chap. 4 (pp. 139-170): The role of Observation
role of context context in comprehension and learning Report #1
in L2
learning? 1. Lee & VanPatten Chap. 7 (pp. 137-165):
Processing Instruction and Structured Input.
2. Field (2008). Bricks or Mortar: Which Parts of
the Input does a Second Language Listener
Rely On? TESOL Quarterly, 42 (3), 411-432.
3. Hauptman (2000) Some Hypotheses on the
Nature of Difficulty and Ease in Second
Language Reading: An Application of Schema
Theory. Foreign Language Annals. 33 (6),
622-631.
Sept. 29 How should I Lee & VanPatten Chap 2 (pp. 26-46): Working Reaction Paper
teach with Input #3: Methodology
vocabulary? & Context
1. Sagarra & Alba (2006). The Key Is in the
Keyword: L2 Vocabulary Learning Methods
with Beginning Learners of Spanish. The
Modern Language Journal, 90 (2), 228-243.
2. Bush (2007). Facilitating the Integration of
Culture and Vocabulary Learning: The
Categorization and Use of Pictures in the
Classroom. Foreign Language Annals, 40 (4),
727-745.
3. Barcroft (2004). Second Language Vocabulary
Acquisition: A Lexical Input Processing
Approach. Foreign Language Annals, 37 (2)
200-208.
Oct. 6 How should I Omaggio Chap. 5 (pp. 176-226): A Reaction Paper
teach for proficiency-oriented approach to listening #4: Vocabulary
listening and and reading
reading
proficiency?
1. Berne (2004). Listening Comprehension
Strategies: A Review of the Literature.
Foreign Language Annals. 37 (4), 521-
533.
2. Elkhafaifi (2005). The Effect of Prelistening
Activities on Listening Comprehension in
Arabic Learners. Foreign Language

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 Annals, 38 (4), 505 -513.
3. Gladwin & Stepp-Greany (2008). An
Interactive, Instructor-Supported Reading
Approach vs. Traditional Reading
Instruction in Spanish. Foreign Language
Annals. 41 (4), 687-701.
4. Redmann (2005). An Interactive Reading
Journal for All Levels of the Foreign
Language Curriculum. Foreign Language
Annals, 38 (4), 484-493.
Oct. 13 How should I Omaggio Chap. 6 (p. 230-273): Developing Reaction Paper
teach for oral proficiency #5: Listening &
speaking Reading
proficiency? 1. Lee & VanPatten Chap 8 (pp. 168-181):
Structured Output.
2. Satar & Ozdener (2008). The Effects of
Synchronous CMC on Speaking
Proficiency and Anxiety: Text versus Voice
Chat. The Modern language journal, 92
(4), 595-613.
3. Lord (2008). Podcasting communities and
second language pronunciation. Foreign
Language Annals, 41 (2), 364-379.
Oct. 20 How should I Omaggio Chap. 7 (pp. 280-338): Becoming Observation
teach for proficient in writing report #2
writing
proficiency? 1. Suzuki (2008). Japanese Learners’ Self
Revisions and Peer Revisions of Their
Written Compositions in English TESOL
Quarterly, 42 (2), 209-233.
2. Bonzo (2008). To Assign a Topic or Not:
Observing Fluency and Complexity in
Intermediate Foreign Language Writing.
Foreign Language Annals, 41 (4). 722-
735.
3. Pino-Silva. (2007). The Video-Based Short
Comment Writing Task. Foreign Language
Annals, 40 (2), 320-329.
Oct. 27 How should I Omaggio Chap. 8 (pp. 345-385): Teaching Reaction Paper
teach for for cultural understanding #6: Speaking &
cultural Writing
competence? 1. Savignon & Sysoyev (2005). Cultures and
Comparisons: Strategies for Learners.
Foreign Language Annals, 38 (3), 357-
365.
2. Menard-Warwick (2009). Co-Constructing

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 Representations of Culture in ESL and
EFL Classrooms: Discursive Faultlines in
Chile and California. The Modern
language journal, 93 (1), 30-45.
3. Robinson-Stuart & Nocon. (1996). Second
Culture Acquisition: Ethnography in the
Foreign Language Classroom. The
Modern Language Journal, 80, 431-449.
4. Tudini (2007). Negotiation and Intercultural
Learning in Italian Native Speaker Chat
Rooms. The Modern language journal, 91
(4), 577-601.
Nov. 3 Which Omaggio Chap. 9 (pp. 390-447): Classroom Reaction Paper
assessments testing #7: Culture
should I use?
1. Fall et al. (2007). Assessing Students' Oral Microteaching: 1,
Proficiency: A Case for Online Testing. 2
Foreign Language Annals, 40 (3), 377-
400.
2. Poehner (2007). Beyond the Test: L2
Dynamic Assessment and the
Transcendence of Mediated Learning.
Modern Language Journal, 91 (3), 323-
340.
3. Glisan & Foltz (1998). Assessing Students’
Oral Proficiency in an Outcome-based
Curriculum: Student Performance and
Teacher Intuitions. The Modern Language
Journal, 82, 1-18.
Nov. 10 How do I Shrum & Glisan Chap 10 (pp. 314-344) Reaction Paper
adapt my Addressing diverse needs of learners in the #8: Testing
teaching for language classroom
student Microteaching: 3,
diversity? 1. McKeachie & Svinicki Chap 13 (pp. 152-171): 4, 5
Teaching Culturally Diverse Students.
2. McKeachie & Svinicki Chap 14 (pp. 172-190):
Dealing with Student Problems.
3. Bigelow et al. (2006). Literacy and the
Processing of Oral Recasts in SLA. TESOL
Quarterly, 40 (4), 665-689.
Nov. 17 How should I Shrum & Glisan Chap 7 Reaction Paper
teach (pp. 189-205): Using a story-based approach to #9: Diversity
grammar? teach grammar
Microteaching:
1. Ballman et al. Chap 2 (pp. 31-55): The role of 6,7,8
grammar in the communicative classroom.
2. Zyzik (2008). A novel format for teaching
Spanish grammar: Lessons from the Lecture

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 Hall. Foreign Language Annals, 41 (3), 434-
453.
3. Ellis (2006). Current Issues in the Teaching of
Grammar: An SLA Perspective. TESOL
Quarterly. 40 (1), 83-107.
4. Spada & Lightbrown (2008). Form-focused
Instruction: Isolated or Integrated? TESOL
Quarterly, 42 (2), 181-207.
Nov. 24 What Shrum & Glisan Chap 12 (pp. 407-442): Using Reaction Paper
technologies technology to contextualize and integrate #10: Grammar
should I use? language instruction
Microteaching: 9,
1. Zhu & Kaplan (2006). Technology and 10, 11
Teaching. In McKeachie & Svinicki (Eds.),
Teaching Tips. pp. 229-252.
2. Sildus (2006). The Effect of a Student Video
Project on Vocabulary Retention of First-Year
Secondary School German Students. Foreign
Language Annals, 39 (1), 54-70.
3. Arnold (2007). Technology-mediated learning
10 years later: Emphasizing Pedagogical or
Utilitarian Applications? Foreign Language
Annals, 40 (1), 161-181.
4. Shekary (2006). Negotiation of Meaning and
Noticing in Text-Based Online Chat Source:
The Modern Language Journal. 90 (4), 557-
573.
Dec. 1 How should I Richard-Amato, Chapter 10: Storytelling, Role Game
use games to Play, and Drama
aid in L2 Teaching
acquisition? Richard-Amato, Chapter 11: Games Philosophy #2