psychology and language teaching

FORMACIÓN ACADÉMICA

FACULTAD DE CIENCIAS HUMANASDEPARTAMENTO DE LINGÜÍSTICA E IDIOMAS

PROGRAMACIÓN TEMÁTICA ASIGNATURA

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Vigente a partir de: 2011-01-18

Nombre del Profesor MARIO RODRIGO GUERRERO RODRÍGUEZ

Formación Académica M.A. IN APPLIED LINGUISTICS TO TEFL

Escalafón Docente Asistente

Nombre de la Asignatura PSYCHOLOGY AND LANGUAGE TEACHING Código 8315Prerrequisitos (haber cursado y aprobado):Programas a los cuales va dirigida Licenciatura INGLÉS-FRANCÉSTipo de asignatura Teórica Teórico práctica X PrácticaNúmero de créditos que otorga 2 Horas clase 1 Horas prácticas 3 Trabajo independiente 2Fecha de aprobación Comité Curricular y de Investigaciones del ProgramaAtención a estudiantes: by appointment.Período: A-2012 Fecha: 20 de Febrero de 2012

Descripción de la asignatura:This course has been designed to give student-teachers an introductory theoretical overview of a number of key issues in the field of psychology that will help them to better understand the ways in which learners learn a second or foreign language. Those issues will be approached from four different strands, namely, the teacher, the learner, the context and the task. This knowledge will be the fundamental source for the future teachers to draw conclusions from and to enable them to make informed decisions regarding day-to-day classroom practices.

Competencias a DesarrollarThe contents proposed in this course aim to develop critical thinking skills by facing the student-teachers with specialized readings that will be analyzed and discussed in class. Therefore, it is hoped that learners become aware of the existence of psychological factors that need to be taken into account in the learning process and understand how such factors influence both the learning and consequently the teaching processes. Finally, it is hoped that the conclusions drawn from the discussion sessions be ultimately put into practice during the practicum and in the long-term professional practice.The course aims at facilitating the development of cognitive, research, communicative and civic competences. They will be further developed through these more specific competences. At the end of the course it is expected that you will:

Be able to understand the main ideas of a written or spoken text that has to do with relevant information about the factors involved in language learning and teaching (communicative and cognitive competences).

Produce simple and coherent texts about topics that are related to the factors discussed in each session (communicative and cognitive competences).

Deepen and broaden the information provided in class through additional research on topics that will be presented orally (research competence).

Be encouraged to interact with mutual respect with teachers and peers and to develop a code of behavior that will foster an environment conducive to learning within the framework of humanistic and constructivist approaches to language learning (civic competence).

MetodologíaThe methodology used will be based on a combination of cooperative learning and task-based approach that aim to achieve a particular outcome or product, rather than on practicing specific language. Each class session will be based on discussions that will spring from the assigned readings.Students are expected to work autonomously, so they will need to read the assigned material in order to participate and contribute to the development of the course. They are also expected to do the homework assigned for every class so that the schemata they build by working on their own be used later in the phases of analysis, discussion and reflection proposed in class.It is also expected that students do bibliographic research and show the results of this task in the assessing part of the course, which has to do mainly with oral reports.

Actividades ComplementariasAdditional activities will be given as the need arises. They may include group work, worksheets or additional




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reading material to be reported on orally or in writing. Additional activities are provided to reinforce contents, but will not replace existing grades.

Actividades Evaluativas PorcentajeClass work, participation, discussions 30%Journal entries 15%Assigned presentations 15%Midterm 20%Final Essay on the role of the studied variables on the teaching process 20%All assessment tasks will comply with the regulations of the Estatuto Estudiantil de Pregrado.

Evaluative activities in detail: In every session students will have to complete an activity that may or may not be graded. This activity will

have the form of a worksheet, a reading comprehension quiz, an analysis or summary, that can be individual or in groups.

There will be 5 Journal entries along the course, which will deal with the topics discussed in class. They will be explained in the contents part below. They will be written down in class, and will follow the characteristics of a journal, that is to say, they are meant to be freely written, without much concern for prose or even grammaticality. A journal is a type of diary in which you spontaneously record feelings, thoughts, reactions and questions related to the topic we discuss in class. The rule of thumb in writing your journal is to connect your own experiences learning a foreign language with issues and models or studies that are presented in this course. Writing a journal may prompt you to adopt certain strategies for more successful learning. Every journal will be handed in at the end of the activity in each class.

As for the presentations, students will have to report the findings of an observation task assigned according to the topics discussed in class.

The midterm will give you the opportunity to review and synthesize the concepts studied up to the 10 th

week. The final essay will be your space to critically think about the relevance of the topics studied in class and give your own perspective as on how the studied psychological factors impact your learning process and how you can deal with them as a future teacher. This essay will be handed in the last class session.

Requirements and GradingClassroom Behavior: Please act appropriately and treat all students and your teacher with respect. Students and teacher will communicate in English and in Spanish depending on the situation. Cell phones are not allowed to ring in class. Please do not leave the classroom while class is in session except for emergencies.Attendance: The course has very strict attendance policies. If you miss 3 or more hours, you will receive an automatic 0 (Zero) in the course. If you have excessive absences, you will receive a grade of 0 (Zero) again. All students are expected to bring the materials or textbooks required by the teacher. No make-up work will be given without a certified excuse. There are absolutely no exceptions. During the semester you are expected to read the assigned material and be prepared for unannounced evaluations.Tardiness: It is not acceptable to be late to class. If you are less than ten minutes late to class, you will be marked tardy. If you are ten minutes late (or more), you will be marked absent. An accumulation of three tardies will count as an absence. The attendance and tardiness policies apply to lab classes as well as to regular classes.Make-Up Tests/Late Homework: It is very important that you be present for all tests. If, however, you are ill or must be absent on a day on which a test is scheduled, you will have one week from the date of the test to make it up. It is your responsibility to talk to the teacher about making up your test at a time that is acceptable to me. If you do not make up the test within the required time, you will receive a zero (0). Homework must be handed in on the day it is due, and quizzes must be made up within one week of the quiz.Academic Honesty/Cheating: Any form of copying, cheating, or plagiarism will result in a zero (0) for the assignment.

Bibliografía General:




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Brown, H. D. (2000). Principles of Language Learning and Teaching. 4th ed. New York: AddisonWesley Longman, Inc.

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in SecondLanguage Acquisition. New Jersey: Lawrence Erlbaum Associates, Inc.

Schmitt, N. (2010) Ed. An Introduction to Applied Linguistics. 2nd ed. London: Hodder andStoughton Ltd.

Williams, M. & Burden, R. (1997). Psychology for Language Teachers: A Social ConstructivistApproach. Cambridge: Cambridge University Press

MaterialesPhotocopies of chapters and specialized articlesVideos, worksheets, etc.Video beam – video room

CONTENIDOSSemana Hora de clase Trabajo independiente

1 General Class info, Class Program, Students’ assignments and activities.Program Overview – Getting to know each other

Read: Schmitt Chapter 7: Second Language Acquisition.

2 & 3 Discussion of key terms and definitions – Group worksheet

Read: Brown Chapter 1: Language, Learning, and TeachingAdditional reading: Williams & Burden, pp. 5-7

4 & 5 Analysis and Discussion of Brown. Written report. Journal Entry 1: see Brown pp. 19

Read: Williams & Burden Chapter 9: The learning context

6 Analysis and Discussion – Identifying key concepts and terms – Group work and report – Journal Entry 2: Your Learning context.

Read: Brown Chapter 6: Personality Factors

7 ANALYSIS AND DISCUSSION OF COURSE PROGRESS

Analysis and Discussion Part I of the assigned reading.

Additional reading on personality factors from Dörnyei. *

8 & 9Discussion of additional reading– Identifying key concepts and terms – Class work.Journal Entry 3: See Brown, pp. 175

PREPARE FOR MIDTERM

10 MIDTERM and Log of Key Terms part I. Read: Oxford (in Celce-Murcia Teaching English as a Second or Foreign Language): Language Learning styles and Strategies. Pp. 359-366

11 & 12 Analysis and Discussion – Identifying key concepts and terms – Group work.Journal Entry 4: What’s your learning style? What strategies do you think you use to learn English?

Read: Williams & Burden Chapter 9: What does the teacher bring to class?

13 & 14 Analysis and Discussion – Identifying key concepts and terms – Class work.Journal Entry 5: In your experience, what makes a good teacher?

Read: Williams & burden Chapter 8: The place of tasks in the language classroom. Pp. 167-186

15 Analysis and Discussion – Identifying key concepts and terms – class work.

FINAL ESSAY and Log of Terms part II.

16 FINAL COURSE EVALUATION: SUGGESTIONS AND FEEDBACK

Observaciones




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______________________________ _______________________________Mario Guerrero R.Docente Representante Estudiantil

What is Applied Linguistics?Applied Linguistics is concerned with the systematic study of language structure, the acquisition of first and subsequent languages, the role of language in communication, and the status of language as the product of particular cultures and other social groups.A background in linguistics is essential for language teachers, translators, speech-language pathologists, audiologists, and many other language professionals.Applied Linguistics:

Examines the structure of language and its role in communicationExplores how children acquire languageStudies how the skills of second-language speakers developInvestigates how the social or cultural environment interacts with language

Why Applied Linguistics at Brock?Develop a strong foundation in the structure of language and its role in communicationGain practical knowledge through clinical observations

Complete qualifications that provide access to accreditation in Adult ESL through TESL Ontario

Applied linguistics is notoriously hard to define. What sets it apartfrom other areas of linguistics? How has it evolved over the years?What do applied linguists do?We asked ten leading and up-and-coming academics to give us their answer to thequestion: ‘What is applied linguistics?’ Below are their responses. Take a look atthem and then add to the debate by sending us your definition.Of course, several commentators have offered definitions of appliedlinguistics in recent decades, including Crystal (1980: 20), Richards et al,(1985: 29), Brumfit (1995: 27) and Rampton (1997: 11). For me, appliedlinguistics means taking language and language theories as the basisfrom which to elucidate how communication is actually carried out inreal life, to identify problematic or challenging issues involving languagein many different contexts, and to analyse them in order to draw outpractical insights and implications that are useful for the people in those




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contexts. As an applied linguist, I’m primarily interested in offering people practical andilluminating insights into how language and communication contribute fundamentally tointeraction between people.Anne Burns

Applied linguistics is an umbrella term that covers a wide set of numerous areas of study connected by the focus on the language that is actually used. The emphasis in applied linguistics is on language users and the ways in which they use languages, contrary to theoretical linguistics which studies the language in the abstract not referring it to any particular context, or language, like Chomskyan generative grammar for example.

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