DIDACTICS OF THE ENGLISH LANGUAGE I

SEMESTER II-2016

I. General Information.

Identification Code: DELI

Prerequisite: Didctica General / Intermediate Mid English
Number of Hours per Term: 100 hours
Credit hours: 5 credits
Schedule: Monday and Wednesday from 3:00 to 5:00 p.m.
Teacher:

II. Description.

This is the first course, out of a two course continuum, on the teaching of
English as a Foreign Language. During this course, students will study and
internalize core content on first and second language acquisition theories and
language teaching-learning approaches
And methods.

II. Objectives.

By the end of this course students will:

Master the conceptual framework, regarding first and second language

acquisition theories and language teaching-learning approaches and methods,
through lectures, workshops, extensive reading, research, class observation
and content analysis, with teachers guidance and feedback.
Apply tenets of first and second language acquisition theories and language
teaching-learning approaches and methods by doing role plays or
microteachings.

Properly ponder the value of theory to do a professional job as teachers by

understanding that theory provides the basics for informed-professional
teaching practices.

IV. Contents.

Unit 1. First language Competence and performance.

acquisition theories:
Behaviorist approaches.
The nativist approach.
The cognitive approach.
Functional approaches.
Comprehension and production.
Innateness and universals.
Language and thought.
The role of imitation and
practice - Input and discourse.
Unit 2. Second language
acquisition theories:
Types of comparisons and
contrasts between first and second
language acquisition theories.
Neurological considerations.
Psychomotor considerations.
Cognitive considerations.
Affective considerations.
Linguistic considerations
The critical period hypothesis.
The acculturation model.
Accommodation theory.
Discourse theory.
The monitor model.
The variable competence model.
The universal hypothesis.
A neurofunctional theory.
Unit 3. Language teaching-
learning approaches:
The structural approach.
The natural approach.
The communicative approach.
The lexical approach
Art-craft conceptions for teaching.
Unit 4. Language teaching-
learning methods:
Grammar translation method.
The direct method.
The audio-lingual method.
The total physical response
method.
The silent way.
Suggestopedia.
Community language learning.

V. Methodology.

This course is aimed at developing conceptual, procedural and attitudinal

competence on language acquisition theories, approaches and methods. To
achieve the stated objectives, teacher and students will enroll in an interactive
and cooperative teaching-learning
process making of a varied set of techniques, such as, lectures, workshops,
extensive reading, research, class observation, content analysis, role plays
and microteachings, among others.

VI. Evaluation guidelines.

Students learning achievements can be assessed through: quizzes, mid-term

exams, essays, research reports and oral presentations.

Descripcin Porcenta
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Quizzes (4) 40%
Homeworks and Reading 10%
Controls
Micro teaching 20%
Presentations 30%
 TOTAL 100%

VII. Bibliographical References

-- Bowen, J. Donald et al (1985). TESOL Techniques and Procedures. Singapore:

Newbury House
Publishers.
-- Brown, H. Douglas (1987). Principles of Language Learning and Teaching.
Second Edition. Englewood Cliff, new Jersey: Prentice Hall, Inc.
-- Brown, H. Douglas (1994). Teaching by Principles. An Interactive Approach to
Language Pedagogy. Englewood Cliffs, New Jersey: Prentice Hall Regents.
-- Carter, Ronald et al (2001). The Cambridge Guide to Teaching English to
Speakers of Other Languages. New York: Cambridge University Press.
-- Harmer, Jeremy (2001). The Practice of English Language Teaching. Third
Edition. England:
Longman.
-- Larsen-Freeman, Diane (1986). Techniques and Principles in Language
Teaching. New York: Oxford University Press.
-- Omaggio, Alice C. (1986). Teaching Language in Context. Proficiency-
oriented Instruction. Boston, Massachusetts: Heinle and Heinle Publishers, Inc.
-- Richard-Amato, Patricia A. (1988). Making it Happen. New York: Longman.
-- Richards C. Jack et al (2001). Methodology in Language Teaching. An
Anthology of Current Practice. New York: Cambridge University Press.
-- Williams, Marion et al (1977). Psychology for Language Teachers. A Social
Constructivist Approach. New York: Cambridge University Press.