UNIVERSIDAD NACIONAL DE EDUCACIÓN

“ENRIQUE GUZMÁN Y VALLE”

Alma Mater del Magisterio Nacional

FACULTAD DE CIENCIAS SOCIALES Y HUMANIDADES

DEPARTAMENTO ACADÉMICO DE LENGUAS EXTRANJERAS

SYLLABUS

I. DATOS GENERALES

1.1. Programa de estudio Profesional: Educación con especialidad de Inglés

1.2. Curso virtual : Lingüística para profesores de Inglés
1.3. Semestre : 202-I
1.4. Área curricular : Formación de especialidad
1.5. Créditos : 03
1.6. Hora de teoría y de práctica : 1 (T)/ 4 (P).
1.7. Promoción y sección : 2018-I/HC Inglés
1.8. Docente : Dra. Jeovana Benito Condori
1.10. Director de Departamento : Dra. Liliana del Castillo Vento

II. SUMILLA
Este curso comprende el estudio y el análisis de las teorías y enfoques de adquisición de la
lengua materna (primera lengua), y la adquisición y aprendizaje de segundas lenguas,
relacionándolas con el proceso de enseñanza aprendizaje de las competencias lingüísticas y
comunicativas de idiomas extranjeros.

III. OBJECTIVES:
III.1 GENERAL
To understand both internal and contextual influences of theories and approaches in second
or foreign language learning as well as develop initial research in applied linguistics related
the teaching-learning process of a language.

III.2 SPECIFIC

- To develop a broad theoretical base reflecting current cutting edge research within Applied
Linguistics and related disciplines
- To broaden the students’ understanding the processes of first language involved in speech
perception, production and acquisition.
- To provide students opportunity to reflect and further develop their understanding of both
theoretical and practical considerations in the field of language learning and teaching based
on different theories of language learning and acquisition.
- To provide students with knowledge of the fundamental aspects of linguistics, with an
emphasis on the application of that knowledge to an understanding of second and foreign
language teaching.
 IV. PROGRAMMING OF LEARNING UNITS
UNIT I: The Nature of Applied Linguistics
WEEKS LEARNING DIDACTIC TOOLS LEARNING ASSESSMEN
CONTENTS OUTCOMES
STRATEGIES RESOURCES T TOOLS
Knowing the use Presentations, Zoom Guide,
Virtual environments:
of the google text YouTube Manage the
Synchronous and
meet documents, Channel, Google meet
asynchronous. Organizers of
0 Knowing the use websites, UNE virtual and virtual
Teacher as mediator knowledge
of the virtual videos platform, classroom of
of these
classroom. Chat, forums, Emails, the UNE
environments.
homework WhatsApp
Ice breaking and Zoom Guide,
General
eliciting Hand outs YouTube
introduction of
Lecturing and Power point Channel, Forum
the course and
reading. presentation UNE virtual Written Rubrics
1 definition about
Class discussion platform, report
what is applied
Class reflections. Emails,
linguistics?
Class WhatsApp
Hand outs
Feedback on student
Power point
´s previous learning: Zoom Guide,
History of presentation
Lecturing and YouTube
Applied Videos from
reading. Channel,
Linguistics you tube or
Class discussion UNE virtual Infographic
The early works recorded for Rubrics
2 Class reflections. platform, Time line
until postmodern the teacher
Tutorials Emails,
schools of applied Free wave
Practice activities WhatsApp
linguistics pages
In written and oral Power point
way
Hand outs
Areas in Applied Zoom Guide,
Power point
Linguistics YouTube
Participative Lecture presentation
Education, Channel,
Cooperative Learning Videos from Graphic
sociology, UNE virtual
3 Group tutorials for you tube organizer Rubrics
linguistics, platform,
help and advice. recorded by Oral report
anthropology and Emails,
the teacher
psychology and WhatsApp
Blogs
others…
Topics areas in
Feedback on students Hand outs
applied linguistics
previous learning: Power point Zoom Guide,
Second and
Lecturing and presentation YouTube
foreign Forum
reading. Videos from Channel,
4 acquisition comparison
Class discussion you tube UNE virtual Rubrics
Sociolinguistics chart
Presenting analyses recorded by platform,
Text Analyses
and showing the teacher Emails,
Translation and
relationships between Free web WhatsApp
interpretation
dissimilar ideas pages
Corpus linguistics
WEB SITES
Davies A. (2007). An introduction to Applied Linguistics recovered from https://pasca.uns.ac.id/s3linguistik/wp-
content/uploads/sites/44/2016/10/an-introduction-to-applied-linguistics.pdf
Sárosdy J. (2006). Applied Linguistics Recovered from http://mek.oszk.hu/05300/05323/05323.pdf
 UNIDAD II: First Language Acquisition
LEARNING DIDACTIC LEARNING ASSESSMENT
WEEKS CONTENTS TOOLS
STRATEGIES RESOURCES OUTCOMES TOOLS
What is first
Feedback on
language Hand outs
student’s previous Zoom Guide,
acquisition? Some Power point
learning. YouTube
definition: mother presentation Graphic
Brain storming Channel,
tongue, native Videos from
Lecturing and UNE virtual organizer
5 speaker you tube or
reading. platform, Oral report Rubrics
First language recorded by
Class discussion Emails,
acquisition the teacher
Peer work WhatsApp
History, types of Free web
Collaborative work Padlet
language pages.
acquisition
Main theoretical Feedback on
approaches to student’s previous
Zoom Guide,
child language learning.
Hand outs YouTube Interactive
acquisition Brain storming
Power point Channel, and
Stages of first Lecturing Virtual
6 presentation UNE virtual organized
language Class discussion portfolio
Free web platform, virtual wall
acquisition Peer work
pages. Emails, (Padlet)
Collaborative work
WhatsApp
Group discussion

Critical Period Brainstorming: used

and First to induction forums
Language on a particular topic. Zoom Guide,
Acquisition Students share the Hand outs YouTube Forum
The Critical knowledge they have Power point Channel, Video
7 Period Hypothesis on a topic and the presentation UNE virtual report in oral Rubrics
Additional facilitator concludes Free web platform, and written
arguments for to generate a pages. Emails, way
nativism synthesis on it. WhatsApp
The case of Genie Watch and analysis a
Lenneberg theory video
Applying an online Objective test Zoom Guide, Questionnaire
test YouTube
Channel,
8 Midterm exam UNE virtual Questionnaires
platform,
Emails,
WhatsApp
WEB SITES
Brown, D. H. (2000). Principles of language learning & teaching. (4th ed.). New York: Longman. (pp. 20-27)
Lightbown, P.M. & Spada, N. (1993). How Languages are Learned. Oxford University Press. (pp. 1-8) recovered
from https://www.kau.edu.sa/Files/0008718/Subjects/Chapter%202.pdf

UNIT III: Second Language Acquisition I

WEEKS ASSESSM
LEARNING
LEARNING DIDACTIC
CONTENTS
STRATEGIES RESOURCES
TOOLS OUTCOMES ENT
TOOLS
9 Theories of Hand outs Zoom Guide, Rubrics
Language Strategies focused on Power point YouTube Mind map
Acquisition collaborative work presentation Channel, Time line
Theories based Working with diverse Free web UNE virtual
on nurture student needs in theirs pages. platform,
 distinction presentation and Emails,
backgrounds WhatsApp
Theories of Different Zoom Guide,
Graphic
Language Strategies for online resources for YouTube
organizer
Acquisition group teaching, helping Channel,
Interactive
Theories based focused on students’ UNE virtual
power point
10 on nature information presentation platform, Rubrics
done by
distinction presentation and Slides, PPTs, Emails,
students`
collaboration in theirs Prezi, you WhatsApp
presentatio
presentation tube or
n
others.
Some of the Different Zoom Guide,
Resulting resources for YouTube
Strategies focused on
Foreign/Second helping Channel, Interactive
collaborative work
Language students’ UNE virtual and
Working with diverse
11 Teaching presentation platform, organize
student needs in theirs Rubrics
Methods Slides, PPTs, Emails, virtual wall
presentation and
Prezi, you WhatsApp (Padlet)
backgrounds
tube or Padlet
others
WEB SITES
Theories of Language Acquisition (2020), recovered from Theories of Language Acquisition
https://www.researchgate.net/publication/299657306_language_acquisition_theories
Theories of Language Acquisition (2020), recovered from
https://www.montsaye.northants.sch.uk/assets/Uploads/English-Language-Summer-Work-2.pdf

UNIT IV: Second Language Acquisition II.

WEEKS LEARNING DIDACTIC LEARNING ASSESSMENT
CONTENT TOOLS
STRATEGIES RESOURCES OUTCOMES TOOLS
Feedback on
student’s previous Zoom Guide, Forum
What is Second
learning. Hand outs YouTube Written
Language
Brain storming Power point Channel, report
Acquisition?
12 Lecturing presentation UNE virtual answering Rubrics
Stages of Second
Class discussion Free web platform, comprehen
Language
Peer work pages. Emails, sion
Acquisition
Collaborative work WhatsApp questions
Discussion
Brainstorming:
used to induction Hand outs
Critical Period forums on a Power point Zoom Guide,
and Second particular topic. presentation YouTube Infographic
Language Students share the Videos from Channel, or
13 Acquisition knowledge they you tube or UNE virtual comparison Rubrics
Theories and have on a topic and recorded by platform, chart
more the facilitator the teacher Emails,
concludes to Free web whatsApp
generate a synthesis pages.
on it.
Hand outs
Power point Zoom Guide,
First Language presentation YouTube
Deductive teaching
Acquisition Videos from Channel,
Inductive teaching Graphic
14 compared to you tube or UNE virtual Rubrics
Active participation organizer
Second Language recorded by platform,
and lectures
Acquisition the teacher Emails,
Free web WhatsApp
pages.
 Strategies focused Hand outs
Classroom SLA on collaborative Power point Zoom Guide,
Classroom work presentation YouTube Interactive
interaction and Working with Videos from Channel, and
15 SLA diverse student you tube or UNE virtual organize Rubrics
Formal needs in theirs recorded by platform, virtual wall
instruction and presentation and the teacher Emails, (Padlet)
SLA backgrounds Free web WhatsApp
pages.
Zoom Guide,
YouTube
Channel,
Applying an online Written
16 FINAL EXAM UNE virtual Questionnaire Questionnaire
test exam
platform,
Emails,
WhatsApp
WEB SITES
Aravena Erick, Bascuñañ Quezada (2015). Second Language Acquisition Theories: their Application in the
Ministry of Education’s Curriculum and their Expected Impact on Teacher Training Programs from
three Chilean Universities recovered from
http://repositorio.uchile.cl/bitstream/handle/2250/130555/Second-language-acquisition-theories.pdf?
sequence=1&isAllowed=y
Einar (2013). Second Language Acquisition recovered from https://skemman.is/bitstream/1946/15018/1/BA
%20EinarG.pdf
Hoque E (2020), Second Language Acquisition recovered from
https://www.researchgate.net/publication/335690866_An_Introduction_to_the_Second_Language_A
cquisition

V. METHODOLOGY
5.1 METHODS
The course will be developed through explanatory virtual exhibitions, using teaching resources
and appropriate tools.

The teacher will present the contents and guide the process through general instructions to carry
out the virtual work.

At the end of the virtual class sessions, the students will ask some questions in relation to the
exhibitions, debate forums will be used to consolidate the information and promote research, and
for this the UNE virtual platform will be used.

At the beginning of each session there will be a feedback on the theme of the last session.

The teacher, through chat, email, WhatsApp, will coordinate with the students to use an
application (zoom or other) and thus be able to clarify the contents and activities.
Students participate actively doing presentation for a specific topic for researching

5.2 TECHNIQUES
a. Consultative forum.
b. Tutoring Mobile learning (Mobile Phone, WhatsApp, E-mails, etc.).
c. An application will be used for the virtual exhibition sessions, according to the academic time.
The educational material will be entered into the virtual classroom of the UNE platform.

VI. DIDACTIC RESOURCES

6.1 Teacher
Using an application (Moodle, Zoom, skype, JITSI meet, learning interactive apps other) will
expose the contents on the UNE virtual platform (virtual classroom) and enter the class material
in ppt, pdf, videos or other digital resources, once the class is over. Also, PC, laptop, camera,
earphone, mobile phone and internet access.
 6.2 Students
Through the Internet you will enter the application (UNE virtual platform, zoom, Skype,
classroom, WhatsApp, emails or other,) to receive the virtual class and the materials that were
used, as well as the references (texts and consultation reprints).

VII. EVALUATION
%
CRITERIA EVALUATION´S ACTIVITIES INSTRUMENTS
- Objectivity, organization A. FORMATIVE EVALUATION 70%
and quality in their work
with the given tools, - a.1. Practices (P) - Rubrics
- Creativity, clarity and  (forums, homework, chat, - For oral and written
presentation. mind and conceptual maps) 40 % participation
LEARNING OUTCOMES
- Quality and depth in their - a.2 each class will be evaluated - Questionnaires.
own ideas. in a summative way. - Written Test
- Analysis or
- Mastery of the topics. - b.1. Research project (PI) observation check
- Problem solving - (Assignment of research work list (in relation to
- Interpretation of according to the contents of the what is proposed in
30 %
readings. subject). each unit).
- Analysis - b.2.Individual or pair
presentation
- B. EVALUATION´S RESULT 30%
- Problem resolution Written online exam
b.1 Partial evaluation (PE) 15%
- Outcomes evaluation
b.2 Final evaluation (FE) Written online exam
15%
Total 100%
Evaluation requirement must have at least 70% to the virtual class attendance

The final average (FA) is the application result of the following formula.
FA = P (3) +IP (3) +PE (2) + FE (2)
10

VIII. REFERENCES

Brown, D. H. (2000). Principles of language learning & teaching. (4th ed.). New York: Longman.
(pp. 20-27)
Crystal, D. (1995). The Cambridge Encyclopedia of Language. Cambridge: CUP.
Ellis, R. (2000): Understanding Second Language Acquisition. Oxford: OUP.
Ellis, R. (1995): The Study of Second Language Acquisition. Oxford: OUP.
Ellis, R. (1995): Instructed Second Language Acquisition. Oxford: Blackwell.
Freeman, D. & Freeman, Y. (2004). Essential linguistics: What you need to know to teach.
Portsmouth, NH: Heinemann.
Jasone Cenoz Iragui. (2004) an introduction to applied linguistics: English as a second language.
Universidad del País Vasco. Servicio Editorial Euskal Herriko Unibertsitatea.
Lightbown, P. & Spada, N. (2006). How languages are learned. (3rd Edition) Oxford, UK: Oxford
University Press.
Nunan, D. (2002): The Learner-centered Curriculum. Cambridge: CUP.
McLaughlin, B. (1987): Theories of Second Language Learning. London: Arnold.
Power, B.M. & Hubbard, R.S. (2002). Language development: A reader for teachers. Columbus,
OH: Merrill.
Norbet Schmitt (2010). An Introduction to Applied Linguistics. Second Edition
Richards, J. and Rodgers, T. (1986): Approaches and Methods in Language Teaching. Cambridge:
CUP.
Richards,Jack et al (1997) Dictionary of Applied Linguistics and Language. Teaching,
Longman:Singapore.
Sárosdy Judith (2006). Applied linguistics I. for BA Students in English.
Slobin, D.I. (1971). Psycholinguistics. Glenview, IL: Scott, Foresman.
Stern, H.H. (1983): Fundamental Concepts of Language Teaching. Longman.
White, R.V. (1988): The E.L.T Curriculum. Oxford: Basil Blackwell.
Widdowson, H.G. (1990): Aspects of Language Teaching. OUP.

INTERNET LINKS

Aravena Erick, Bascuñañ Quezada (2015). Second Language Acquisition Theories: their Application
in the Ministry of Education’s Curriculum and their Expected Impact on Teacher Training Programs
from three Chilean Universities recovered from
http://repositorio.uchile.cl/bitstream/handle/2250/130555/Second-language-acquisition-theories.pdf?
sequence=1&isAllowed=y

Brown, D. H. (2000). Principles of language learning & teaching. (4th ed.). New York: Longman.
(pp. 20-27)

Davies A. (2007). An introduction to Applied Linguistics recovered from

https://pasca.uns.ac.id/s3linguistik/wp-content/uploads/sites/44/2016/10/an-introduction-to-applied-
linguistics.pdf

Einar (2013). Second Language Acquisition recovered from

https://skemman.is/bitstream/1946/15018/1/BA%20EinarG.pdf

Hoque E (2020), Second Language Acquisition recovered from

https://www.researchgate.net/publication/335690866_An_Introduction_to_the_Second_Language_A
cquisition

Lightbown, P.M. & Spada, N. (1993). How Languages are Learned. Oxford University Press. (pp. 1-
8) recovered from https://www.kau.edu.sa/Files/0008718/Subjects/Chapter%202.pdf

Maeve Conrick and Martin Howard (2007). From Applied Linguistics to Linguistics Applied_
Issues, Practices. ISBN: 0704426277. Recovered from
https://baalweb.files.wordpress.com/2016/12/proceedings_2006.pdf

Perera Hernández (2009). Elements of applied linguistics. Recovered from

http://repositorio.uned.ac.cr/reuned/bitstream/120809/338/1/GE5189%20Elements%20of%20applied
%20linguistics%20-%202009%20-%20Educaci%C3%B3n.pdf

Sárosdy J. (2006). Applied Linguistics Recovered from http://mek.oszk.hu/05300/05323/05323.pdf

Theories of Language Acquisition (2020), recovered from Theories of Language Acquisition

https://www.researchgate.net/publication/299657306_language_acquisition_theories

Theories of Language Acquisition (2020), recovered from

https://www.montsaye.northants.sch.uk/assets/Uploads/English-Language-Summer-Work-2.pdf

La Cantuta, 2021.