FACULDADE DE LETRAS E CIÊNCIAS SOCIAIS

DEPARTAMENTO DE LETRAS
CURSO DE LICENCIATURA EM LÍNGUA INGLESA

MODULE: DIDACTICTICS OF LANGUAGE

Welcome to the module of Didactics of Language…

Language of instruction

English

Objectives of the didactics

˗ Fulfil the purposes on which education is based.

˗ Make teaching and learning process more effective.

Importance of didactics

The importance of didactics in education is that it breaks with the conventions of the education
system in which verbalisms and memorization of content are the basis of teaching.
(https://www.definetheconcept.com/didactics/). It seeks to include students in the teaching
process, giving them the necessary tools and providing them with the most viable learning
methods, with the aim of developing self-training capacities in them.

In addition, the use of didactics to teach makes classes more interesting, less boring and the
recipients of information are more willing to receive the information due to the incorporation of
games, entertainment and debate in the educational curriculum. All members of the study group
make a participation, establishing terms of cooperation and help.

Didactics and other pedagogical methods in use today for education, have broken the basic
teaching scheme (Teacher – Student – Books – Exams) to give way to a new way of teaching.

Teaching methods

Teaching will consist of a variety of work forms that require mandatory attendance and will take
the form of: lectures, seminars, class discussion, conversation, reflection, individual and group
work, presentations, sharing teaching aids via online platforms with practical exercises and
tutorials when deemed necessary.
Docente: Ma Geraldo J. Cuane, Mobile: 84 106 4845 / 86 174 7941/ 82 5916861, E-mail: [email protected]
UNIT 1 - Introduction to Didactics of Language

Learning outcomes:

Upon completion of the course the student should:

 define a few concepts relating didactics
 identify the course object of study
 explain the questions underlying the study of the teaching-learning process
 outline the categories and types of didactics
 interpret theories and practice on didactics of language

General competencies: Upon completion of the course the student should be able to:
 discuss and convey didactics issues to develop his/her didactic competence
 take a professional attitude and adhere to the ethical platform of the profession
 utilise results from academic, didactic and pedagogical research
 stay updated on current dynamics of educational needs and plan for professional practice

Concepts and Terminology

Didactics (not didactic, why?)

The concept of Didactics originates from the Greek (didacticós) to mean “teaching”. Didactics is
the art of teaching, as such, it is the branch of pedagogy in educational sciences, which is
responsible for the study and intervention in the teaching-learning process in order to optimize the
methods, techniques and tools that are involved in it.

In this sense, didactics has two expressions: a theoretical and practice. At theoretical level, it
studies, analyses, describes and explains the teaching-learning process, therefore, it generates
knowledge about the educational processes and postulates the set of norms and principles that
constitute and guide the teaching theory.

At practical level, didactics works as one applied science which, on the one hand, it uses teaching
theories, while, on the other, it intervenes in the educational process by proposing models, methods
and techniques that optimize the teaching-learning processes.

Didactics is a theory of education in which theoretical aspects of education (the principles and
laws of the educational process, the teacher and learners) are considered. As a subject, it studies
the content of classroom teaching and learning, students’ activities, educational goals, forms,
methods, tools, results, ways to improve the educational process, etc. (Kizi, 2021). It is concerned
with both the content and the methods of education. Therefore, it is important to ensure that

Docente: Ma Geraldo J. Cuane, Mobile: 84 106 4845 / 86 174 7941/ 82 5916861, E-mail: [email protected]
cooperation between knowledge, science and the subject is interrelated. Scientific explanations
should be used at all stages of education.

In some countries, Didactics is viewed as the theory and practice of teaching and learning.
Considering teaching as the orderly activity of a teacher to realise the goal of learning (educational
tasks), providing information, education, awareness and practical application of knowledge.
Learning as a process during which, on the basis of cognition, exercise and acquired experience,
new forms of behaviour and activity arise, and previously acquired ones change.

From these perspectives above, we can get a short definition: didactics is the science of teaching
and education, their goals, content, methods, means, organization, and the results achieved.
(https://www.coursehero.com/sitemap/schools/131583-Uzbekistan-State-University-of-World-
Languages/courses/15462013-BIO247/)

 Define Didactics from the following authors’ views: Aebli, Mattos, Stöcker and Larroyo.
Object of study

Didactics is concerned with the study of the teaching-learning process, which can be described as
follows: what is to be taught and learned (the content aspect); how do we teach and learn (the
aspects of transmitting and learning); and to what purpose or intention is something taught and
learned (the goal/aims aspect) (Kridel 2010). Thus, Didactics plays an important role to organize
and manage the lesson. It is a knowledge-based discipline concerned with the descriptive and
rational study of all teaching-related activities before, during and after the teaching of content in
the classroom, which includes the "planning, control and regulation of the teaching context"
(Whyte, S. & Cédric, S., 2017). Its objective is to analyse how teaching leads to learning.

For the purpose of the Module of Didactics of Language, our attention will be much focused on
the process of teaching and learning a language.

Categories of didactics

The main categories of didactics are: teaching, learning, training, education, knowledge, abilities,
skills, as well as the purpose, content, organization, types, forms, methods, means, results
(products) of training (Afzal, 2021). Recently, it has been proposed to assign the status of the main
didactic categories to the concepts of the didactic system and teaching technology.

Docente: Ma Geraldo J. Cuane, Mobile: 84 106 4845 / 86 174 7941/ 82 5916861, E-mail: [email protected]
Types of didactics

General didactics

With general didactics we designate the set of rules on which the teaching-learning process is
based, globally, without considering a specific area or subject. As such, it is in charge of
postulating the descriptive, explanatory and interpretive models applicable to the teaching
processes; to analyse and critically evaluate the currents and tendencies of the most relevant
didactics thought, and, finally, to define the general principles and norms of teaching, focused on
the educational objectives. Its orientation, in this sense, is eminently theoretical.

Special didactics

The special didactics, also called specific, is one that studies the methods and practices applied to
the teaching of each field, discipline or specific subject of study. In this sense, it establishes
differentiations between the methods and practices used to impart knowledge, and evaluates and
determines which would be the most beneficial for students' learning according to the type of
subject. For example, special didactics understands that the methods and dynamics to teach such
disparate disciplines as language, mathematics, or physical education must start from different
approach principles.

Thus, the module of Didactics of Language fits this type because it is intended to students of
English Course, regarded as a specific area of training (CFE-Plano Curricular, UNISAVE, 2019)
focusing on the teaching-learning process of language rather than on general didactics whose
medium of instruction is Portuguese language.

Differential didactics

The differential or differentiated didactics is one that is applied to specific teaching situations,
where aspects such as age, the characteristics of the learner and their intellectual skills are taken
into consideration. Therefore, differential didactics understands that it must adapt the same
contents of the school curriculum to different types of audience. For example, the same world
history topic will be presented in different ways to the following groups: teens, people with special
needs, adults in high school at night school.

Ordinary didactics

Ordinary didactics is based on the use of more dynamic methods to reach the student, also making
use of a more informal language and focusing the learning so that the student learns to use common

Docente: Ma Geraldo J. Cuane, Mobile: 84 106 4845 / 86 174 7941/ 82 5916861, E-mail: [email protected]
sense. This type of didactics is usually used in teamwork or group workshops in which, to achieve
optimal learning, it is not necessary to delve into a specific topic.

 Your course will include Didactics of Language as one of the subjects rather than General Didactics
as prescribed in the course plan. How would you explain this difference between the theory and
practice?

SELF- STUDY QUESTIONS

1. What is didactics all about?

2. Is there any difference between didactics and didactic? If yes, explain it.
3. Explain the theoretical and practical levels of didactics.
4. Teaching is rewarding only if it realises the goal of learning and learning is worth only
if new forms of behaviour and activity arise and previously acquired ones change. What
is your understanding from this statement?
5. What is didactics’ object of study?
6. Identify the questions underlying the study of the teaching-learning process.
7. List down the categories and types of didactics
8. Find out the elements of didactics.

References
Afzal, M. (2021), Didactics. https://whatexamples.com/category/social-sciences/

Kizi, Y.U.B. (2021), Didactics’ Role in Teaching Process. Available at:

https://www.researchgate.net/publication/354223771

LINK:https://www.coursehero.com/sitemap/schools/131583-Uzbekistan-State-University-of-
World-Languages/courses/15462013-BIO247/

UNISAVE, (2019), Plano Curricular do Curso de Licenciatura em Inglês. Chogoene

Whyte, S. & Cédric, S. (2017), Introduction to new developments in ESP teaching and learning
research, New developments in ESP teaching and learning research, Research-publishing.net, p.
1-12
LINK: https://www.definetheconcept.com/didactics/

Docente: Ma Geraldo J. Cuane, Mobile: 84 106 4845 / 86 174 7941/ 82 5916861, E-mail: [email protected]
UNIT 2 – How languages are learned: Theoretical Approaches of Language
Acquisition and Learning

Learning outcomes:

Upon completion of the course the student should:

 identify the issues underlying the theories of first (L1) language acquisition
 explain the stages of language development
 describe the main characteristics of bilingualism at early childhood
 describe the main characteristics of child directed speech – early child vocalization
 analyse the theoretical approaches to explaining the first language learning
 describe the differences between child learning a first language and a child or adult
learning a second language in relation to learners’ characteristics and learning conditions.

General competencies: Upon completion of the course the student should be able to:
 define the concepts of cooing, babbling, gurgling, child’s telegraphic language and
metalinguistic awareness
 describe the main characteristics of child’s telegraphic language
 outline the differences between simultaneous and sequential bilingualism
 explain subtractive bilingualism and pinpoint solutions
 explain the characteristics which ‘make one a good language learner’

As a subject, Didactics of Language studies the content of classroom teaching and learning,
students’ activities, educational goals, forms, methods, tools, results, ways to improve the
educational process, etc. (Kizi, 2021). In this unit, we will tackle the question of how languages
are learned, which leads us to look at:

Content overview
I. First language acquisition
II. Early child bilingualism
III. Theoretical Approaches in first language acquisition:
a) Behaviourism
b) Innatism (Chomsky’s LAD)
c) The biological basis for innatist theory
d) Interactionist theory

IV. Theoretical Approaches to Explaining Second Language Learning:

a) Second Language Learning and Learners Factors
b) Behaviourism Position in Second Language Learning
c) Innatism Position in Second Language Learning
d) Recent Psychological Theories: information processing and connectionism
e) The Interactionist Position

Docente: Ma Geraldo J. Cuane, Mobile: 84 106 4845 / 86 174 7941/ 82 5916861, E-mail: [email protected]
 V. Factors affecting second language learners
a) Research on learner characteristics
b) Intelligence and aptitude
c) Personality
d) Motivation and attitudes
e) Motivation and attitudes
f) Learner preferences
g) Learner beliefs
h) Age of acquisition

VI. Language teaching methods

Grammar translation method
The Direct Method
The Audio-Lingual Method
The Total Physical Response Method
The Communicative Approach

For an easy approach, the contents above outlined will be covered into different subunits and set
assignments throughout this semester and to ensure that students may access the contents
individually, the main consultation materials will be provided as listed below.

References

Richards, J.C. (2006), Communicative Language Teaching Today. Cambridge, Cambridge UP

Richards, J.C. & Rodgers, T. (1999), Approacnes and Methods in Language Teaching. A
description and analysis· United Kingdom. Cambridge UP

Lightbown, P.M. & Spada, N. (2013), How Languages are Learned.(4th Ed.). United Kingdom.
Oxford UP

Docente: Ma Geraldo J. Cuane, Mobile: 84 106 4845 / 86 174 7941/ 82 5916861, E-mail: [email protected]