Adventist International Institute of Advanced Studies

School of Graduate Studies

Course Outline
EDTE 620 Second Language Acquisition

Professor: Safary Wa-Mbaleka, EdD, PhD

Classroom: AIIA Online (https://onlineworld.aiias.edu/course/view.php?id=328#)
Time: Monday 8am through Friday 12noon
Office: #10
Consultation Hours: Tuesday, 8—5pm & by appointment; June 5—August 2, 2017
Phone: (0917)577-8093
Email: [email protected] (alternate: [email protected]); Skype/FB: Safaryw
Address: AIIAS, Lalaan 1, P.O. Box 038, Silang, Cavite, 4118, Philippines

I. Course Description
This course is an overview of theories of first and second language acquisition, including
comprehensible input, the monitor hypothesis, order of acquisition, and the role of linguistics in
understanding language acquisition. The differences between learning and acquisition, EFL, ESL,
and ESP, pedagogy and andragogy, learner’s characteristics and motivation are also discussed.
Traditional and current approaches to language teaching will be discussed, including
grammar/translation approaches, communicative language teaching and constructivist theories.
II. Perspective and Focus of the Course
Over the course of the development of the field of second language teaching and learning, it has
become increasingly clear that learning a second language is a complex process. There are many
factors, physical, affective, mental and psychological, which affect a student’s ability to become
an effective communicator in a new language.

During the development of modern and postmodern second language teaching, numerous
acquisition theories have been posited. Many approaches have been tried in the search for ‘the
best’ way to teach and learn a language, but never before have language researchers and teachers
had access to so many research tools and so much data. More recently, the search for ‘the best’
approach has given way to the search for better approaches, with the realization that there is no
one best way to teach or to learn a second language.

This course lays a foundation that will help students to understand why we do what we do in the
modern English language setting. It will discuss traditional and current approaches to second
language teaching and learning, and the theories and suppositions that underpin them, in the light
of current knowledge about language acquisition. Students will be able to better understand how
languages, both first and second, are learned and how this knowledge can be applied to their
teaching.

In addition to exposure to traditional and current approaches, this course will include a brief
historical overview of language acquisition theories, which will help to explain how the various
approaches have developed over time, leading up to the present. Students will be encouraged to
question the rationale behind the different approaches and their own perceptions and values, while
asking why various pedagogical approaches are employed, and whether their personal teaching
methods and style are supported by sound principles. It is hoped that they will continue to explore

EDTE 620 TESOL Second Language Acquisition 1

 ways in which they can improve their teaching and enhance student learning in the current
eclectic second language environment.

III. Contribution to the Mission Statement and Goals of the Institution

Many AIIAS graduates are asked to teach English when they return to their home country because
they speak it so well. In the Philippines, there are also many English language schools operating
as a means of mission outreach. This meets the needs of the communities, as well as putting
Christian believers in close personal contact with many non-Christians. The Second Language
Acquisition course provides a theoretical foundation on which future English teachers can base
their courses, helping them to make appropriate decisions about content and classroom practice.
Good language teaching is a skill that will benefit AIIAS students first, and secondly, will benefit
the Christian organizations and their programs in Asia, and all over the world.
IV. Objectives of the Course
At the end of this course students should be able to:
1. Evaluate the strengths and weaknesses of approaches to language teaching that have been used
over the centuries until the present day.
2. Document their feelings, thoughts, reactions, and questions as they reflect on their language
learning experiences.
3. Identify and explain the factors that influence the acquisition of language.
4. Compare and contrast the processes of first-language and second-language acquisition.
5. Define and differentiate the terms learning and acquisition as they are sometimes used in the
second language context.
6. Explain the effects of age on language acquisition and how these might affect teaching styles
and methods.
7. Describe the similarities and differences inherent in various language learning settings such as
ESL and EFL, and how these might affect teaching styles and methods.
8. Evaluate current issues in second language learning and take a stand.
9. Make informed choices of particular teaching techniques and methods based on an
understanding of the language acquisition process.
V. Methodology
This class will use a variety of activities and methods to present theories of second language
acquisition and promote critical thinking regarding classroom practice. Activities will include
online forum discussions, personal reflections, presentations, a mid-term activity, and a final
paper.

VI. Course Requirements

A. Class Attendance and Participation

In this course, you are expected to actively participate online. Class attendance and
participation are defined as logging in regularly to the course and making substantive
postings in the discussion area. More information on this is provided in the “Course
Expectations” document.

EDTE 620 TESOL Second Language Acquisition 2

B. Devotional
You will be part of individually leading at least one devotional for at least one week. As
moderator of the week’s devotional, you are expected to post your devotional on Sunday
evening (AIIAS time) and facilitate the discussion there for the whole week. Facilitating
the devotional means reading and responding to all postings people make on your
devotional.

C. Online Forum Discussions

From modules 1 through 8, each module will contain 1 major discussion questions (DQ)
that focuses mainly on what the module is about. You are required to fully answer each
question every week with a substantive post. You must follow the instructions provided
in the “Course Expectations” document to receive full credit. Make sure to also follow
the grading rubric for DQs.

D. Reflection Papers
As part of the course requirements, you will submit a one-page (double-space)
assignment for each of the 10 major topics of this course (see Schedule of class topics
below). For each entry, you need to (a) present a brief synthesis about the assigned
topic(s), (b) write about something new or significant that you learned and (c) how it
applies to L2 teaching or learning, and (d) share one to three potential research ideas
pertaining to the assigned topic. Your Reflection Paper has to be between 200 to 300-
words-long. You must cite at least 3 sources (only journal articles and books) in relation
to the topic(s). Use this opportunity (e) to reflect on your personal English learning or
teaching experience or to think about the future of your teaching. In total, you will have
10 Reflection Papers. Use the first person sparingly (only when it’s very necessary).

E. 1 Individual Presentation
In this activity, you are asked to search for English language learning/teaching
technological tools. You need to individually present 4 technologies and demonstrate
how to use them in the teaching/learning of English. Create a narrated PowerPoint
Presentation (PPT that has you explaining it). It must give information on (a) the related
SLA theories, (b) the effective use of the selected technologies in general, and (c) how to
use the selected technology in EFL/ESL context (especially in reading, writing, listening,
speaking, grammar, vocabulary, pronunciation, or viewing). The presentation should be
10-15 minutes long.

F. Mid-Term Activity
When half of the course is done, a closed-book proctored mid-term activity will be
administered for the purpose of synthesizing the knowledge that will have been learned.
It will be made of 3 to 5 questions and will last about two hours. This individual activity
will require each one of you to synthesize in his/her own words and reflect on the major
topics that will have been discussed and how these topics could be applied in a given
ESL/EFL setting. For each question, the learner will be expected to cite some prominent
SLA theories and scholars.

G. Final Paper
The culminating activity in this course is an individual library research paper that each
one will write on a specific L2 learning and/or teaching topic of choice. The paper must
meet the following criteria:
EDTE 620 TESOL Second Language Acquisition 3
 • Must be 5 to 7 pages long (without counting the title page, the abstract page, and
the references page): Times New Romans, size 12, double-spaced
• Must cite at least 3 books and 7 journal articles (published after 2010, unless
there is good reason to cite one specific source that is older; such as a seminal
work on the chosen topic)
• Must follow the following format: title page (page 1), abstract (120-150 words,
on page 2), introduction (page 3), body (paper sections with clear argumentation
supported by related literature and studies, starting with page 4), conclusion, and
references (last page)
• Must adhere to good academic writing standards throughout the paper: APA,
mechanics/grammar, clarity, academic/formal vocabulary, coherence, structure,
conciseness, originality (plagiarism is not tolerated at AIIAS, and especially in
the TESOL program), etc.
• Must demonstrate critical and analytical thinking by bringing together different
opinions on the same topic while making the best decision on what fits the well
from the SLA perspective or ESL/EFL learners or setting.
• Must cite at least 4 of leading experts in the field of SLA/Applied Linguistics
• Must present some clear connection to Biblical principles
• Must not use the first or second persons (I, me, us, ours, your, etc.)

Possible topics for the documented essay:

1. Skills integration vs. non-integration

Most researchers and L2 teachers today accept that integrating the skills (reading, writing,
listening and speaking) is the best way to teach a language. However, this idea is only
relatively recent.
• Give a brief history of the origins of the skills integration approach.
• Discuss the advantages and disadvantages of these two methods and give your personal
appraisal of each. Are there contexts where one is preferable to the other? Explain.

2. Use of L1 in the classroom

For many years teachers have been taught that it is preferable not to use the first language
when teaching a second. Therefore both teachers and students are discouraged from using
the students’ first language in the classroom, even at the lower skills levels. Do you agree or
disagree with this belief? Are there contexts when one might be preferred over the other?

3. Native vs non-native speaking teachers

For many years native speaking language teachers have been preferred by administrators,
students and parents, because they believe the quality of English will be better if taught by a
native speaker. However, this belief is now being challenged as more non-native teachers
study TESOL. Do native speakers make better language teachers? Why/why not? Are there
contexts when one might be preferred over the other?

4. Content-based instruction
Give your opinion about the usefulness of content-based instruction for teaching L2. The
following questions may be used as guidelines but you should not feel obligated to limit
yourself to answering them only.
• What is CBI? Explain the roles of teacher, students, teaching materials, and classroom
practice.
• When, how, why did this approach develop?

EDTE 620 TESOL Second Language Acquisition 4

 • Is it based on sound methodological principles?
• In what contexts is it best applied?
• Is it applicable to the Asian situation?
• Does the age and skills level of the learner make a difference in its application?

5. Computer-Assisted Language Learning (CALL)

Describe how computer and other multi-media technology can be used to enhance L2
learning. Look for traditional ways and more innovative, interactive ways. Think about the
teacher’s use of these technologies and the students’ use. Is there such a thing as too much
technology in the L2 setting? Does CALL really enhance L2 learning, or is this just another
fad?

6. Universal Grammar
Do you agree or disagree with the concept of universal grammar?
• Explain the term Universal Grammar, how it developed, and the various expert opinions
regarding it.
• Show evidence/lack of evidence to support the theory.
• Give your own opinion and conclusions based on what you have read.

7. Comprehensible Input Hypothesis

Krashen’s famous comprehensible Input Hypothesis stirred up some strong feelings on both
sides of the debate and in spite of the claim there is no real evidence to support his theories,
they have had a strong influence on second language teaching.

Give an overview and critique of Krashen’s major theories using the guidelines below. Give
your opinion on their effectiveness, paying attention to different contexts of L2 learning.
• What are Krashen’s major hypotheses?
• When, how, why did they develop?
• Are they based on sound methodological principles?
• In what contexts (if any) are they best applied?
• Explain the roles of teacher, students, teaching materials, and classroom practice.
• Are they applicable to the Asian situation?
• Does the age and skills level of the learner make a difference in its application?

8. Task-Based Learning
Give your opinion about the usefulness of task-based learning for teaching L2. The
following questions may be used as guidelines but you should not feel obligated to limit
yourself to answering them only.
• What is TBL? Explain the roles of teacher, students, teaching materials, and classroom
practice.
• When, how, why did this approach develop?
• Is it based on sound methodological principles?
• In what contexts is it best applied?
• Is it applicable to the Asian situation?
• Does the age and skills level of the learner make a difference in its application?

VII. Course Policies

A. Attendance & Participation

Class attendance and participation are different online than they are in face-to-face classes.
Please read the related instructions and policies in the Course Expectations document. No
EDTE 620 TESOL Second Language Acquisition 5
 more than 15% of classes can be missed; that is, no one can be away for one whole week
without posting anything in this course. Exceptions to this stipulation may be provided by
the instructor only in cases of dire emergency and must be documented in writing.

B. Academic Integrity
It is assumed that a completed assignment is the work of the person whose name appears on
the paper, created for that specific purpose. It is expected that assignments will also contain
ideas gleaned from other sources, or even quoted text. You must be completely honest in all
work presented or submitted by giving due credit to such sources. Proper referencing is
required for ALL assignments regardless of length.

Academic dishonesty includes behaviors such as cheating, plagiarism, collusion, the

submission of materials written by someone other than yourself, giving or receiving
information inappropriately during an exam, or any act misrepresenting a student’s actual
learning (see the Academic Bulletin for the AIIAS Code of Academic Integrity).

AIIAS is committed to the highest principles of honesty, trust, and accountability. Because
academic dishonesty undermines student learning, it is subject to serious disciplinary action.
Persons involved in academic dishonesty will be disciplined in accordance with the
established AIIAS policies and procedures, which include loss of marks, failing grades, and
suspension or expulsion.

C. Guidelines for Assigning Student Grades

The following distribution of scores will serve as a guide in determining the final letter
grades for this course:

Letter Grade Percentage Range Letter Grade Percentage Range

A 93-100 C+ 77-79
A- 90-92 C 73-76
B+ 87-89 C- 70-72
B 83-86 D 60-69
B- 80-82 F < 60

Breakdown of Grading
Requirements Weight towards Final Grade Due Week
1 Discussion Question a Week 15 pointsx8 = 120 points = 12% Weeks 1 through 8
2 postings of class participation a week 10 pointsx8 = 80 points = 8% Weeks 1 through 8
10 Reflection Papers 25 pointsx10 = 250 points = 25% Weeks 1 through 8
Individual Presentation 100 points = 10% Week 2
Proctored mid-term activity 200 points = 20% Week 5
Final Paper 200 points = 20% Weeks 9
Devotional 50 points = 5% Weeks 1 through 9
TOTAL 1000 points = 100%

EDTE 620 TESOL Second Language Acquisition 6

VIII. Required Textbook
Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge, UK: Cambridge
University Press. Retrieved from https://elt502ciu.wikispaces.com/file/view/
Introducing+Second+Language+Acquisition.pdf

Class Schedule – 2017

Date Assigned Topic Readings Assignments Devotional

/Activities
Week 1 - Course Overview - Course outline Self-intro Facilitator
6/5-9 - Topic 1: SLA Overview - Textbook, Chaps. DQ1
Topic 2: Differences & 1&2
Similarities Between L1 & - At least 1 article
L2
Week 2 Topic 3: L2 Learner & - Textbook, chap. 4 Reflection Papers 1
6/12-16 Teacher - At least 2 articles &2
Topic 4: L2 External DQ2
Factors
Week 3 Topic 5: SLA Selected - Textbook, chaps. 3 & 5 Reflection Papers 3
6/19-23 Theories & Theorists - At least 1 article &4
DQ3
Week 4 Topic 6: Lexicon in SLA - At least 2 articles Mid-term Activity
6/26-30 Reflection Paper 5
Week 5 Topic 7: L2 Learning & - Textbook, chap.7 Reflection Paper 6 &
7/3-7 Teaching Strategies - At least 2 articles 7
Week 6 Topic 8: Language Policy & - Textbook, chap. 6 Reflection Paper 8
7/10-14 Assessments - At least 2 article
Week 7 Topic 9: Technology in L2 Individual
7/17-21 Teaching & Learning - At least 2 articles Presentation &
Reflection Paper 9
Week 8 Topic 10: Research in SLA - At least 2 articles Reflection Paper 10
7/24-28
Week 9 New Trends in SLA Final Paper due by Facilitator
7/31-8/02 8/02; 11:59pm
(AIIAS time)
Notes: All assignments must be (a) original, free of plagiarism and mechanics errors, and (b) submitted in Moodle
at latest by 11:59pm on the assigned day. All assignments that are late will be accepted with 25% off for each day
there is a delay in submission (unless prior written permission was requested and granted before the deadline).
Everyone is encouraged to read the materials pertaining to the assigned topic(s) before coming to class. In addition
to the required class textbook, everyone is highly encouraged to read articles and other books related to the
assigned topic(s) of the week. All deadlines are in AIIAS time.
- All original postings to DQs are due by Monday, 8am.
- Class participation is based on at least 2 substantive responses to other people’s postings on at least 2 separate
days.
- All reflection papers are due by Thursday, 6pm.
- The individual presentation is due by Thursday, 6pm.
- The final paper is due by 11:59pm on the last day of class.
- The proctored mid-term activity will be done at the time arranged by the Division of Online Learning during the
assigned week.
- You are required to choose and read the articles pertaining to the week’s topics. You are required to read and
quote the articles with an asterisk by the time the course is over; these are seminal works that you should be
familiar with.

EDTE 620 TESOL Second Language Acquisition 7

IX. Other Important Textbooks
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY:
Pearson Education.
Brown, H. D. (2007). Teaching by principles (3rd ed.). New York, NY: Longman.
Mitchell, R. & Myles, F. (2004). Second language learning theories (2nd ed.). New York, NY:
Oxford University Press, Inc.
Nunan, D. (2009). Second language teaching & learning (Philippine Edition). Woodbridge, CT:
Cengage Learning.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. New
York, NY: Cambridge University Press.
Ellis, R. (2008). The Study of Second Language Acquisition. New York, NY: Oxford
University Press.
Others
Carter, R. & Nunan, D. (2001). The Cambridge guide to teaching English to speakers of other
languages. Cambridge: Cambridge University Press.
Cook, V. (2008). Second language learning and language teaching (4th ed.). London, UK:
Hodder Education.
Ellis, R. (2007). Second Language acquisition. Oxford: Oxford University Press.
Ellis, R. (2008). The study of second language acquisition. New York, NY: Oxford University
Press.
Doughty, C. & Long, M. H. (eds.) (2003). The handbook of second language acquisition.
Malden, MA: Blackwell Publishing.
Gass, S. (2008). Second language acquisition: an introduction course. NY: Lawrence Erlbaum
Associates, Inc.
Gass, S. and Selinker, L. (2001). Second language learning and language teaching. An
introductory course. (3rd ed.). NY: Lawrence Erlbaum Associates, Inc.
Hadaway, N. L., Vardell, S. M., & Young, T. A. (2002). Literature-based instruction with
English language learners, K-12. Boston, MA: Allyn & Bacon.
Harmer, J. (2007). The practice of English language teaching. Harlow, England: Pearson
Longman.
Lightbown, P. M. & Spada, N. (eds.) (2002). How languages are learned (Revised version).
New York, NY: Oxford University Press.
Robertson, P. & Nunn, R. (2006). English second language acquisition in the Asian context.
Seoul, Korea: Asian EFL Journal Press.
Schmitt, N. (ed.) (2010). An introduction to applied linguistics (2nd ed.). Oxon, UK: Hodder
Education.
Troike, M. (2006). Understanding second language acquisition. NY: Cambridge University
Press.

EDTE 620 TESOL Second Language Acquisition 8

Articles

Blake, R. J. (2009). The use of technology for second language distance education. The Modern
Language Journal, 98(Focus Issue), 822-835

*Chapelle, C. A. (2010). Research for practice: A look at issues in technology for second
language learning. Language Learning & Technology, 143), 27-30.

*Ellis, R. (2010). Second language acquisition, teacher education and language pedagogy.
Language Teaching, 43(2), 182-201. doi:10.1017/S0261444809990139

Gray, S. (2009). From principles to practice: Teacher’s update of principles from instructed
language learning to plan a focus on language form in content lessons. (2009). From
principles to practice: Teacher’s update of principles from instructed language learning to
plan a focus on language form in content lessons. System, 37, 570-584.

Hansen-Thomas, H., Casey, P. J., & Grosso, L. (2013). Multiplying the effect of professional
development: Teachers training teachers. TESOL Journal, 4(1), 129-150.

Hutchinson, M. (2013). Bridging the gap: Preservice teachers and their knowledge of working
with English language learners. TESOL Journal, 4(1), 25-54.

*Ipek, H. Comparing and contrasting first and second language acquisition: Implications for
language teachers. English Language Teaching, 2(2), 155-163.

Kanno, Y., & Cromley, J. G. (2013). English language learners’ access to and attainment in
postsecondary education. TESOL Quarterly, 471), 89-121.

Kaushall, U. (2013). Implications of technology in second language context. International

Journal of Educational Science and Research, 3(1), 1-4.

Kilickaya, F. (2009). World Englishes, English as an international language and applied

linguistics. English Language Teaching, 2(3), 35-38.

Kim, Y. (2013). Effects of pretask modeling on attention to form and question development.
TESOL Quarterly, 41(1), 8-35.

*Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for
the Input Hypothesis. The Modern Language Journal, 73(4), 440-464.

Krish, P., Hussin, S., & Sivapuniam, N. (2010). Learner diversity among ESL learners in the
online forum. Procedia Social and Behavioral Sciences, 7(c), 92-96

*Laufer, B. (2001). Reading, word-focused activities and incidental vocabulary acquisition in a

second language. Prospect, 16(3), 44-54.

*Lightbown, P. (2000). Classroom SLA research and second language teaching. Applied
Linguistics, 21(4), 431-462.

Lin, Z. (2013). Language teachers’ attitudes, beliefs, professional knowledge, and views on
professional development: An exploratory study at a preschool TEFL setting. TESOL
Journal, 4(1), 55-82.
EDTE 620 TESOL Second Language Acquisition 9
Macias, A. H, Fontes, A. A. D, Kephart, K., & Blume, M. (2013). Sheltered instruction for
English language learners: Insights and Challenges. TESOL Journal, 4(1), 83-105.

*Pica, T. (2003). Second language acquisition research and applied linguistics. Working Papers
in Educational Linguistics, 18(2), 1-26

*Poole, A. (2005). Focus on form instruction: Foundations, applications, and criticisms.

The Reading Matrix, 5(1), 47-56.

EDTE 620 TESOL Second Language Acquisition 10

 On-line Journals
http://tesl-ej.org/
http://iteslj.org/
http://www.asian-efl-journal.com/
TESOL Journal (available online in AIIAS library)
TESOL quarterly (available online in AIIAS library)

Other On-line Sources

Lomb, K. (2008). Polyglot: how I learn languages. TESL-EJ. Available at http://tesl-
ej.org/ej45/tesl-ej.ej45.fr1.pdf

http://www.eric.ed.gov/

Also see AIIAS Library Ebsco AtoZ database

EDTE 620 TESOL Second Language Acquisition 11