Ho Chi Minh City Open University

Graduate school
COURSE OUTLINE
1- Course title: THEORIES OF LANGUAGE TEACHING AND LEARNING
2- Course code: ENG611
3- Course length: 3 credit units

4- Course guide
Course Description / Goals
This course aims to provide an introductory study in contemporary developments in the theories of
English language teaching and learning. The course includes an examination of a range of theories
(behaviourist, cognitivist, constructivist) and research, and factors affecting the process of teaching and
learning a foreign/second language, such as individual, sociological, and psychological, and their
implications. It also relates to changes in context and culture of English language teaching and learning in
Vietnam. By carefully examining these theories, we will be able to identify different instruments which
may be useful in learning and teaching in a variety of settings.
Owing to the practical application of the course, learners are requested to flexibly link their insights and
reflection to current observation of ELT teaching and learning.
Course Outcome
On completion of the course, the successful learners will be able:
Ø To identify the essentials of key theories of language teaching and learning,
Ø To distinguish the basic vocabulary, concepts, and theories of teaching and learning in terms of
behaviourism, cognitivism, constructivism.
Ø To develop a critical awareness and sound understanding of these theories
Ø To apply these theories and their implications in practical classroom teaching and Individual learning,
and to support learners’ cognitive and social development
Ø To reflect on factors influencing individual differences in teaching in general and learning in particular,
and
Ø To be able to critically evaluate language teaching and learning theories,
Aims of the course
The aims of the course are:
Ø To extend and develop awareness of the major theories of learning and their applications in actual
teaching/learning environments.
Ø To critically examine how learning theory informs classroom activity from both teacher and learner
perspectives;
Ø To develop ability to find and interpret research material, and to enable learners to use recent academic
research in the field to support their own approach to teaching and learning.
5- Course Structure and Teaching Methods
The course is organised as a four-hour session, incorporating reading, lectures, participating in group
presentations/ workshop activities, and discussions. Learners are expected to participate and actively
contribute to the class outcomes during the contact hours. Owing to the practical and interactive nature
of the course, learners’ attendance is strongly recommended and is included in the assessment. Class
participation, work and processes are essential to the knowledge and understandings needed for the
assessment items.
All students will be randomly assigned a reading topic. They may work individually or in pairs/small
groups. Students are strongly encouraged to consult other resources beyond the required reading(s)
(TBA)
Week 1: Introduction to Language, Learning and Teaching
Overview: This session will begin the course by highlighting the nature of language and its impact upon
language learning. It also emphasizes the role of learners in learning a foreign language.
Questions:
Ø Why should language skills be divided into sub skills?
Ø Why is language learner considered a social being?

Readings:
1.1 Introduction: Learners and Learning, Classroom and Context.
In Lewis, M & Hill, J., Language and Language Learning. London. OUP. 1992.
pp 22-38.
1.2 Mitchell, R & Myles, F. 2004. Second Language Learning: Key Concepts and Issues. In
Theories of Second Language Teaching and Learning. London. Arnold. pp. 11-27.

Week 2: Focus on Teaching Theories

Overview: Reflecting the social nature of language and language learning, social constructivism manifests
its crucial role in making language learners more active through lenses of different researchers’ and
theorists’ views, such as social learning, active learning, social cognitive and situated learning.
Questions:
Ø Why does social constructivist theory gain its momentum in teaching and learning languages?
Ø What are the differences between professional theory and personal theory?
Ø What kind of teacher do you want to become? And why?
Readings:
2.1 Johnson, K. E. & Golombek, P. R. 2011. A Sociocultural Theoretical Perspective on
Teacher Professional Development. . In Research on Second Language Teacher
Education. New York. Routledge. Chapter 1. pp. 1- 12.
2.2 Kumaradivelu. B. 2003. Conceptualizing Teaching Acts. In Beyond Methods:
Macrostrategies for Language Teaching. New Haven. Yale University Press.
Chapter 1. pp. 5-22.
2.3 Pritchard, A., & Woolard, J. 2010. Introduction. In Psychology for the Classroom:
Constructivism and Social Learning. London. Routledge. Chapter 1. pp. 1-19
Week 3: Focus on Learning Theories
Overview: This session will examine the learning power and tries to tap the power which every learner
possesses and make every of them aware of such a powerful capacity so as to help them bring their best
one(s) into full play.
Questions:
Ø What kind of learning power do you think you are in possession of?
Ø Regarding learning theories, which one do you think facilitate your learning a language?
Readings:
3.1 Crick, R. 2006. Learning Power: what is it? In Learning Power in Practice: A Guide for
Teachers. London. Paul Chapman Publishing. pp. 1-14.
3.2 Johnson, K. E. 2009. Language as Social Practice. In Second Language Teacher Education
– A Sociocultural Perspective. New York. Routledge. Chapter 4. pp.42- 61.
3.3 Schcolnik, M; Kol, S & Abarbanel. 2006. Constructivism in Theory and in Practice.
English Teaching Forum. No. 4. pp. 12-20.
3.4 Galton, M. 2007. Learning Theory. In Learning and Teaching in the Primary Classroom.
 Chapter 2. New Delhi. Sage. pp. 15-29.
Week 4: Focus on the How Students Learn Languages
Overview: This session presents some views on how people learn – accumulating facts, increasing
understanding and wisdom, constructing their own knowledge through social interaction. It also informs the
learner a variety of ways to widen their knowledge, sharpen their skills and foster a thirst for learning in
the era of technology.
Questions:
Ø What kind of learning do you think you are better able to apply in your teaching context?
Ø What is the difference between adult’s and children’s learning a foreign language?
Readings:
4.1 Klapper, J. 2006. How students learn languages: Insights from SLA. In
Understanding and Developing Good Practice. Birmingham. CiLT. pp 45-70.
4.2 Murphy, L., Mufti, E., & Kassem, D. 2009. How People Learn. In Education
Studies: An Introduction. London. Open University Press. pp. 89-101.
4.3 Cameron, L. 2005. Children Learning a Foreign Language. In Teaching
Languages to Young Learners. 8th ed. Cambridge. CUP. pp. 1-20.
Week 5: Focus on Approaches
Overview: This session is discussing the psychological aspects of a variety of teaching methods
currently applicable in teaching and learning English as a foreign language in the world, and also in
Vietnam. It also draws the readers into Task-based language Instruction (TBI), a variant of
Communicative Approach, so as to better develop learner’s communicative competence.
Questions:
Ø What do you think about CLT and TBI? Are they applicable in current teaching situations of foreign
language teaching in Vietnam?
Ø Which form of CLT is more appropriate in Vietnamese setting?
Readings:
5.1 Klapper, J. 2006. Approaches to Language Teaching. In Understanding and Developing
Good Practice. Birmingham. CiLT. pp 102-125.
5.2. Skehan, P. 2003. Task-based Instruction. Language Teaching. 36. pp. 1-14.
3.5 5.3 Johnson, K. E. 2009. Teachers as Learners of Teaching. In Second Language Teacher
Education – A Sociocultural Perspective. New York. Routledge. Chapter 3. pp. 17 - 40.
Week 6: Focus on Concepts and Precepts
Overview: This session will present and discuss the concepts and precepts of language. It aims to raise the
teachers as language learners’ awareness of what to teach and how to teach a language, whether language
is just a means of communication, or it is a tool to express one’s attitude towards changes in society and
an opportunity to define one’s identity.
Questions:
Ø What is your opinion about “Learning a language means a learning opportunity”?
Ø How do teachers create learning opportunities for their learners?
Readings:
6.1 Kumaravadivelu, B. 2006. Language: Concepts and Precepts. In Understanding
Language Teaching. London. Erlbaum Lawrence. pp. 3-24
6.2 Cots, J. 2006. Teaching „with an attitude‟: Critical Discourse Analysis in EFL
Teaching. ELT Journal. 60(4). pp. 336-345.
6.3 Crabbe, D. 2007. Learning Opportunities: Adding Learning Value to Tasks. ELT Journal.
61(2). pp. 117-125.
Week 7: Focus on Internal and External Factors
Overview: This session will examine the factors and processes in language learning. It aims to
highlight both internal and external factors which may advance or constraint one’s learning. In addition, this
session also mention some debatable issues in language learning, such as aptitude and personality, which
 will certainly to certain extent facilitate the teacher in conducting language classes
Questions:
Ø What kind of language learner are you? How do you identify the different language learners in your
class?
Ø Does teacher’s teaching style have to match learners’ learning style? Why?
Readings:
7.1 Kumaravadivelu, B. 2006. Learning: Factors and Processes. In Understanding
Language Teaching. London. Erlbaum Lawrence. pp. 25-53.
7.2 Hall, G. 2011. Focus on the Language Learner: Individual Attributes and
Attitudes. In Exploring English Language Teaching – Language in Action. London.
Routledge. pp. 123-142.
Week 8: Focus on How Language Is Instructed
Overview: This session will focus on how knowledge/ skills are imparted in a language class in terms of
input from the teacher’s stance. It also shows how such input is shaped through interaction and then
some pedagogical implications are suggested.
Questions:
Ø Do teachers have to modify their input in language teaching? Why? To whom?
Ø Does negotiation benefit language learners? How?
Readings:
8.1 Kumaravadivelu, B. 2006. Teaching: Input and Interaction. In Understanding Language
Teaching. London. Erlbaum Lawrence, 2006. pp. 55- 80
8.2 Walsh, S. 2006. Learning in the Second Language Classroom. In Investigating
Classroom Discourse. New York. Routledge. Chapter 2. pp. 17-38.
Week 9: Focus on Culture and Learning Culture
Overview: This session discusses how culture of learning affects language learners’ progress and shapes
their identity. It also indicates the relationship between motivation and investment, ethnicity, gender,
classes and language learning in reference to language learning autonomy.
Questions:
Ø How does identity affect one’s progress in language learning?
Ø Explain the relationship between dependence, independence and interdependence in language learning
autonomy?
Readings:
9.1 Norton, B. 2014. Fact and Fiction on Language Learning, In Identity and
Language Learning – Extending the Conversation. New York. Multilingual Matters, 2000.
pp. 41-57.
9.2 Benson, P. (2008) „Teachers' and Learners' Perspectives on Autonomy‟, in T. Lamb,
& H. Reinders (eds) Learner and Teacher Autonomy: Concepts, Realities, and
Responses. Amsterdam: John Benjamins. pp. 15- 32.
9.3 Tarnpichprasert, M. 2008. Reflections on Becoming Experienced. In Professional
Encounters In TESOL, Garton, S and Richards, K (eds). New York. Palgrave.
pp. 123-29.
Week 10: Focus on Technology-enhancing Language Teaching and Learning
Overview: This session will present the importance of technology in language teaching and learning as it
helps to form one’s culture of learning in terms of cognition, metacognition and affection. It also suggests
some new forms of learning with support from ICT.
Questions:
Ø Explain how SCT develops and fosters language learners in a CALL classroom?
Ø How do foreign language teachers adopt CALL in their teaching practice? What lessons do they learn
 from such an application in terms of language teaching and learning theory?
Readings:
10.1 Pritchard, A. 2007. ICT, the Internet and Theories of Learning. In Effective Teaching with
Effective Technologies: Pedagogy and Practice. London. Sage. pp. 1-12.
10.2 Motteram, G. 2014.. Developing and Extending Our Understanding of Language Learning
and Technology. In Innovations in Learning Technologies for ELT. Cambridge. CUP. pp.
177 - 191.
10.3 Elliott, D. 2009. Internet technologies and language teacher education. In Thomas, M.
(Ed.) Handbook of Research on Language Acquisition Technologies: Web 2.0
Transformation of Learning. Hershey, Pennsylvania: IGI Publishing. Chapter XXIII. pp.
432 – 450.
10.4 Mishra, P & Koehler, M. 2006. Technological Pedagogical Content Knowledge: A
Framework for Teacher Knowledge. Teachers College Record. 108 (6), pp. 1017–1054
Week 11: Language Teachers Education in the 21st century
Overview: This final session will examine the issues about English teacher education in the 21st century:
what role will the English teachers in this century have to take, what do they expect themselves to perform
to meet the ever-increasing demand of the society, their profession and the impact of technology upon their
daily teaching activities.
Questions:
Ø What are the roles of English teachers in the 21st century?
Ø What do they expect themselves in terms of knowledge, skills and attitudes?
Ø What are the impacts of technology upon their profession in terms of language teaching and learning
theory?
Readings:
11.1 Warschauer, M. 2000. The Changing Global Economy and the Future of English
Teaching. TESOL Quarterly. 34(3). pp. 511-535.
11.2. Darling-Hammond, L. 2006. Constructing 21st-century Teacher Education. Journal of
Teacher Education. 57(10). pp. 1-15.
Week 12: Consultation and Evaluation

6- Course Requirments/ Assessment

1. Reading/ Class participation (20%)
Ø Attending at all class sessions
Ø Critically completing all assigned readings prior to class
Ø Participating in discussion, activities, and tasks during each class period
This is a “seminar” class, so your ideas and input are important and highly appreciated. Participation
will involve group discussions, oral presentations, and individual comment on presentations/
discussions/ readings.

2. Group Presentation (30%)

This is a team work in which every member is expected to demonstrate their understanding - in both
theory and practice - of the topic assigned and to deliver a brief and interesting presentation. Individual
efforts should be made in order to equally contribute to a successful outcome of the presentation
through addressing the audience‟s interest in the topic, their relevant questions and also through the
follow-up discussion.

3. Critique Paper (50%)

 One short paper (2500 words) written in response to one given topic as addressed in the readings and
class discussions. This paper does not require research, but should be a thoughtful critique/ discussion
of points raised in the readings, or from teaching experience.
This paper is an opportunities to explore, through your own writing, exactly how you see yourself
involved in the teaching and learning process, how you see yourself as a facilitator of learning
environments. It will also address how you view children and / or adult as learners. It is a guiding
philosophy of what you aim to do as a teacher. This is a document you should keep because it may be
useful for teaching job interviews. It is something you should evolve and alter throughout the semester.
The readings and the class activities we do should help you to think about this more deeply as time
passes. It is expected that you will begin with a draft, somewhat sketchy, in the mid of the course, and
be challenged to add detail as we progress through the course content.
This reflective critique will be 10 pages in length and 1 and ½ spacing, properly formatted in APA
writing style. The paper will present your responses/ opinions regarding the article.
The written assignment is due on: TBA
Assessment
For the final assessment, students are required to draw on theory for the practice that they are asked to
demonstrate in class activities and final paper. Students also need to think reflectively on what they
have read, what they have gained from the course and experienced in their own teaching. An individual
student‟s assessment mark may be varied (up or down) by 10 per cent to reflect differences in
contribution.
Academic Honesty
Learners must neither cheat nor contribute to cheating by others in writing the final assignment.
Plagiarism can therefore be avoided by observing the following rules:
Ø If other writer‟s ideas or facts are used, they must be fully sourced, and
Ø If another writer‟s phrasing is used, the source must not only be well cited, using quotation
marks or indent from the body of the paper.
In other words, you are expected to turn in work of your own, with proper reference and citation of all
sources that you use in your papers.
Referencing
All sources of references must be explicitly and clearly acknowledged and students are to observe
recognised referencing conventions. APA style is recommended.
Plagiarism
Assignments that include plagiarism, unintentionally or deliberately, are not acceptable. Plagiarism
will result in a failing grade
Attendance Policy
Class attendance is mandatory. You are expected to be on time and well prepated for class. You
are expected to participate actively in class by taking part in all class discussions, completing
readings promptly, and finishing the final assignment properly and in due course. Each student is
responsible for all information from each class session.
Attendance at all classes is important. In case you are unable to attend a class, you are to inform me of the
reason for the absence. Failure to do this will result in a corresponding lower of your course grade.
Guidelines for Presentation from the Weekly Readings
All learners are required to make at least one (depending on the total number of students)
presentation from the weekly readings. A presenter will lead a discussion of the key points and
terminology from the readings. The rest of the students are expected to equally and actively share the
work and contribute to the success of the group‟s work. Learners should consider utilizing
approximately 30-45 minutes of class time.
Grading criteria for the final assignment:
In your paper, you should:
 Ø Identify and describe a relevant issue or topic in a specific context that you are familiar with;
Ø Demonstrate an understanding of the concepts introduced in the readings and study notes that are
relevant to your chosen issue;
Ø Apply these concepts to a consideration of your chosen issue and context;
Ø Write clearly and concisely in academic style;
Ø Refer specifically to the relevant readings and study notes to introduce, illustrate and support your
own personal reflections;
Ø Provide a reference list citing all and only those references cited in the body of your essay;
Ø Use APA referencing style;
Ø Observe the word limits.
Your grade will be mostly determined by:
Ø How well the relevant issue is identified and described
Ø How well your discussion of the issue is related to the theory.
Course Evaluation
Your views on the course content, teaching, resources etc will be requested by means of an
anonymous questionnaire at the end of the course.
SOME TIPS ON CLASS PARTICIPATION AND ASSIGNMENT

1. Essay on Reflective Practice (Individual Assignment)

The assignment aims at helping teachers as reflective teacher-practitioners to understand both what they
do in their classrooms, and why they do it. The rationale that informs teaching practice is based upon
theory, professional and content knowledge, and intuitive knowledge drawn from personal experience.

A primary goal of reflection is to better understand one's self and to impact positive change in one's
teaching behaviors. Writing a reflective essay will allow you to organize your thinking about your past
and present language teaching and language learning experiences and to incorporate into your thinking
new insights and information that you have acquired about ESL issues and pedagogy during the past
several months.

As you begin this course, you will explore, in writing, your reflections upon topics and issues in ESL
that impact your teaching and/or that we have explored in the program thus far. This opportunity for
reflection will also help you begin to draft your own rationale for many of the current teaching and
learning strategies critical in the field of ESL which you may be called upon to share with your
administrators and colleagues, as well as with your students and their parents.

2. Share Fair Presentation (Individual or partner assignment)

We, teachers, attribute "lack of time" as a definite barrier to effective collaboration with our peers.
Because of this, we may be unaware of our colleague's outstanding teaching ideas, and we many often
find ourselves 'reinventing the wheel,' in our efforts to come up with creative ways to present course
material or to engage students in learning.

One way to share and acquire quality teaching ideas from our colleagues is through an interactive
"Share Fair," during which participants present successful teaching ideas from their classrooms.
During the "Share Fair," each of us will have the opportunity to gain a variety of new ideas which we
may take and adapt to our own specific teaching contexts.

3. Inquiry: Our Own Questions (Individual or partner assignment)

We teachers also attribute "lack of time" as a barrier to exploring questions we have about our teaching
and our profession. The school year is often too busy with planning, grading, testing, and being
involved with our kids to allow us the luxury of reading and reflecting on our own questions. In
addition to the issues we examine in class together, you have the opportunity to design your own
assignment.

Many of you have sent us topics and questions that you would like to know more about but which
can't all be covered within the time constraints of our summer course. Choose one of your own
questions to research, and share what you find out with us. You choose the question and the way you
will present it. (Scary, huh?) Your rubric will include your rationale for choosing this topic, your
research journey, and a description of how this information and the process you engaged in will be
useful for you and other teachers of ELL students.

GUIDELINES FOR WRITING THE REFLECTIVE ASSIGNMENT ON THE READINGSAND/

CLASS DISCUSSIONS

This assignment will help you become a more critical reader and thinker on issues that you encounter
in the contexts of teaching and learning. You may address one or a combination of the following
responses at least for a total of 10 pages or 2,500 words.
Ø Briefly summarize the reading and give your response
Ø Did you find this article or book chapter easy or difficult to read? Why? Be precise.
Ø Writing your own questions that you have about this reading
Ø What did you learn from article or book chapter that you did not already know? Why is this
important?
Ø What relevance does this article or book chapter have to you?
Written assignments should be carefully prepared, proofread, and typed. APA style should be followed
(refer to The Publication Manual of the American Psychological Association (5th ed.). More specific
instructions for the paper will be provided during the semester.
NOTE: All written work must be done on a word processor and must conform to APA style
standards. Any work not conforming to APA style will not be accepted.
For genral APA style guidance, see
http://owl.english.purdue.edu/handouts/research/r_apa.html
 Term peripheral to CALL
▪ CAI Computer-Aided Instruction
▪ CAL Computer-Assisted Learning
▪ CALI Computer-Assisted Language Instruction
▪ CALT Computer-Assisted Language Teaching
▪ CALT Computer-Assisted Language Testing or Computer-Adaptive Learning Testing
▪ CAT Computer-Adaptive Testing
▪ CAT Computer-Assisted Teaching
▪ CBT Computer-Based Training
▪ CMC Computer-Mediated Communication
▪ CMI Computer-Mediated Instruction
▪ ICALL Intelligent Computer-Assisted Language Learning
▪ TELL Technology-Enhanced Language Learning
▪ WELL Web-Enhanced Language Learning
DIGITAL AGE LEARNING MATRIX