Applied Linguistics Curriculum Map
Week
Topics
Essential Questions
Readings
Unit I: Philosophy of Applied Linguistics
1
  • Applied linguistics versus linguistics applied
  • Theory vs. practice
  • How does understanding the difference between applied linguistics and linguistics applied affect your teaching practice?
  • What makes an applied linguist in principle and practice?
Cook, G. & Seidlhofer, B. (1995). An applied linguists in principle and practice. Oxford: Oxford University Press.

Davies, A. & Elder, C. (2004).
General Introduction: Applied Linguistics: Subject to discipline. In A. Davies & C. Elder (Eds.), Oxford, UK: Blackwell Publishing, (pp. 1-15)

Fromkin, V., Rodman, R., & Hyams, N. (2003). What we know about language. Boston, MA: Heinle. (p. 27)

Widdowson, H. (2011). The theory of practice. New York, NY: Routledge.
2
  • Assumptions in teaching English as a foreign/second language over the last 120 years
  • Technique analysis checklist
  • Role of the non-native speaking teacher
  • What is your theoretical stance with regard to a problem related to language teaching or learning?
  • How do common assumptions of language teaching lead to misunderstandings of how languages are taught or learned?
  • How does the role of being a non-native speaker teacher influence your views of teaching and learning English as a foreign/second language?
Cook, V. (2001). Second language
learning and language teaching. London: Arnold.

Hawkins, R. (2001). Second language syntax: A generative introduction. Oxford: Blackwell Publishing.

Llurda, E. (2011). Non-native speaker teachers and English as an international language. In L. Wei (Ed.) The Routledge applied lingusitics reader. New York, NY: Routledge. (pp. 69-76)
3
  • Native speaker, non-native speaker, and interlanguage
  • L2 user vs. L2 learner
  • World Englishes
  • Keywords: institutionalized varieties of English (IVEs), Kachru model (1997), interlanguage,
  • How does your view on the notion of the native and non-native speaker influence your teaching practice?
  • How do you approach teaching English given the many types of varieties that exist?
*
  • Alan Davies: The native speaker in applied linguistics (Wei, 2011, pp. 18-32 - Chapter 1)
  • Christina Higgins: 'Ownership' of English in the outer circle (Wei, 2011, pp. 46-68 - Chapter 3)
  • The Handbook of Applied Linguistics. (Davies & Elder, 2010): Chapter 16
  • The Handbook of Applied Linguistics (Davies & Elder, 2008): Chapter 19, Research Methods for Applied Linguistics
4
  • Review basic concepts of action research and action research project wiki.
  • Find an appropriate topic (e.g., teaching grammar, error correction, code-switching, the use of L1 in the classroom, fluency vs. accuracy, young vs. adult learners, discourse features in young learners, etc.).
  • Instrument design and data collection techniques
  • APA formatting (Sixth edition): sections of a research paper, writing conventions, formatting, plagiarism, etc.
  • Project plan (with due dates)
*
  • How will my current experiences with teaching EFL and my own curiosity about issues I recognize in the EFL classroom translate into a research topic that is interesting, feasible, relevant, and worthy?
  • How will I plan and begin implementing my research design?
  • How will my method best address my action research: (a) the development of a plan around a particular issue or problem, (b) the implementation of the plan, (c) the observation and measurement of data, and (d) the reflection-in/on-practice around all stages of the action research process.
Unit II: Language in Use
5
  • Reading
  • Writing
  • Listening
  • Speaking
How can English language educators create a learning environment around each language domain (i.e., reading, writing, listening, & speaking)?
Schmitt, N. (2002). An introduction to applied linguistics. New York: Arnold. - Chapters 11-14
6
Discourse Analysis
How should EFL/ESL teachers cultivate communicative capacities among English language learners from a discursive perspective?
  • Trappes-Lomax, H. (2008). Discourse analysis. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 133-164). Oxford, UK: Blackwell Publishing.
  • Mitchell K. & Myles, F. (2004). Second language learning theories. London: Arnold. - Read pages 17-28
7
Action research: Progress report
  • Data collection
  • Data analysis

8
Grammar/Vocabulary
Review midterm exam
Review prior essential questions
Unit III: Second Language Acquisition
9
Cognitive perspective
  • Anderson's ACT model (Anderson, 1983/1985)
  • Processability Theory (Pienemann, 1998/2003)
How do mental processes and social influences impact second language acquisition (SLA)?

10
Interactionist perspective
  • How does social interaction influences impact SLA?
  • Second Language Acquisition: An Introductory Course (Gass & Selinker, 2008): Chapter 11
  • Second Language Acquisition: An Introductory Course (Gass & Selinker, 2008): Chapter 1
  • Cognitive approaches to SLL (Chapter 4) (Mitchell & Myles, 2004)
11
Socio-cultural theory
How does what we know about L2 acquisition research and teaching influence our current and future perspectives?
Second Language Learning Theories (Mitchell & Myles, 2004): Socio-cultural perspectives, pp. 193-222
12
Pragmatics
How will my current experiences with teaching EFL and my own curiosity about issues I recognize in the EFL classroom merge into a worthwhile, research topic?
How Languages are Learned (Lightbrown & Spada, 1999): Chapters 2-3
Unit IV: Language Teaching
13
Action Research: Final review


14
Assessment
  • How have past developments of applied linguistics formed your current perspective as it relates to being both a teacher and a learner?
  • What types of assessment lends themselves to increasing communicative capacities among language learners?

15
Policy and curriculum development
What does instruction lead to an increase of communicative capacities?
Target Language, Collaborative Learning and Autonomy (Macaro, 1997): Chapter 2
16
Communicative Language Teaching

Overview of applied linguistics: problems related to approaches, methodology, methods, pedagogy, designs, and procedures (in TESOL)

  • The Handbook of Applied Linguistics (Davies & Elder, 2010): Chapter 24, Fashions in language teaching methodology
  • Second Language Learning and Language Teaching (Cook, 2001): Chapter 1, Background to second language acquisition research and language teaching
  • Second Language Learning and Language Teaching (Cook, 2001): Background ideas of SLA research, pp. 12-17
  • Second Language Syntax: A Generative Introduction (Hawkins, 2001): Chapter 1