Welcome to Applied Linguistics!

Welcome to our class page! This is an open course (OCW) for any English language learner interested in learning more about applied linguistics and second language acquisition. To get started, do the following:

Basic Information

Name of university: Universidad Autónoma de Aguascalientes (UAA), 7th semeste
Course: Applied Linguistics
Meets face to face: TBA
Instructor: Benjamin Stewart - Profile

Course Description

Prerequisites: Linguistics, Psycholinguistics, Sociolinguistics, Discourse Analysis
Overview of course: Applied Linguistics is a course that sets out to link theory to practice in ways that address current issues of language teaching and acquisition through the implementation of an action research project. This course is the application of research-based linguistic theory, practice, and methodology to language-related tasks or problems. The primary focus is on language teaching and learning, particularly with regard to foreign languages. The Applied Linguistics course is the last subject of the applied linguistics strand that supports the ELT Methodology and Practicum strands. This course prepares learners to conduct action research and to develop a research topic that will help them when taking Thesis Seminar during the 8th semester.

Learning objectives: Students will be able to understand and apply recent research in the area of applied linguistics. Major areas of interest will include psycholinguistics, sociolinguistics, second language acquisition (SLA), syllabus and course design, discourse analysis, and assessment.

Methods of instruction: This course will be based on lectures by the professor, student presentations and discussion, readings, and research into current developments in Applied Linguistics. Throughout the course students will be expected to engage in critical discussions of all topics based on unit readings. An open environment for discussions of alternative approaches to teaching and learning will be encouraged. Expectations regarding learning are based on interaction and sociocultural development within a safe learning environment.

Program/curriculum map: Credit-seeking students pursuing a Bachelor's degree in English language teaching/Curriculum map

Technologies Used: The main technologies used A variety of technologies will be used for this course. Some technologies may include the following: blogs, NetVibe, live, online sessions, Moodle forums, among others.

Credit-seeking students: Students who are taking this course for credit, may access their grades in Engrade.

Click here to access full syllabus!



Materials: Various information and communication technologies (ICTs) will be used to achieve the objectives of the course. The Canvas platform will be used to include course content and activities related to discussions and activities performed in face-to-face sessions. The UAA online library will be used to find sources for student projects. The main texts for this course include The Routledge Handbook of Applied Linguistics and Second Language Acquisition: An Introductory Course. Other texts that will be used are The Routledge Applied Linguistics Reader, The Handbook of Applied Linguistics, and The Handbook of Second Language Acquisition.


Formative assessments: informal pedagogical dialogues (face to face & online), interactive lectures, & student projects
Summative assessments: Midterm & Final


Presentation/discussion of readings
Midterm exam
Theoretical rationale for action research project
Progress in research project
Research project (3000 to 3,200 words)

Participation in class will include presenting and discussions that will take place in class as well as in Canvas. Learners may have certain activities to perform in Canvas that are directly based on activities and discussions covered in class. All graded activities will be accessible in the Assignments section of Canvas.

Tips for Success

  • Check out Wikispaces Team Video series for a range of support videos or watch this short video introduction.
  • Create an account in Canvas and sign in with your user name and password.
  • Create an account with Google that allows you to access your gmail account, Google Docs, among others.
  • Come to class each day having read the assigned readings in order to actively participate more in class.
  • Use writing strategies throughout the semester in order to better understand the writing/thinking process.
  • Ask questions in class and via Canvas to your peers, to me, or anyone else you come in contact with related to the course content. Grow your personal learning network in a way that best supports your learning objectives for the course.
  • Make sure to check course announcements frequently.
  • Review the project rubric before beginning any projects in order to have a clearer idea as to what expectations are and specifically the criteria by which you will be assessed.
  • Review grades each week to make sure you track your process accordingly. All mistakes should be reported to the instructor within a week.
  • Each week, learners are encouraged to complete a Weekly Feedback Form. Doing so enables the instructor to have a better understanding of what's been working and what changes need to be made to instruction and assessment in the future.

Online Journals

Applied Linguistics (Journal) | Complicity | ELT Journal | Journal of Interactive Online Learning | Journal of Online Learning and Teaching | The International Review of Research in Open and Distance Learning | Language Learning & Technology | MEXTESOL Journal

Additional Links

APA Survival Guide | American Association of Applied Linguistics | CMAP |Center for Applied Linguistics | Applied Linguistics Research Group | Digital Scholarship | Research methods knowledge base

Statement on Accommodation

Email me at any time that you feel I need to know about any particular challenges that you face in achieving your objectives for this course.

Evaluation of the Course and Assessment of Student Learning

This course will be heavily based on providing formative-types of assessment; however, this is one mid-term exam that is a summative assessment designed to measure what you have learned after eight weeks of study. Any language instructors who wish to discuss this course or share experiences related to similar subject matter, may contact me via Twitter @bnleez.


All open (public) content for this course is under a creative-commons license (CC-BY). Learners taking this course for credit have the right to choose how open course projects will be. If any learner feels uncomfortable with working publicly, please email me via Canvas.


This syllabus is subject to change and is based on the original syllabus below, which is designed for face-to-face classes.

Click here to access full syllabus!


Evidence of Understanding




Learning Progression




Instructional Strategy

The interactive lecture will be the instructional strategy used for this course.

Reading Strategy

In this course, various reading strategies will be used to assist the English language learner uncover and interact with the assigned readings:
  1. The first day of class, learners will receive a link to all the readings for the course and will divide into groups of three or four (i.e., reading teams).
  2. Each reading team is expected to check the readings for each week and assign each team member at least one reading to be discussed in class.
  3. When analyzing the reading, consider the title, headings, images, and the text itself before developing the overall idea.
  4. Once each team member has completed the reading, each team member will come up with three main points with at least five key words. Each team member will then develop a content (WH question) for each point; that is, each team member will develop three questions for each respective reading.
  5. Each Friday, reading teams will meet to discuss the general idea of their respective text, specific details related to the text, and will share a personal experience that relates to the text. The reading teams will conclude by presenting two questions to the other two members (one question each) for them to answer.
  6. By the end of Sunday of each week, each student will do the following:
    1. upload five key words from the assigned reading to Applied Linguistics Vocabulary, making sure not to repeat any words uploaded by someone else. You may design Applied Linguistics Vocabulary however you'd like.
    2. upload one question received from a reading team member with the respective answer to the discussion area of Applied Linguistics Vocabulary. In the event that a learner does not receive a question from their reading team member, the learner's own question and respective answer (from their own reading) will suffice.
    3. when reading your text, form connections by considering three different perspectives: text to self, text to text, and text to world. Share at least two out of the three types of connections by uploading them to the Reflections thread found in the discussion area.
    • Focusing on text-to-self connections:
      • What does this story remind you of?
      • Can you relate to the characters or situations in the story?
      • Does anything in this text remind you of anything in your own life?
    • Focusing on text-to-text connections:
      • What does this remind you of in another book you have read?
      • How is this text similar to other things you have read?
      • How is this text different from other things you have read?
    • Focusing on text-to-world connections:
      • What does this remind you of in the real world?
      • How are events or concepts in this text similar to things that happen in the real world?
      • How are events or concepts in this text different from things that happen in the real world?

Technique originated from Advancing Formative Assessment in Every Classroom: A Guide for Instructional leaders.

Possible Research Topics

Click here! | Research topics




Educators who teach or have taught this course and wish to share opinions and experiences are encouraged to add their signatures below.