AL+Curriculum+map


 * = **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. || //learning and language teaching//. London: Arnold.
 * = 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//

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) || Review midterm exam || Review prior essential questions || * What we know about language: Grammar
 * = 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. || * Review [|Action Research Template].
 * Second Language Learning and Language Teaching (Cook, 2001): Chapter 1 ||
 * ~ 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.), //T// // he 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
 * Gass & Selinker (2008): Chapter 13: Lexicon
 * Schmitt (2002): Chapter 3: Vocabulary
 * Review prior readings ||
 * ~ **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 ||