No hay comentarios.

CURSO: SECOND LANGUAGE ACQUISITION
TRADUCCION: ADQUISICION DE SEGUNDAS LENGUAS
SIGLA: LET2315
CREDITOS: 10
MODULOS: 2
CARACTER: MINIMO
TIPO: CATEDRA
CALIFICACION: ESTANDAR
DISCIPLINA: LINGUISTICS
PALABRAS CLAVE: LANGUAGE ACQUISITION AND DEVELOPMENT - ENGLISH
CARRERA: PEDAGOGIA EN INGLES PARA ENSE?ANZA BASICA Y MEDIA


II. DESCRIPTION

This course focuses on theories and approaches in Second Language Acquisition (SLA) that inform language teaching in the classroom. The students will explore how first and second languages are acquired during childhood, adolescence and adulthood, focusing on the factors that influence their development such as individual differences, as well as the discussion of key concepts such as interlanguage, error correction, bilingualism and the role of cognition and social interaction.

III. OBJECTIVES

General
1. To demonstrate understanding of the fundamental processes involved in the acquisition of a language.
2. To analyze different theories of language acquisition
3. To reflect critically on the different aspects that affect second language acquisition

Specific
1. To Identify the developmental processes involved in childhood and adolescence that are interrelated in the process of language acquisition
2. To develop a critical approach to how languages are learned during childhood, adolescence and adulthood
3. To analyze different learning strategies and evaluate their presence children, adolescents or adults
4. To analyze types of errors in learners? oral/written language and describe/explain possible causes of the errors based on SLA theories

IV. COMPETENCIES

1. The student masters the English Language at an Advanced Level and is able to communicate fluently and precisely in order to offer provide learning opportunities for the integrated development of communicative skills in English (Domina la lengua inglesa a nivel avanzado y se comunica de forma precisa y fluida, para ofrecer oportunidades de aprendizaje orientadas al desarrollo integrado de las habilidades comunicativas en ingles | Subcompetencias 1.5)

2. The student understands the structure and functioning of the English Language and its cultural expressions, in order to contextualize the developmental process of English communicative skills in the school context (Comprende la estructura y funcionamiento de la lengua inglesa y manifestaciones culturales asociadas, para contextualizar el proceso de desarrollo de habilidades comunicativas en ingles en el contexto escolar | Subcompetencias 2.1, 2.2)

4. The student makes pedagogical decisions considering biological, psychological and sociocultural characteristics of primary and secondary school students and how they learn and develop in order to promote inclusive learning (Toma decisions pedagogicas que consideran las caracteristicas biologicas, psicologicas, socioculturales de los estudiantes de Educacion Basica y Media y como estos aprenden y se desarrollan para favorecer el aprendizaje de manera inclusive | Subcompetencias 4.1, 4.2, 4.3)

5. The student designs and implements teaching strategies for Primary and Secondary School, coherent with learning goals, consistent with disciplinary knowledge and appropriate to diverse contexts, in order to ensure quality learning opportunities for all students (Dise?a e implementa estrategieas de ense?anza en Educacion Basica y Media, coherentes con los objetivos de aprendizaje, consistentes con los conocimientos disciplinarios y apropiadas a diversos contextos para asegurar oportunidades de aprendizaje de calidad en todos los estudiantes | Subcompetencia 5.1)


V. CONTENTS

1. Language Acquisition Theories
1.1 1st Language Acquisition Theories:
1.2 2nd Language Acquisition Theories
1.3 The role of Input, Intake, Output, and Interaction in SLA

2. 2nd Language Learners
2.1 1st Language Acquisition-Stages and Characteristics
2.2 2nd Language Acquisition-Stages and Characteristics
2.3 Interlanguage & cross-linguistic influences
2.4 Bilingualism

3. Age and Acquisition: critical periods & cognitive contributions
3.1 Internal Factors Affecting 2nd Language Acquisition/Learning
Aptitude, personality, and affect
Intrinsic motivation
Learning Styles
3.2 External Factors Affecting 2nd Language Acquisition/Learning
Quantity and Quality of the Input/Output
The Role of External Motivation in Language Learning
Social dimensions that influence L2 learning: Naturalistic vs Instructed Settings

4. Instructed language learning
4.1 Language teaching methods
4.2 Communicative language teaching
4.3 Language Learning in Digital Environments
4.4 Strategy Based Learning-Identification and Classification of strategies


VI. METHODOLOGY

- Lectures
- Class Discussion
- Oral Presentations
- Reflection Workshops


VII. EVALUATION

- Test
- Oral Presentation
- Essay
- Research Report
- Attendance & Class Participation


VIII. BIBLIOGRAPHY

Minimum

Curtain, H. & C. Dahlberg. (2010) Languages and Children ? Making the Match. Boston: Pearson. 2010

Cook, V & Singleton, D. (2014). Key Topics in Second Language Acquisition. Bristol: Nicholas House.

Gass, S. & Behney, J (2013) Second Language Acquisition: An Introductory Course. New York: Routledge

Lightbown, Patsy & Nina Spada. (2013) How Languages Are Learned. Oxford University Press.

Luque Agullo, G. (2006) Overcoming Age Related Differences. ELT Journal Volume 60/4

Nicholas, Howard & Patsy Lightbown. (2008) Defining child second language, defining roles for instruction. In J. Philp, R. Oliver, A. Mackey (eds) Second Language Acquisition and the younger learner. Child?s play?.Amsterdam, Philadelphia. John Benjamins Publishing. 2008

Nikolov, Marianne and Jelena Mihaljevic (2006) Recent Research on Age, Second Language Acquisition,
And Early Foreign Language Learning

Pinter, A (2011). Children Learning Second Languages. Houndmills: Palgrave Macmillan.

Saville-Troike, M. & Barto, K. (2016). Introducing Second Language Acquisition (Cambridge Introduction to Language and Linguistics.)
Recommended readings

Gershkoff-Stowe, Lisa & Erin R. Hahn. (2007) Fast Mapping Skills in the Developing Lexicon. Journal of Speech, Language and Hearing Research Vol 50, pp 680-697.
Lightbown, Patsy. (2008) Easy as Pie? Children Learning Languages. Concordia Working Papers in Applied Linguistics.

Marinova-Todd, S. H., Marshall, D. B., & Snow, C. E. (2000). Three misconceptions about age and L2 learning. TESOL Quarterly, 34(1), 9-34.

Mu?oz, Carmen. (2008) Symmetries and Asymmetries of Age Effects in Naturalistic and Instructed L2 Learning.

Ortega, L. (2009). Understanding second language acquisition. London: Hodder.

Tabors, Patton O. (2008) One Child, Two Languages. A Guide for Early Childhood Educators of Children Learning English as a Second Language. Baltimore, Maryland. Paul H. Brooks Publishing Co.

Taron, E. & Bonnie Swierzbin. (2009) Exploring Learner Language. Oxford, Oxford University Press.



PONTIFICIA UNIVERSIDAD CATOLICA DE CHILE
FACULTAD DE LETRAS / Marzo 2018