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LING-257 Methods of Language Teaching
Fall only
For complete syllabus and course requirements, please see the attached document.
COURSE DESCRIPTION
UNDERLYING PHILOSOPHY AND RATIONALE OF COURSE:
Interdisciplinary Approach: This course will focus on an interdisciplinary, applied linguistics approach to second-language teaching and learning based on current research on first- and second-language acquisition. This approach is based on the assumption that language study is a “total human experience” rather than merely an audiolingual or cognitive one. Any act of communication involves the inextricable interrelationship of the subject matter of a variety of disciplines such as linguistics (theoretical and applied), anthropology (cultural and ethnolinguistics), psychology (or psycholinguistics), sociology (or sociolinguistics), and professional education (pedagogy). An interdisciplinary approach at the beginning, intermediate, and advanced proficiency levels of the school curriculum is essential. The end result should be not only linguistic sophistication and communicative competence, but also enhanced moral and social values. In addition, such an approach should result in enriched personality as learners acquire sensitivity to social appropriateness and personal growth.
Students: At the student level, the degree of personal involvement, including both conscious and unconscious physical reactions in the entire learning process, will be examined, as well as the importance of emotional attitudes and intelligent awareness in facilitating or inhibiting various aspects of the teaching and learning process. Classroom interaction using the insights of interactional analysis will be examined. The importance of deep personal security and investment for effective language learning will be emphasized. Stevick’s principles of the psychodynamics of the language classroom will be explored through references to contemporary and unconventional approaches to language teaching—i.e. Audiolingual, Communicative, Silent Way, Total Physical Response, Suggestopedia, Community Language Learning, Natural Approach, etc.
Teachers: At the teacher-preparation level, the discipline of Linguistics (and Educational Linguistics), Anthropology (Culture and Ethnography of Communication), Psychology (and the interdiscipline of Psycholinguistics), Sociology (and the interdiscipline of Sociolinguistics), as well as of professional Education (Pedagogy) are also inextricably intertwined. Teacher education, rather than mere training, is the heart of the matter, and the basic requirement is that teacher preparation be interdisciplinary. The TESOL guidelines for Teacher Preparation will be studied.
Curriculum and Syllabus: At the curriculum level, the learning of language in order to study its literature has always been at the heart of the discipline. However, broader humanistic values, including the “cultural” and “affective” aspects of the learning process, will also be stressed; and the expansion of the humanistic aspects (again in both senses of “liberal arts” and the “affective domain”) of language courses will be explored. A promising area for development is in shifting the emphasis from “language and literature” to “language and culture,” with stress placed on the country in which the target language is spoken, its customs, its total “way of life.” The nature of human linguistic communication, in all its philosophic, social, geographic, and ethnic historical implications—an exciting humanistic study in itself—will be proposed as the foundation of any curriculum or syllabus.
Also at the curriculum and syllabus level, some attention will be paid to the countless opportunities which are emerging throughout the world for the development of new, special-purpose language courses directed toward the special interests of students majoring in history, economics, business, sociology, political science, or any number of other disciplines. Within the area of basic communication skills, much can be done to accommodate immediate goals, to provide a variety of special-interest courses designed to meet the particular needs of students who merely want to use certain aspects of language as tools for other studies or to enhance employment opportunities or job effectiveness.
An integrated spiral approach and the whole learning process—i.e. the interaction of the Learner, Teacher, School, Home and Community, Country and World—with the Learner at the center, will be emphasized.
COURSE CONTENT AND REQUIREMENTS
This course will investigate issues in second-language learning and teaching from an interdisciplinary, applied linguistics perspective. The point of departure will be these fundamental questions: How can we help students learning a second language? What constitutes a “linguistics environment” optimally rich for a variety of language learners? How can such an environment be created in or out of classrooms? The course is designed to (1) introduce the student to the field of second-language instruction—with particular emphasis on the teaching of English as a foreign language; (2) discuss the contributions of linguistics, psycholinguistics, sociolinguistics and ethnolinguistics to language instruction; and (3) outline a number of communicative and interactive strategies to promote language use in the classroom. The course will consider:
(1)developments in the field of modern language instruction;
(2)current trends; and
(3)principles governing a communicative and interactive approach to teaching and learning.
Among the topics and questions to be addressed are:
(1)GOALS OF SECOND LANGUAGE TEACHING. How have our perceptions of the goals of second language teaching changed in recent years? What does it mean to “know” a foreign language? How long does it take to become bilingual? What is proficiency? What can we learn from the good language learner? What is the “ideal” language teacher?
(2)PAST PRACTICES IN SECOND LANGUAGE TEACHING: An Historical Overview. What major teaching approaches have found favor among language teachers in recent years? What sorts of problems have been addressed by the various approaches, methods and techniques that have developed in the past?
(3)COMMUNICATIVE AND INTERACTIVE STRATEGIES. What is involved in a communicative and interactive approach to teaching English as a foreign language?
(4)RESEARCH IN LANGUAGE TEACHING. What approaches can be taken in investigating language teaching? What are some of the current issues? What is the state of classroom-centered research?
Classroom activities will include lectures, reading assignments, class discussions and classroom demonstrations. There will be videotape viewings and guest lectures, both of which will help you witness and experience the various approaches and methods which we will be discussing. There will be eight written assignments and two examinations.
Credits: 3
Prerequisites: LING001
Course syllabi
The following syllabi may help you learn more about this course (login required):
Fall '09:
Alatis, J
(file download)
Additional syllabi may be available in prior academic years.
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Other academic years
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