Pontificia Universidad Católica del Ecuador

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1 Av. de Octubre 1076 y Roca 1. DATOS INFORMATIVOS FACULTAD: Comunicación, Lingüística y Literatura CARRERA: Lingüística Aplicada a la Enseñanza de Lenguas Asignatura/Módulo: Methodology II Código: Plan de estudios: C041 Nivel: VII Prerrequisitos: Methodology I Correquisitos: Período académico: Primer semestre N Créditos: 4 DOCENTE. Nombre: PATRICIA LÓPEZ BUITRÓN Grado académico o título profesional: M.A. in Education, University of Alabama, U.S.A. Licenciatura en Lingüística Aplicada, PUCE Breve reseña de la actividad académica y/o profesional: Lingüística aplicada a la Enseñanza: Metodología de la enseñanza en general, traducción, evaluación, elaboración de exámenes de inglés, asesoría educativa. Indicación de horario de atención al estudiante: Previa cita o después de clase Teléfono: / cel: / lplopez@puce.edu.ec 2. DESCRIPCIÓN DEL CURSO Methodology II es la continuación de Methodology I, y combina teoría y práctica docente en la clase de inglés como segunda lengua y como lengua extranjera. El curso se enfoca en la planificación y enseñanza de una hora de clase considerando los aspectos metodológicos y administrativos inmersos en ella y adiestra al estudiante en la construcción de una metodología ecléctica personal de enseñanza/aprendizaje de inglés. Para este efecto, Methodology II recorre las metodologías de enseñanza de Inglés desde el siglo XX hasta el presente y revisa las distintas teorías de adquisición de primera y segunda lengua, específicamente el inglés. 3. OBJETIVO GENERAL The main objective of this course is to provide the students with more advanced theoretical knowledge as well as with training in practical skills in the field of English language teaching based on principles and techniques already acquired during the former Methodology I course and expanded in this one.

2 Av. de Octubre 1076 y Roca 4. RESULTADOS DE APRENDIZAJE Upon completion of this course, the student will be able to Level of development of Learning results Initial/ Middle / High Critically analyze and apply epistemological models and second language acquisition theories relevant to the teaching of English as a foreign language. Apply teaching methods and approaches in an eclectic manner. Prepare an EFL class based on communication including the application of the four language skills as well as the grammar, lexis and cultural aspects required for that class while attending the needs and interests of the specific group of students for whom the class is designed. Become knowledgeable in the application of adequate learning strategies in himself/herself and to be able to stimulate their application in his/her prospective students according to the content to be learned. Plan and prepare an EFL lesson based on a personal eclectic approach, taking into account adequate classroom management skills. Middle High Middle High High

3 Teóricas Prácticas SEMANA Tutoría N de horas Valoración Pontificia Universidad Católica del Ecuador Av. de Octubre 1076 y Roca 5. RELACIÓN CONTENIDOS, ESTRATEGIAS DIDÁCTICAS Y RESULTADOS DE APRENDIZAJE N HORAS TRABAJO AUTÓNOMO DEL/A ESTUDIANTE EVIDENCIAS CONTENIDOS (UNIDADES Y TEMAS) CLASES Actividades ESTRATEGIAS DE ENSEÑANZA - APRENDIZAJE RESULTADOS DE APRENDIZAJE Descripción Theme 1: Course Introduction and Theoretical framework 1.1 Epistemological language learning models: - Cognitive constructivism - Multiple Intelligence approach - Student selected models 1.2 First (F) and Second Language (S) acquisition theories: - (F) Rice (2002) - (F) Chomsky (1975) - (F) Student selected theory - (S) Krashen (1982) - (S) Seliger (1988) - (S) Student selected theory Course presentation by teacher. Reading of course syllabus and task distribution. Personal research time prior to presentations. Teacher model presentation of a language learning model. Students presentations of language learning models of their choice. Teacher model presentation of First and second language acquisition theories. 16 Model presentations by teacher for each theoretical aspect to be covered in the course. Students freedom to select their own individual presentation style. Discussions emerged from presentations. Ask and Answer time after each presentation to assure learning and comprehension of content presented. Students presentations following their own styles Active participation during discussions Preparation of 3 thoughtful questions per presentation. Ability to answer satisfactorily all questions asked by teacher and peers when presentation is finished Test Three interactive presentations using adequate software and computer assisted technology. Short essay to support each pps. Test approval of theoretical framework

4 Teóricas Prácticas SEMANA Tutoría N de horas Valoración Pontificia Universidad Católica del Ecuador Av. de Octubre 1076 y Roca Students presentations of first and second language acquisition theories of their choice. TEST 1: Theoretical framework Test bank preparation N HORAS TRABAJO AUTÓNOMO DEL/A ESTUDIANTE EVIDENCIAS CONTENIDOS (UNIDADES Y TEMAS) CLASES Actividades ESTRATEGIAS DE ENSEÑANZA - APRENDIZAJE RESULTADOS DE APRENDIZAJE Descripción Theme 2: Building an Eclectic model of second language teaching Group analysis of advantages and disadvantages of all second language teaching models presented. Group analysis of similarities and differences among second language acquisition theories presented Group work results presentations on advantages and disadvantages of all second language teaching models presented. Group work results presentations on similarities and differences among second language acquisition theories presented.. Ability to distinguish advantages and disadvantages of 2nd language teaching models. Students personal choice of an eclectic model of second language teaching. Chart on advantages and disadvantages of 2nd language teaching models. Presentation of each students eclectic model of second language teaching Theme 3: Classroom Management in the ESL/EFL classroom Teacher s lecture on Classroom Management in the ESL/EFL classroom. Individual Student sharing of possible real life difficulties in the Development of tips to solve classroom Preparation of a personal list of Tips to solve classroom

5 Av. de Octubre 1076 y Roca ESL/EFL classroom management difficulties management problems according to students selection. Theme 4: ESL/EFL Learning strategies applied to the four language skills and to grammar, vocabulary, pronunciation and culture Group presentation, teacher included, on learning strategies based on CALLA S Handbook by Chamot and other sources of students choice. Preparation of questionnaires on a partner s presentation on learning strategies to be responded by presenter. Ability to make sound decisions regarding the most relevant learning strategies to support each student s eclectic model of second language teaching. First draft of students eclectic models of second language teaching. Pair work sharing (8 groups) to apply learning strategies to Listening, Speaking, Reading, Writing, Grammar, Vocabulary, Pronounciation and Culture for ESL/EFL teaching. Individual preparation of ESL/EFL activities using learning strategies shared by peers. Student selection of learning strategies to be used in their own class. Class taught applying learning strategies selected. Theme 5: ESL/EFL Lesson Planning based con an Eclectic model of second language teaching Teacher demonstration of a lesson plan based on his/her own eclectic model of second language teaching Students presentations of their own lesson plans according to their own eclectic models of SL teaching. Students simulate to be the ESL/EFL learners. Same as above. Ability to teach one class period based on a lesson plan which is consistent and coherent to the student s selected eclectic model of SL teaching Class taught by students. Final draft presentation of students eclectic models of SL teaching. Lesson plan presentation.

6 Av. de Octubre 1076 y Roca 6. METODOLOGÍA Y RECURSOS a. METODOLOGÍA The pedagogical approach for this course is student centered, supported by the constructivist model of learning with its roots in the Cognitive Learning theory. These models of instruction are applied both in the theoretical and practical themes of the course. Since the students taking this course will eventually become teachers themselves, autonomous learning practices are adopted as they have their foundations in humanism and all teachers should have ownership and application skills of humanistic methods of teaching and learning. Students are asked to participate in individual, pair and group work, as well as in individual and group presentations based on personal and group research. Teacher model presentations are to be considered as a reference for students later similar work. Additional methodological approaches applied to this course are: communicative, student-centered, teacher-based, net-work thinking skills, and critical thinking skills development. All activities are based on self-guided learning practices. Students will present the results of their assigned research-topics to the class and hand in written work. Finally, the practical segment of the course includes hands-on activities which incorporates one visit per student to an EFL/ESL class of their choice and a report on their findings following a previously class designed observation form. This segment concludes with the students actual teaching of one lesson plan founded in their personally developed eclectic model of SL teaching. b. RECURSOS The course involves a significant amount of reading in preparation for teacher, group and individual presentations. Active participation in class discussions after presentations will contribute to the achievement of students learning results, evidenced in the final product developed after completion of each theme. Individual, pair and group work is founded in sound, valid and reliable research in libraries, virtual libraries, online research processes, internet publications, ebooks, interviews to relevant individuals in the field of ESL/EFL Methodology etc. All this serious research work wil lead the students toward scientifically rigurous presentations supported by state of the art computer assisted technology. The course includes a visit to an educational center so students can observe how English is taught in that place. This visit intends to inspire reflection in students in order to visualize the type of teacher they want to be and show it in the last presentation when they teach a class following, consistently and coherently, their own eclectic model of SL teaching

7 Av. de Octubre 1076 y Roca 7. EVALUACIÓN TIPO DE EVALUACIÓN CRONOGRAMA CALIFICACIÓN 1. PARCIAL PARCIAL PARCIAL FINAL BIBLIOGRAFÍA a. BÁSICA Bibliografía (basarse en normas APA) Freeman, D.& Freeman Y. (2011) Between Worlds. Access to Second Language Acquisition. Heinemann, NH: USA. Freeman, D. & Richards, J. (1996) Teacher Learning in Language Teaching. Cambridge University Press, Harmer, J. (2007) How to Teach English. Pearson Education Ltd. Essex, Richards, J. & Menandya, W. (2005) Methodology in Language Teaching. Cambridge University Press. McKeachie, Wilbert J. (1999) Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Houghton Mifflin Company: Boston, MA. USA. Disponible en Biblioteca a la fecha? No. Selected chapters will be photocopied with authors permission Si. It will be available at the beginning of the course Same as above No. Selected chapters will be photocopied with publisher s permission. No. Ejemplares (si está disponible) 1 ejemplar en la Biblioteca General de la PUCE. b. COMPLEMENTARIA Bibliografía (basarse en normas APA) Tanner, R. & Green, C. (2004) Tasks for Teacher Education. Pearson Education Ltd. Essex. Krashen, S. and Terrell, T. (1983) The Natural Approach: language acquisition in the classroom. Alemany Press: Hayward, Disponible en Biblioteca a la fecha? It will be available at the beginning of the course Same as above No. Ejemplares (si está disponible)

8 Av. de Octubre 1076 y Roca CA. USA. (Bibliography will be increased with students research and contributions) c. RECOMENDADA Bibliografía (basarse en normas APA) Richards, Jack C. (2010) Reflections on English Language Teaching. (Guest Editor, special issue on teacher research). Vol. 9, 2 Dec Center of English Language Communication. Singapore (Bibliography will be increased with students research and contributions) Disponible en Biblioteca a la fecha? It will be available at the beginning of the course No. Ejemplares (si está disponible) d. BIBLIOTECAS VIRTUALES Y SITIOS WEB RECOMENDADOS Common european framework of reference for languages pdf (264 pgs.) (google search) www,professorjackrichards.com/work.htm Stephen Krashen s website. Free ebook: Principles and Practice in Second Language Acquisition (Webliography will be increased with students research and contributions) Revisado: f) Coordinación de Docencia Fecha: Aprobado: f) Decano Por el Consejo de Facultad Fecha: Fecha: