Open University of Ho Chi Minh City

MA TESOL 9

Post Graduate Programme in TESOL

THEORIES OF LANGUAGE TEACHING AND LEARNING
Lecturer: Nguyen Dinh Thu (PhD. TESOL)
Email: thu_nd1@yahoo.com

Class sessions: Saturday, 8:30 11:30AM

Dates: October 18th, 2014 January 17th, 2015
Venue: Room 402

COURSE GUIDE
Course Description / Goals
This course aims to provide an introductory study in contemporary developments
in the theories of English language teaching and learning. The course includes an
examination of a range of theories (behaviourist, cognitivist, constructivist) and
research, and factors affecting the process of teaching and learning a
foreign/second language, such as individual, sociological, and psychological, and
their implications. It also relates to changes in context and culture of English
language teaching and learning in Vietnam. By carefully examining these
theories, we will be able to identify different instruments which may be useful in
learning and teaching in a variety of settings.
Owing to the practical application of the course, learners are requested to flexibly
link their insights and reflection to current observation of ELT teaching and
learning.
Course Unit Value:

3 units

Course Outcome
On completion of the course, the successful learners will be able:
1) to identify the essentials of key theories of language teaching and learning,
2) to distinguish the basic vocabulary, concepts, and theories of teaching and
learning in terms
of behaviourism, cognitivism, constructivism.
3) to develop a critical awareness and sound understanding of these theories
4) to apply these theories and their implications in practical classroom teaching
and
Individual learning, and to support learners cognitive and social development
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5) to reflect on factors influencing individual differences in teaching in general

and learning
in particular, and
6) to be able to critically evaluate language teaching and learning theories,
Aims of the course
The aims of the course are:

to extend and develop awareness of the major theories of learning and

their applications in actual teaching/learning environments.
to critically examine how learning theory informs classroom activity from
both teacher and learner perspectives;
to develop ability to find and interpret research material, and to enable
learners to use recent academic research in the field to support their own
approach to teaching and learning.

Course Structure and Teaching Methods

The course is organised as a four-hour session, incorporating reading, lectures,
participating in group presentations/ workshop activities, and discussions.
Learners are expected to participate and actively contribute to the class
outcomes during the contact hours. Owing to the practical and interactive nature
of the course, learners attendance is strongly recommended and is included in
the assessment. Class participation, work and processes are essential to the
knowledge and understandings needed for the assessment items.
All students will be randomly assigned a reading topic. They may work
individually or in pairs/small groups. Students are strongly encouraged to consult
other resources beyond the required reading(s) (TBA)
Week 1: Introduction to Language, Learning and Teaching October 18,
2014: pp. 1-42
Overview: This session will begin the course by highlighting the nature of
language and its impact upon language learning. It also emphasizes the role of
learners in learning a foreign language.
Questions:
- Why should language skills be divided into sub skills?
- Why is language learner considered a social being?
Readings:
1.1 Introduction: Learners and Learning, Classroom and Context.
In Lewis, M & Hill, J., Language and Language Learning. London. OUP. 1992.
pp 22-38.
1.2 Mitchell, R & Myles, F. 2004. Second Language Learning: Key Concepts and Issues. In
Theories of Second Language Teaching and Learning. London. Arnold. pp. 11-27.
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Week 2: Focus on Teaching Theories November 15, 2014: pp. 43-91

Overview: Reflecting the social nature of language and language learning, social
constructivism manifests its crucial role in making language learners more active
through lenses of different researchers and theorists views, such as social
learning, active learning, social cognitive and situated learning.
Questions:
- Why does social constructivist theory gain its momentum in teaching and
learning languages?
- What are the differences between professional theory and personal theory?
- What kind of teacher do you want to become? And why?
Readings:
2.1 Johnson, K. E. & Golombek, P. R. 2011. A Sociocultural Theoretical Perspective on
Teacher Professional Development. . In Research on Second Language Teacher
Education. New York. Routledge. Chapter 1. pp. 1- 12.
2.2 Kumaradivelu. B. 2003. Conceptualizing Teaching Acts. In Beyond Methods:
Macrostrategies for Language Teaching. New Haven. Yale University Press.
Chapter 1. pp. 5-22.
2.3 Pritchard, A., & Woolard, J. 2010. Introduction. In Psychology for the Classroom:
Constructivism and Social Learning. London. Routledge. Chapter 1. pp. 1-19
Week 3: Focus on Learning Theories November 22, 2014: pp. 93-153
Overview: This session will examine the learning power and tries to tap the
power which every learner possesses and make every of them aware of such a
powerful capacity so as to help them bring their best one(s) into full play.
Questions:
- What kind of learning power do you think you are in possession of?
- Regarding learning theories, which one do you think facilitate your learning
a language?
Readings:
3.1 Crick, R. 2006. Learning Power: what is it? In Learning Power in Practice: A Guide for
Teachers. London. Paul Chapman Publishing. pp. 1-14.
3.2 Johnson, K. E. 2009. Language as Social Practice. In Second Language Teacher Education
A Sociocultural Perspective. New York. Routledge. Chapter 4. pp.42- 61.
3.3 Schcolnik, M; Kol, S & Abarbanel. 2006. Constructivism in Theory and in Practice.
English Teaching Forum. No. 4. pp. 12-20.
3.4 Galton, M. 2007. Learning Theory. In Learning and Teaching in the Primary Classroom.
Chapter 2. New Delhi. Sage. pp. 15-29.
Week 4: Focus on the How Students Learn Languages November 29,
2014: pp. 155-214
Overview: This session presents some views on how people learn
accumulating facts, increasing understanding and wisdom, constructing their own
knowledge through social interaction. It also informs the learner a variety of ways
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to widen their knowledge, sharpen their skills and foster a thirst for learning in
the era of technology.
Questions:
- What kind of learning do you think you are better able to apply in your
teaching context?
- What is the difference between adults and childrens learning a foreign
language?
Readings:
4.1 Klapper, J. 2006. How students learn languages: Insights from SLA. In
Understanding and Developing Good Practice. Birmingham. CiLT. pp 45-70.
4.2 Murphy, L., Mufti, E., & Kassem, D. 2009. How People Learn. In Education
Studies: An Introduction. London. Open University Press. pp. 89-101.
4.3 Cameron, L. 2005. Children Learning a Foreign Language. In Teaching
Languages to Young Learners. 8th ed. Cambridge. CUP. pp. 1-20.
Week 5: Focus on Approaches December 6, 2014: pp. 215-276
Overview: This session is discussing the psychological aspects of a variety of
teaching methods currently applicable in teaching and learning English as a
foreign language in the world, and also in Vietnam. It also draws the readers into
Task-based language Instruction (TBI), a variant of Communicative Approach so
as to better develop learners communicative competence.
Questions:
- What do you think about CLT and TBI? Are they applicable in current
teaching situations of foreign language teaching in Vietnam?
- Which form of CLT is more appropriate in Vietnamese setting?
Readings:
5.1 Klapper, J. 2006. Approaches to Language Teaching. In Understanding and Developing
Good Practice. Birmingham. CiLT. pp 102-125.
5.2. Skehan, P. 2003. Task-based Instruction. Language Teaching. 36. pp. 1-14.
3.5 5.3 Johnson, K. E. 2009. Teachers as Learners of Teaching. In Second Language Teacher
Education A Sociocultural Perspective. New York. Routledge. Chapter 3. pp. 17 - 40.
Week 6: Focus on Concepts and Precepts December 13, 2014: pp. 277317
Overview: This session will present and discuss the concepts and precepts of
language. It aims to raise the teachers as language learners awareness of what
to teach and how to teach a language, whether language is just a means of
communication, or it is a tool to express ones attitude towards changes in
society and an opportunity to define ones identity.
Questions:
- What is your opinion about Learning a language means a learning
opportunity?
- How do teachers create learning opportunities for their learners?
Readings:
6.1 Kumaravadivelu, B. 2006. Language: Concepts and Precepts. In Understanding
Language Teaching. London. Erlbaum Lawrence. pp. 3-24
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6.2 Cots, J. 2006. Teaching with an attitude: Critical Discourse Analysis in EFL
Teaching. ELT Journal. 60(4). pp. 336-345.
6.3 Crabbe, D. 2007. Learning Opportunities: Adding Learning Value to Tasks. ELT Journal.
61(2). pp. 117-125.
Week 7: Focus on Internal and External Factors December 20, 2014:
pp. 319-368
Overview: This session will examine the factors and processes in language
learning. It aims to highlight both internal and external factors which may
advance or constraint ones learning. In addition, this session also mention some
debatable issues in language learning, such as aptitude and personality, which
will certainly to certain extent facilitate the teacher in conducting language
classes
Questions:
- What kind of language learner are you? How do you identify the different
language learners in your class?
- Does teachers teaching style have to match learners learning style? Why?
Readings:
7.1 Kumaravadivelu, B. 2006. Learning: Factors and Processes. In Understanding
Language Teaching. London. Erlbaum Lawrence. pp. 25-53.
7.2 Hall, G. 2011. Focus on the Language Learner: Individual Attributes and
Attitudes. In Exploring English Language Teaching Language in Action. London.
Routledge. pp. 123-142.
Week 8: Focus on How Language Is Instructed December 27, 2014: pp.
369-417
Overview: This session will focus on how knowledge/ skills are imparted in a
language class in terms of input from the teachers stance. It also shows how
such input is shaped through interaction and then some pedagogical implications
are suggested.
Questions:
- Do teachers have to modify their input in language teaching? Why? To
whom?
- Does negotiation benefit language learners? How?
Readings:
8.1 Kumaravadivelu, B. 2006. Teaching: Input and Interaction. In Understanding Language
Teaching. London. Erlbaum Lawrence, 2006. pp. 55- 80
8.2 Walsh, S. 2006. Learning in the Second Language Classroom. In Investigating
Classroom Discourse. New York. Routledge. Chapter 2. pp. 17-38.
Week 9: Focus on Culture and Learning Culture January 3, 2015, 2014:
pp. 419-463
Overview: This session discusses how culture of learning affects language
learners progress and shapes their identity. It also indicates the relationship
between motivation and investment, ethnicity, gender, classes and language
learning in reference to language learning autonomy.
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Questions:
- How does identity affect ones progress in language learning?
- Explain the relationship between dependence, independence and
interdependence in language learning autonomy?
Readings:
9.1 Norton, B. 2014. Fact and Fiction on Language Learning, In Identity and
Language Learning Extending the Conversation. New York. Multilingual Matters, 2000.
pp. 41-57.
9.2 Benson, P. (2008) Teachers' and Learners' Perspectives on Autonomy, in T. Lamb,
& H. Reinders (eds) Learner and Teacher Autonomy: Concepts, Realities, and
Responses. Amsterdam: John Benjamins. pp. 15- 32.
9.3 Tarnpichprasert, M. 2008. Reflections on Becoming Experienced. In Professional
Encounters In TESOL, Garton, S and Richards, K (eds). New York. Palgrave.
pp. 123-29.
Week 10: Focus on Technology-enhancing Language Teaching and
Learning
January 10, 2015: pp. 465-550
Overview: This final session will present the importance of technology in
language teaching and learning as it helps to form ones culture of learning in
terms of cognition, metacognition and affection. It also suggests some new forms
of learning with support from ICT.
Questions:
- Explain how SCT develops and fosters language learners in a CALL
classroom?
- How do foreign language teachers adopt CALL in their teaching practice?
What lessons do they learn from such an application in terms of language
teaching and learning theory?
Readings:
10.1 Pritchard, A. 2007. ICT, the Internet and Theories of Learning. In Effective Teaching with
Effective Technologies: Pedagogy and Practice. London. Sage. pp. 1-12.
10.2 Motteram, G. 2014.. Developing and Extending Our Understanding of Language Learning
and Technology. In Innovations in Learning Technologies for ELT. Cambridge. CUP. pp.
177 - 191.
10.3 Elliott, D. 2009. Internet technologies and language teacher education.
In Thomas, M.
(Ed.) Handbook of Research on Language Acquisition Technologies:
Web 2.0
Transformation of Learning. Hershey, Pennsylvania: IGI Publishing.
Chapter XXIII. pp.
432 450.
10.4 Mishra, P & Koehler, M. 2006. Technological Pedagogical Content Knowledge: A
Framework for Teacher Knowledge. Teachers College Record. 108 (6), pp. 10171054
Week 11: Consultation and Evaluation January 17, 2015

Course Requirements/Assessment
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1. Reading/Class participation (20%)

Attending at all class sessions

Critically completing all assigned readings prior to class
Participating in discussion, activities, and tasks during each class period

This is a seminar class, so your ideas and input are important and highly appreciated. Participation
will involve group discussions, oral presentations, and individual comment on presentations/
discussions/ readings.

2. Group Presentation (30%)

This is a team work in which every member is expected to demonstrate their understanding - in both
theory and practice - of the topic assigned and to deliver a brief and interesting presentation. Individual
efforts should be made in order to equally contribute to a successful outcome of the presentation
through addressing the audiences interest in the topic, their relevant questions and also through the
follow-up discussion.

3. Critique Paper (50%)

One short paper (2500 words) written in response to one given topic as addressed in the readings and
class discussions. This paper does not require research, but should be a thoughtful critique/ discussion
of points raised in the readings, or from teaching experience.
This paper is an opportunities to explore, through your own writing, exactly how you see yourself
involved in the teaching and learning process, how you see yourself as a facilitator of learning
environments. It will also address how you view children and / or adult as learners. It is a guiding
philosophy of what you aim to do as a teacher. This is a document you should keep because it may be
useful for teaching job interviews. It is something you should evolve and alter throughout the semester.
The readings and the class activities we do should help you to think about this more deeply as time
passes. It is expected that you will begin with a draft, somewhat sketchy, in the mid of the course, and
be challenged to add detail as we progress through the course content.
This reflective critique will be 10 pages in length and 1 and spacing, properly formatted in APA
writing style. The paper will present your responses/ opinions regarding the article.

The written assignment is due on: TBA

Assessment
For the final assessment, students are required to draw on theory for the practice that they are asked to
demonstrate in class activities and final paper. Students also need to think reflectively on what they
have read, what they have gained from the course and experienced in their own teaching. An
individual students assessment mark may be varied (up or down) by 10 per cent to reflect differences
in contribution.
Academic Honesty
Learners must neither cheat nor contribute to cheating by others in writing the final assignment.
Plagiarism can therefore be avoided by observing the following rules:

if other writers ideas or facts are used, they must be fully sourced, and
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if another writers phrasing is used, the source must not only be well cited, using
marks or indent from the body of the paper.

quotation

In other words, you are expected to turn in work of your own, with proper reference and citation of all
sources that you use in your papers.

Referencing
All sources of references must be explicitly and clearly acknowledged and students are to observe
recognised referencing conventions. APA style is recommended.

Plagiarism
Assignments that include plagiarism, unintentionally or deliberately, are not acceptable. Plagiarism
will result in a failing grade

Attendance Policy
Class attendance is mandatory. You are expected to be on time and well prepared
for each class. You are expected to participate actively in class by taking part in
all class discussions, completing readings promptly, and finishing the final
assignment properly and in due course. Each student is responsible for all
information from each class session.
Attendance at all classes is important. In case you are unable to attend a class,
you are to inform me of the reason for the absence. Failure to do this will result in
a corresponding lower of your course grade.

Guidelines for Presentation from the Weekly Readings

All learners are required to make at least one (depending on the total number of students) presentation
from the weekly readings. A presenter will lead a discussion of the key points and terminology from
the readings. The rest of the students are expected to equally and actively share the work and
contribute to the success of the groups work. Learners should consider utilizing approximately 30-45
minutes of class time.

Grading criteria for the final assignment:

In your paper, you should:
identify and describe a relevant issue or topic in a specific context that you are familiar
with;
demonstrate an understanding of the concepts introduced in the readings and study notes
that are relevant to your chosen issue;
apply these concepts to a consideration of your chosen issue and context;
write clearly and concisely in academic style;
refer specifically to the relevant readings and study notes to introduce, illustrate and
support your own personal reflections;
provide a reference list citing all and only those references cited in the body of your essay;
use APA referencing style;
Observe the word limits.
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Your grade will be mostly determined by:

how well the relevant issue is identified and described
How well your discussion of the issue is related to the theory.

Course Evaluation
Your views on the course content, teaching, resources etc will be requested by means of an anonymous
questionnaire at the end of the course.

SOME TIPS ON CLASS PARTICIPATION AND

ASSIGNMENT
1. Essay on Reflective Practice (Individual Assignment)
The assignment aims at helping teachers as reflective teacher-practitioners to understand both what
they do in their classrooms, and why they do it. The rationale that informs teaching practice is based
upon theory, professional and content knowledge, and intuitive knowledge drawn from personal
experience.
A primary goal of reflection is to better understand one's self and to impact positive change in one's
teaching behaviors. Writing a reflective essay will allow you to organize your thinking about your past
and present language teaching and language learning experiences and to incorporate into your thinking
new insights and information that you have acquired about ESL issues and pedagogy during the past
several months.
As you begin this course, you will explore, in writing, your reflections upon topics and issues in ESL
that impact your teaching and/or that we have explored in the program thus far. This opportunity for
reflection will also help you begin to draft your own rationale for many of the current teaching and
learning strategies critical in the field of ESL which you may be called upon to share with your
administrators and colleagues, as well as with your students and their parents.
2. Share Fair Presentation (Individual or partner assignment)
We, teachers, attribute "lack of time" as a definite barrier to effective collaboration with our peers.
Because of this, we may be unaware of our colleague's outstanding teaching ideas, and we many often
find ourselves 'reinventing the wheel,' in our efforts to come up with creative ways to present course
material or to engage students in learning.
One way to share and acquire quality teaching ideas from our colleagues is through an interactive
"Share Fair," during which participants present successful teaching ideas from their classrooms.
During the "Share Fair," each of us will have the opportunity to gain a variety of new ideas which we
may take and adapt to our own specific teaching contexts.

3. Inquiry: Our Own Questions (Individual or partner assignment)

We teachers also attribute "lack of time" as a barrier to exploring questions we have about our teaching
and our profession. The school year is often too busy with planning, grading, testing, and being
involved with our kids to allow us the luxury of reading and reflecting on our own questions. In
addition to the issues we examine in class together, you have the opportunity to design your own
assignment.
Many of you have sent us topics and questions that you would like to know more about but which
can't all be covered within the time constraints of our summer course. Choose one of your own
questions to research, and share what you find out with us. You choose the question and the way you
will present it. (Scary, huh?) Your rubric will include your rationale for choosing this topic, your
research journey, and a description of how this information and the process you engaged in will be
useful for you and other teachers of ELL students.

Guidelines for writing the reflective assignment

on the Readings and/or Class Discussions
This assignment will help you become a more critical reader and thinker on issues that you encounter
in the contexts of teaching and learning. You may address one or a combination of the following
responses at least for a total of 10 pages or 2,500 words.
Briefly summarize the reading and give your response.
Did you find this article or book chapter easy or difficult to read? Why? Be precise.
Write your own questions that you have about this reading.
What did you learn from this article or book chapter that you did not already know? Why
is this important?
What

relevance does this article or book chapter have to you?

Written assignments

should be carefully prepared, proofread, and typed. APA style should be

followed (refer to The Publication Manual of the American Psychological Association (5 th ed.). More
specific instructions for the paper will be provided during the semester.
NOTE: All written work must be done on a word processor and must conform to APA style standards.
Any work not conforming to APA style will not be accepted.
For genral APA style guidance, see

http://owl.english.purdue.edu/handouts/research/r_apa.html
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