The purpose of this course is for educators to become more aware of the empirical and theoretical aspects of language acquisition and learning in young learners. We will begin by looking at first language acquisition which we will then compare to second language acquisition in children. After examining the empirical evidence and theoretical explanation of language acquisition and learning the course will focus on the implications for teachers.
The course packet for this course can be purchased at 참글. But I have provided a link to the digital version for your reference.
We will approach to under the theory through practice. I will teach sample activities and lessons to you as if you were young learners and then we will discuss what I did, how I did it and why I did it. Rather then lecturing on the theories, I will attempt to demonstrate them and then have us as a class refelct upon those practices.
I have uploaded the lecture notes from a previous semester. Please note: These are for review and are not a substitute for class attendence. Moreover, assignment due dates, page numbers and other course information may be wrong or incorrect, so please be aware of these limitations. Email me if you require the updated version of the lecture.
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30% Attendance and Participation
20% Homework
25% Activity Route Map and Rational Project 1
25% Activity Route Map and Rational Project 2
Attendance/Participation
Attendance is mandatory: Participants who arrive to class 10 minutes or
more after class begins will be considered late. Participants who are late
3 times will receive 1 absence. Any participant who misses 1/4 of all
class meetings will receive an F. Mastery of the ideas and concepts of
this course requires engagement and discussion. If you are not in class,
you miss that opportunity to exchange ideas. Moreover, participation is
also essential. Just coming to class is not enough. I expect all
participants to be active in class discussion and lectures as well as to
complete all oral and written assignments.
Homework on Readings
It is essential to be
prepared for each class by completing the required readings. This will
provide you with the background knowledge on the topic and allow you to
participate actively in the class discussion. In order to ensure that
you have read the required readings for class, you will be expected to
do a short homework assignment for the reading. This homework assignment
involves answering the guiding reading questions (see below). These
homework assignments are to be submitted at the beginning of class.
Late submissions will NOT be accepted.
Activity Route Map & Rationale Project 1 & 2
Each participant
create an appropriate
learning activity for their target learner. In the first Activity Route
Map and Rationale project, participants will design and describe an
activity for listening or speaking.
In the second project, participants will design and describe an activity
for reading or writing
To be determined (TBD). If I have time I would like to edit and make available some of the videos I made during the pandemic.
This is a tentative schedule because I will adjust the course of study based on your needs. We may spend more time on some aspects and less time on others based on your individual stregnths and weaknesses.
| Time | Topic |
| Week 1 | Course Introduction |
| Week 2 | Sample Lesson: Life Map & Processing |
| Week 3 | Key Terms and Concepts |
| Week 4 | Sample Lesson: Listening & Processing |
| Week 5 | Sample Lesson: Speaking & Processing |
| Week 6 | Introduce Activity Route Map & Rationale Project #1 |
| Week 7 | Conferencing on Route Maps |
| Week 8 | Grellet: Reading on Reading |
| Week 9 | Reading, Writing & Young Learners |
| Week 10 | Theories & Issues |
| Week 11 | Sample Lesson: Reading & Processing |
| Week 12 | Sample Lesson: Writing & Processing |
| Week 13 | Introduce Activity Route Map & Rationale Project #1 |
| Week 14 | Flex Week // Review |
| Week 15 | Conferencing on Route Maps |
| Week 16 | Class Closure (Survey) |