Second Language Acquisition: Theory and Practice (in English)

ISA Study Center with Universidad Internacional Menéndez Pelayo-Sevilla

Course Description

  • Course Name

    Second Language Acquisition: Theory and Practice (in English)

    Course Required
  • Host University

    ISA Study Center with Universidad Internacional Menéndez Pelayo-Sevilla

  • Location

    Seville, Spain

  • Area of Study

    Education, Internship, Teacher Education

  • Language Level

    Taught In English

  • Course Level Recommendations


    ISA offers course level recommendations in an effort to facilitate the determination of course levels by credential evaluators.We advice each institution to have their own credentials evaluator make the final decision regrading course levels.

    Hours & Credits

  • Contact Hours

  • Recommended U.S. Semester Credits
  • Recommended U.S. Quarter Units
  • Overview

    Prerequisite: open to all language levels; taught in English

    Students: foreign students from the academic program ISA

    Hours of Instruction: 60

    Semester Credits: 4

    Overview: This course explains in the most practical manner possible the educational theories in second language acquisition. Looking at the significant differences between different educational systems, students explore in greater depth the most important methodological approaches for applied linguistics and become familiar with a wide range of approaches, which in turn will be valuable in the internship that is integrated into this course. The course examines the process of teaching and learning by examining disciplines such as psycholinguistics and sociolinguistics. Throughout the internship, students will participate in various aspects of course management, including planning the corresponding unit, supporting the teacher in the classroom, and assisting with English language workshops.

    Students who successfully complete the course and internship will receive a certificate issued by the UIMP as well as one issued by the school where the student participated in the internship.

    Learning outcomes:

    · Gain an understanding of differences between different educational systems.

    · Understand what constitutes linguistic competence and the relationship between language and other cognitive skills

    · Develop one's own philosophy of teaching and the learning process based on a sound knowledge of different theories

    · Become familiar with the teaching styles in other countries

    · Learn different techniques and teaching models.

    Practical task:

    · Prepare supporting material for the course(s) in which the student in interning

    Content (order of content may be modified): 

    1. Educational systems
 1.1. Description and comparison of educational systems 1.2. Educational institutions and practices 
 1.3. Education and society.

    2. Applied linguistics 
 2.1. Introduction to Applied Linguistics 2.2. Psycholinguistics 2.2.1. Language: humans and animals 2.2.2. Children and language

    2.2.3. Language gene 2.3. Sociolinguistics
 2.3.1. Language and society 2.3.2. Language varieties
 2.4. Language proficiency and assessment

    3. Methods and approaches to language teaching
 3.1. Introduction to language teaching
 3.2. Approaches and methods 3.3. Focusing on the learner: styles, strategies, and motivation 3.4 Common European frame of reference 3.5 Intercultural education

    Bibliography: In addition to journal articles, students will receive a selection of material from the following sources:

    Aitchison, Jean. The Articulate Mammal. London: Routledge, 1998.

    Ball, Martin J., ed. The Routledge Handbook of Sociolinguistics Around the World. London: Routledge, 2009.

    Davis, Alan. An Introduction to Applied Linguistics. Edinburgh: Edinburgh University Press, 2007.

    Lee, James and Bill Van Patten. Making Communicative Language Teaching Happen. Boston: McGraw- Hill, 1995.

    Lightbown Patsy, and Nina M. Spada. How Languages are Learned. Oxford [England]: Oxford University Press, 2006.

    Richards, Jack C., and Theodore S. Rodgers. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 2001.

    Stewart, Vivien. A World-Class Education: Learning from International Models of Excellence and Innovation. Alexandria, VA: ASCD, 2012.

    Course Evaluation:

    20% Tasks and attendance

    40% Final exam

    30% Projects

    10% Subjective evaluation

    Spanish Grading Scale:

    Matrícula de Honor 10

    Sobresaliente 9 – 9,9

    Notable 7 – 8,9

    Aprobado 5 – 6,9

    Suspenso 0 – 4,9

    No Asistencia (Student has exceeded the allowed number of unexcused absences)

    Homework Assignments: In order to facilitate active participation in classroom instruction, students will be required to carefully read assigned selections and complete given activities. A class Facebook Group Page will be utilized to complement in-class instruction and discussion, and facilitate the accessibility of materials. Students should check it regularly. Students will also be expected to contribute to the page throughout the trimester as by posting responses to readings and other items related to course content.

    Teaching journal: Each student will maintain a regular teaching journal, reflective of his/her internship experience. Each journal entry will be comprised of two sections/paragraphs, section A and section B. Section A will be the descriptive component and will provide the objective of the given lesson and a general understanding of the activities carried out. In Section B students will analyze the lesson in relation to course content and overall effectiveness. The teaching journal will comprise a significant component of the electronic portfolio.

    Class blog: The class as a whole will maintain a blog and all students are expected to contribute a minimum of two entries and two comments.

    Students are responsible for completing assignments in a timely manner. Late assignments are only accepted/allowed with a justified absence and must be submitted upon the return of the student to class (first day) if they are to be considered for credit.

    Class Participation and Protocol: Students are required to be actively involved in class activities. They are expected to show their preparation by participating in discussions, by asking relevant questions, being critical and analytical with the content presented in class as well as by sharing their ideas and opinions. In class the student is required to maintain a polite demeanor always and under every circumstance. Unless otherwise stated by the professor, all electronic devices should be put away (not on lap) and turned off/placed on silent. Use of blackberries, cell phones and laptops, is not allowed and students may be asked to leave the class if compliance with this norm is not met. Eating in class is not permitted. Please respect class expectations.

    Classroom Lecture Video-


Course Disclaimer

Courses and course hours of instruction are subject to change.

Eligibility for courses may be subject to a placement exam and/or pre-requisites.

Some courses may require additional fees.

Credits earned vary according to the policies of the students' home institutions. According to ISA policy and possible visa requirements, students must maintain full-time enrollment status, as determined by their home institutions, for the duration of the program.

Availability of courses is based on enrollment numbers. All students should seek pre-approval for alternate courses in the event of last minute class cancellations