Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Syllabus of the Course Foreign Language Acquisition and Learning, Code 518015

1. Course Information
The course is part of the academic unit: Escuela de Ciencias de la Educación ECEDU
Academic degree level: Profesional Training field: Disciplinar
Number of credits: 2 Course type: Methodological
The course does not have a re-Take Course designed by: Monica del R.
exam Guillén
Course updated by: Mónica del Rosario Guillén Ramírez
Date of design: Saturday, March 23, 2019 Date of update: Thursday, June 10, 2021
Course Description:
The course Foreign Language Acquisition and Learning is a methodological course (theoretical-
practical), which is part of the path of the practical component of Licenciatura en Lenguas
Extranjeras con Enfasis en Inglés in its phase of Participant observation, which, It is developed
concerning a specific object of study, whose characteristic is the person who observes, collects
the information in the natural environment of the object observed, thus becoming a
participatory method of collecting data that involves interaction with the phenomena and/or
events observed. For this course, students must develop 32 hours of practice and 20 of them
IN SITU in an educational institution.
Task Number Time Distribution
Phase 2 - Observational Practice Step 1 8 hours (Participant Observation Practice)
2 hours (Material Development)
3 hours (ESAPEC)
Phase 3 - Observational Practice Step 2 8 hours (Participant Observation Practice)
2 hours (Material Development)
Phase 4 - Observational Practice Step 3 3 hours for ESAPEC
3 hours for E-portfolio
3 hours for Simulated Scenario

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This course is part of the specific disciplinary field of the specific disciplinary component of the
program, regarding the NP2 Pedagogical and didactic strategies with the use of ICT for the
strengthening of foreign language teaching.
Regarding the NP2 Problematic nucleus to which the course Pedagogical and didactic
strategies with the use of ICT for the strengthening of foreign language teaching.
The learning outcomes are linked to the course activities and seek to strengthen students'
skills for the teaching of a foreign language using appropriate methodologies, involving the
use of ICT within the teaching process, and applying effective forms of evaluation.
This course is characterized by its close relationship with problems registered in the
disciplinary fields and, of course, with the structure proposed by the NIPs that make up the
center of the curriculum design of the program oriented towards the Core of the development
of strengthening pedagogical knowledge.
In this observation process, the student will make use of the pedagogical practice protocol to
acquire knowledge based on the conceptualization regarding the pedagogical processes
carried out in educational institutions of different academic levels and modalities in the
National Education System.
Additionally, this academic process helps the student to generate some questions that
promote knowledge acquisition and the identification of theoretical landmarks in foreign
language acquisition and learning methods.
The first unit, The Foreign Language Learner and the Acquisition Process, gives wide
theoretical support regarding the Foreign Language Learner and the Acquisition Process. It
presents some of the most influential theories of second language acquisition. The first part
of the references for this unit outlines some general distinctions and categorizations
concerning the different theories as well as criteria for the evaluation of the various theories.
The second unit, Learning trends in Foreign Language will serve to acquaint students with the
latest tendencies in the teaching of English with particular reference to the use of technology
in the teaching process and the inclusion of teaching methods.

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 2. Course Learning Purpose
The course learning purpose is the following:
• Establish spaces for the appropriation of the foreign language teaching process in
participant observation practice in different learning environments, through practical
activities carried out for the students.

3. Learning Outcomes
At the end of the course the student will be able to:
Learning Outcome 1: Identify Krashen's language acquisition hypotheses and their
applicability in the process of foreign language learning.
Learning Outcome 2: Analyze the internal and external factors that interfere directly and
indirectly in the acquisition and learning process of a foreign language.
Learning Outcome 3: Use the new assessment approaches in the teaching and learning
process in the classroom environment.
Learning Outcome 4: Recognize the factors that influence directly on the teaching and
learning process of a foreign language through participant observation practice.

4. Learning Strategy
The Learning Strategy for the course is: Scenario-based learning.

This Learning Strategy is based on: Scenario-based learning uses interactive scenarios to
support active learning strategies such as problem-based or case-based learning. It normally
involves students working their way through a storyline, usually based around an ill-structured
or complex problem, which they are required to solve. In the process students must apply
their subject knowledge, and critical thinking and problem solving skills in a safe, real-world
context. SBL is often non-linear, and can provide numerous feedback opportunities to
students, based on the decisions they make at each stage in the process. Scenario-based
learning may be self-contained, in that completing the scenario is the entire task, or it may

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be the first part of a larger assignment requiring the student to complete the scenario, and
then provide a written or oral reflection and self-assessment on the process.

Scenario-based learning is based on the principles of situated learning theory (Lave & Wenger,
1991), which argues that learning best takes place in the context in which it is going to be
used, and situated cognition, the idea that knowledge is best acquired and more fully
understood when situated within its context (Kindley, 2002)

The Learning Strategy is organized in 5 Phases

• Phase 1: Initial Evaluation
• Phase 2: Observational Practice Step 1
• Phase 3: Observational Practice Step 2
• Phase 4: Observational Practice Step 3
• Phase 5: Observational Practice Final Step

5. Course Contents and Bibliographic References

Unit 1: The Foreign Language Learner and the Acquisition Process
In this unit, the following contents will be addressed:
• Basic principles for learning and acquiring a foreign language.

• Internal and external factors in the learning process, age, critical period, motivation,
attitude, aptitude, psychosocial, economic, cultural aspects, among others.

• Identify learning styles through class observation.

To address the contents, the following bibliographic references are required:

Krashen, S. (2009). Principles and Practice in Second Language Acquisition. University of

Southern California.9-45.
http://www.sdkrashen.com/content/books/principles_and_practice.pdf

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Ellis, R. (2003). The study of second language acquisition. Oxford: Oxford University Press.
11-40. https://drive.uqu.edu.sa/_/malehyani/files/Rod-Ellis-The-Study-of-Second-
Language-A.pdf

Madrid, D. (1995). Internal and external factors in language teaching. Actas de las 11
Jornadas de Estudios Ingleses. Universidad de Jaén. 59-82. https://cutt.ly/SofBrm0

Tremblay, M. C. (2006). Cross-linguistic influence in third language acquisition: The role of

L2 proficiency and L2 exposure. Clo/opl, 34(1), 109-119.
http://artsites.uottawa.ca/clo-opl/doc/Cross-Linguistic-Influence-in-Third-Language-
Acquisition-The-Role-of-L2-Proficiency-and-L2-Exposure.pdf

Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York:
Longman. 1-20. http://angol.uni-miskolc.hu/wp-
content/media/2016/10/Principles_of_language_learning.pdf

Richards, J. C., & Farrell, T. S. (2011). Classroom observation in teaching practice. Practice
teaching: A reflective approach, Chapter 7.
https://www.professorjackrichards.com/wp-content/uploads/Practice-Teaching-A-
Reflective-Approach-Chap-7-Classroom-Observation-in-Teaching-Practice.pdf

Ortega, L. (2014). Understanding second language acquisition. Routledge.

https://mohammedaljohani.files.wordpress.com/2014/10/understanding-second-
language-acquisition.pdf

VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación APA 7a

Edición [PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf

VIO Unit 1 - The Foreign Language Learner and the Acquisition Process.

Guillen, M. ( 25,05,2019). Foreign Language Learning. [Archivo de video].

https://repository.unad.edu.co/handle/10596/35276

Guillen, M. ( 12,08,2021). Internal and External Factors in Language Learning. [Archivo de

video]. https://repository.unad.edu.co/handle/10596/42077

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Unit 2: Learning Trends in Foreign Language
In this unit, the following contents will be addressed:
• Current trends and methodologies for teaching a foreign language.
• How to involve the use of ICT in the teaching and learning process in the classroom.
• New assessment approaches
To address the contents, the following bibliographic references are required:
Celce-Murcia, M. (1991). Teaching English as a second or foreign language. Boston,
Massachusetts: Heinle & Heinle Publishers. https://url2.cl/8VktJ

Altasan, A. (2016). Current language teaching approaches. GRIN Verlag. 2-4.

https://www.researchgate.net/publication/303374337_current_language_teaching_ap
proaches

Kamhuber, P. (2010). Comparison of grammar in Austrian and Spanish English language

(Doctoral dissertation, uniwien). 33-54.
https://www.academia.edu/3637559/Approaches_of_Language_teaching

Renau Renau, M. L. (2016). A review of the traditional and current language teaching
methods.
https://www.ijires.org/administrator/components/com_jresearch/files/publications/IJI
RES_560_Final.pdf
Ordoñez, M. D. C. R., & Vázquez, V. P. (2015). Developing cooperative learning through
tasks in Content and Language Integrated Learning. Multidisciplinary Journal of
Educational Research, 5(2), 136-166.
https://www.researchgate.net/publication/281509327_Developing_Cooperative_Lear
ning_through_Tasks_in_Content_and_Language_Integrated_Learning

Ellis, R. (2006). The methodology of task-based teaching. Asian EFL journal, 8(3).
https://www.kansai-u.ac.jp/fl/publication/pdf_education/04/5rodellis.pdf

Nunan, D. (2004). Task-based language teaching. Ernst Klett Sprachen. 1-16.

https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/Task-
based%20Language%20Teaching.pdf

Chong, S. W. (2018). Technology-mediated task-based language teaching: Qualitative

research synthesis and sharing of practice.
https://www.researchgate.net/publication/335600687_Technology-mediated_task-
based_language_teaching_A_qualitative_research_synthesis

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Powell-Davies, P. (Ed.). (2011). New Directions: Assessment and Evaluation: a Collection of
Papers. British Council.
https://www.teachingenglish.org.uk/sites/teacheng/files/download-accessenglish-
publications-ebe-proceedings-2012.pdf

Boraie, D. (2013). Formative vs. summative assessment: Does it matter. TESOL

Connections, September.
http://newsmanager.commpartners.com/tesolc/issues/2012-09-01/3.html

VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación APA 7a

Edición [PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf

VIO Unit 2 - Learning trends in Foreign Language

Guillen, M. ( 2020). Assessment Terminology. Bogotá, Colombia: UNAD.
https://repository.unad.edu.co/handle/10596/35278

6. Organization of Weekly Academic Activities and Course Evaluation Plan

Initial Moment:

Phase 1 Initial Evaluation

To be developed from week 1 to week 2
This responds to Learning Outcome: 1

The activities are: To recognize the characteristics of each of Krashen's hypotheses

Evaluation of Phase 1
The evaluation criteria for this activity are: Analysis and recognition of Krashen´s
Hypotheses, properly answering the suggested questions, and task delivery.
The highest score for this activity is 25 points, corresponding to 5% of the course
evaluation.
Intermediate Moment

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Phase 2 Observational Practice Step 1
To be developed from week 2 to week 6
This responds to Learning Outcome: 2
The activities are: To analyze internal and external aspects that infer in the process of
learning a foreign language

Evaluation of Phase 2
The evaluation criteria for this activity are: Practical Observation Attendance, forms properly
filled, classroom observation, internal and external aspects analysis, activity development,
and delivery.
The highest score for this activity is 115 points.

Phase 3 Observational Practice Step 2

To be developed from week 6 to week 10
This responds to Learning Outcome: 3
The activities are: To develop a teaching proposal based on new teaching approaches.

Evaluation of Phase 3
The evaluation criteria for this activity are: Practical Observation Attendance, forms properly
filled, classroom observation, proposal development, ESAPEC attendance.
The highest score for this activity is 115 points.

Phase 4 Observational Practice Step 3

To be developed from week 10 to week 14
This responds to Learning Outcome: 3
The activities are: To design a new evaluation strategy based on new assessment
approaches.

Evaluation of Phase 4

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The evaluation criteria for this activity are: Practical Observation Attendance, forms properly
filled, classroom observation, Evaluation strategy.
The highest score for this activity is 120 points.
The highest score for this evaluation moment is 350 points, corresponding to 70% of the
course evaluation.
Final Moment

Phase 5 Observational Practice Final Step

To be developed from week 14 to week 16

This responds to Learning Outcome: 4
The activities are: To carry out an academic report where the students must present and
discuss the results of their observational practice.

Evaluation of Phase 5

The evaluation criteria for this activity are: Carry out an academic report that includes
abstract, introduction, literature survey, methods, results, discussion, conclusion, and e-
portfolio fulfillment, and delivery.

The highest score for this activity is 125 points, corresponding to 25% of the course
evaluation.

7. Teacher’s Support

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To develop the course activities, you will have the support of a teacher or tutor. The options
for this academic support are:

To develop the course activities, you will have the support of a teacher or tutor. The options
for this academic support are:

The Foreign Language Acquisition and Learning is a methodological course (theoretical-

practical) that is part of the path of the practical component of Licenciatura en Lenguas
Extranjeras con Enfasis en Inglés in its Observation - Participant phase, which is developed in
relationship with a specific object of study, whose characteristic is that the observer collects
the information in the natural environment of the observed object, thus becoming a
participatory method of data collection that involves interaction with the phenomena and/or
events that are observed. This course students must develop 32 hours IN SITU in an
educational institution.

Compliance with the observation-participant practice hours are distributed as follows:

Phase 2 Observational Practice Step 1: 13 hours

Phase 3 Observational Practice Step 2: 10 hours
Phase 4 Observational Practice Step 3: 9 hours

For Escuela de Ciencias de la Educación - ECEDU at UNAD the pedagogical practice is

considered as a curricular space to promote the educational process of a future teacher. The
pedagogical practice integrates a social, cultural and academic training field.

In addition to this, the pedagogical practice wants to articulate the performance of the
students as future teachers in socio-cultural and educational contexts where the participant-
observation practice helps them to describe, explain, comprehend, and realize the different
characteristics of an educational environment or community.

In this context, to follow the quality criteria set by the Ministry of education for the
pedagogical practice (Resolución 18583, 2017), ECEDU has created the strategy called
ESAPEC "Estrategia de acompañamiento sincronico virtual" where according to the
pedagogical and didactical guidelines of the course the students must attend a determined
number of hours, this process is mandatory and it must be oriented to the integral
development of the students and the fulfilment of the Pedagogical Model.

Therefore, the students must fulfill 6 additional hours in the framework of the "ESAPEC ECEDU
Face-to-Face Accompaniment Strategy" which will be linked to the Phases 2 and 4 Participant
Observation Practice Steps 1 and 3 activities and their participation is Mandatory.

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• Virtual Campus E-mail
• Collaborative Forums
• Skype Sessions
• Online Conference Sessions or Web Conferences

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