Spring 2022 - EDUC 825 G031

Second Language Learning and Education (5)

Class Number: 7050

Delivery Method: In Person

Overview

  • Course Times + Location:

    Tu 10:30 AM – 3:20 PM
    EDB 8502, Burnaby

  • Instructor:

    Steve Marshall
    stevem@sfu.ca
    1 778 782-7666
    Office: EDB 8675
    Office Hours: by appointment

Description

CALENDAR DESCRIPTION:

A survey of major theories of Second Language Learning (SLL) to date, including the conceptualizations of language, learning and the learner, and their applications and implications in second/additional language teaching and learning in various contexts over time and today.

COURSE DETAILS:

The purpose of this course is to build upon the study of major trends and issues in second/foreign/additional language education theory and practice studied during the first term. Each week, we will focus on a specific theme. Students will prepare for each class by doing readings and taking notes on the key ideas from the readings. Also, each class will include an oral presentation related to the key them, to be carried out by different students each week. Students will also apply theories directly to classroom practice in short demo lessons in which they will teach peers and reflect on how they applied theories studied in the course.

Meeting Dates:
Tuesdays, January 11 to April 58, 2022

Meeting Times:
10:30 a.m.-3:30 p.m.

Meeting Location:
EDB Room 8520, Burnaby campus

COURSE-LEVEL EDUCATIONAL GOALS:

  • Develop an understanding of theoretical trends in second/foreign/additional language instruction.
  • Develop critical awareness and engagement in the reading of research-based studied in the field of language teaching and applied linguistics.
  • Critically apply content studied in the course to lived experience, future goals, and broader sociocultural/educational contexts in the world today.

Grading

  • Weekly presentations 20%
  • Mini demo lesson 20%
  • End-of-course portfolio 50%
  • Active learning and participation 10%

NOTES:

Weekly presentations

Each week two students will give a presentation in which they show critical engagement with the weekly readings. The presentation will include a summary of key issues, discussion of points of agreement/disagreement, and consideration of relevance and applicability to individuals’ professional and lived experience.

Mini demo lessons

In Week 10, each student will give a mini demo lesson of between 10 and 20 minutes. The demo lesson will be an opportunity to show, and reflect on, the challenges that come with applying complex theories to classroom practices. Peers will play the role of students during these demo lessons. 

End-of-course Portfolio

Students will submit a portfolio at the end of the course for 50% of the overall grade. Portfolios will comprise the following:

  • Edited version of weekly presentation(s) on PowerPoint slides or similar (20% of portfolio grade): after presenting in class, students will revise their presentations based on comments in the class discussion.
  • 5 selected responses to course readings (30% of portfolio grade): font size 12, 1.5 spaced, 2 pages not including title and reference list
  • Final paper (50%): a critical review of one or more themes studied during the course, in which students will expand upon the literature studied during the course, and engage critically with ideas: positioning themselves in ongoing debates and considering the relevance and applicability of ideas to chosen contexts.

 Active learning and participation

The active learning grade will include the following:

  • Attendance and punctuality
  • Satisfactory completion of assignments
  • Active and meaningful participation in class discussion and analyses of readings
  • Giving helpful and effective peer feedback

Further details of these assignments, and specific criteria for grading will be discussed on the first day of class.

REQUIREMENTS:

Description

Grade

Excellent performance: excellent grasp of subject matter with ability to provide sound critical evaluation; strong evidence of original thinking; excellent organization; demonstrated capacity to analyze and synthesize information; evidence of careful and precise reading of required and other texts; ability to relate theory to practice; effective expression of ideas with accurate and appropriate language.

 

A+, A

Very good performance: very good understanding of the subject matter; clear use of relevant literature and background reading; appropriate use of relevant concepts; good organization; sound critical evaluation; clearly made links with wider issues; effective expression of ideas with accurate and appropriate language.

 

A-, B+

Good performance:  Reasonably accurate grasp of key concepts and issues relevant to appropriate analyses and discussions; good organization; readings well incorporated into arguments; accurate and adequate evaluative discussions; effective expression of ideas with accurate and appropriate language.

 

B, B-

Satisfactory performance to minimal standards: Little evidence of required reading or of understanding of required reading; limited grasp of concepts being discussed; divergence from main point to peripherally or superficial related items; largely dealing with anecdotal or concrete examples rather than with principles and theories; largely descriptive writing with little analysis, though showing some grasp of main issues; poorly organized; problems with clarity of expression, grammar

C range

Materials

REQUIRED READING:

Various, as per weekly schedule.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN SPRING 2022

Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place.  Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes.  You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).

Enrolling in a course acknowledges that you are able to attend in whatever format is required.  You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.