Spring 2018 - EDUC 468 E100

Sociocultural Perspectives on Language, Cognitive Development and EAL Instruction (4)

Class Number: 3400

Delivery Method: In Person


  • Course Times + Location:

    Jan 3 – Apr 10, 2018: Tue, 4:30–8:20 p.m.

  • Prerequisites:

    60 units including 6 units in Education courses.



Designed for prospective and beginning teachers to learn more about theory and research in language acquisition, sociocultural understandings of language development and thought, bilingualism and cognition, linguistic multicompetence. Exploring the implications of research and theory for the teaching and learning of EAL in classroom contexts.


The course is designed for prospective and beginning teachers of English as a second/additional language. It offers a brief review of second language acquisition theories and focuses on bilingualism and cognition, sociocultural understandings of language development, multilingualism, and linguistic multicompetence. Through weekly readings, learning activities, discussions and class presentations, we will explore the implications of research and theory in these core areas for teaching and learning of English as an additional language (EAL) in classroom contexts.

Note 1: This is a 4-unit senior undergraduate course. You will be expected to allocate certain number of hours outside of your regular class time to prepare for weekly readings, paper assignments, or peer team meetings. Plan your time accordingly!

Note 2: Attendance at the Week 1 class is mandatory. Missing this first class will affect your performance throughout the semester.

Note 3: It is strongly recommended that you see the Academic Advisor regarding your degree requirements at least two semesters before you plan to graduate. Unless you meet both faculty and major/minor requirements, your graduation cannot be approved.


  • To evaluate the relative merits of major theoretical perspectives on second language development and consider their applications to EAL curriculum and instruction
  • To explore one’s own attitudes (and approaches) to language learning and teaching
  • To develop an awareness of the sociopolitics surrounding different perspectives on language, cognition and language learning as impacting language curriculum and instruction


  • Online Canvas discussion OR Critical reflection paper 25%
  • Small group presentation on a course theme 30%
  • Final paper 30%
  • Weekly reading journals AND participation 15%



Most readings will be available online through the SFU library. Some readings will be emailed to you by the instructor as a PDF file.

Readings for the weekly presentations will be available in the SFU library reserves or online.


Lantolf, J. P. (Ed.). (2000). Sociocultural theory and second language learning. Oxford University Press.

Swain, M., P. Kinnear & L. Steinman (2010). Sociocultural theory in second language education. Bristol, UK: Multilingual Matters.

The above books are placed on reserve (4-hour) in the library.

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/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