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: Sunday, June 4, 2023 Date of update: Friday, December 5, 2023
Course Description:

The course "Foreign Language Acquisition and Learning" is a methodological course

that combines theory and practical components. It is a part of the practical component
path of the "Licenciatura en Lenguas Extranjeras con Énfasis en Inglés" (Bachelor's
Degree in Foreign Languages with an Emphasis on English) program, specifically
during the Participant Observation phase.

This course focuses on a specific object of study, which involves the observation and
collection of information in the natural environment of the object being studied. It
adopts a participatory method of data collection, which requires interaction with the
observed phenomena and/or events.

As part of this course, students are required to complete 32 hours of practical work,
out of which 18 hours must be conducted on-site in an educational institution.

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 Task Number Time Distribution
Phase 2: Practical Component - Educational and Pedagogical 7 hours (Participant Observation
Practice. Practice)
2 hours (Material Development)
2 hours (ESAPEC)
Phase 3: Practical Component - Educational and Pedagogical 7 hours (Participant Observation
Practice. Practice)
2 hours (Material Development)
2 hours (ESAPEC)
Phase 4: Practical Component – Simulated Practice. 10 hours for Simulated Scenario

This course is part of the specific disciplinary component within the program,
specifically focusing on the NP2 Pedagogical and Didactic Strategies with the use of
ICT for strengthening foreign language teaching.

The course's learning outcomes are directly linked to its activities, aiming to enhance
students' abilities in foreign language teaching through the application of appropriate
methodologies, incorporating ICT within the teaching process, and implementing
effective evaluation methods.

This course is characterized by its strong connection with issues addressed in the
disciplinary fields and, of course, with the structure proposed by the NIPs (Nuclei of
Pedagogical Integration) that form the core of the curriculum design, emphasizing the
development of pedagogical knowledge strengthening.

Throughout the observation process, students will utilize the pedagogical practice
protocol to gain knowledge based on conceptualizations surrounding pedagogical
processes conducted in educational institutions at various academic levels and
modalities within the National Education System.

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Moreover, this academic journey aids students in generating thought-provoking
questions that foster knowledge acquisition and the identification of theoretical
milestones within foreign language acquisition and learning methods.

Unit 1: Understanding Foreign Language Acquisition

In this unit, we delve into the fascinating realm of how we learn a foreign language.
We explore the cognitive processes, psychological factors, and effective strategies
involved in acquiring proficiency in a new language. The primary objective of this unit
is to provide you with a comprehensive understanding of the learning process,
enabling you to enhance your own language learning journey and inform your future
teaching practices.

Unit 2: Effective Foreign Language Instruction

In Unit 2, we delve into the exciting realm of how to teach a foreign language
effectively. This unit focuses on equipping you with the knowledge and skills necessary
to become a competent and successful foreign language instructor. By exploring
various teaching methodologies, strategies, and best practices, you will gain the tools
needed to create engaging and impactful language learning experiences for your
future students.

2. Course Learning Purpose

The course learning purpose is the following:
• Equip students with a comprehensive understanding of foreign language
acquisition and teaching by exploring the theories, strategies, and best
practices in both language learning and teaching in order to develop the

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 knowledge, skills, and confidence necessary to become proficient language
learners and effective language teachers.

3. Learning Outcomes
At the end of the course the student will be able to:
Learning Outcome 1: Review the characteristics of the course and the particularities
of the participant observation practice process.
Learning Outcome 2: Analyze the characteristics of the learner that interfere the
acquisition and learning process of a foreign language.
Learning Outcome 3: Identify the appropriate method for teaching English of the
individuals in their pedagogical practice context.
Learning Outcome 4: Examine some problematic situations in their pedagogical
practice context based on the real-life environment.
Learning Outcome 5: Explore the different findings through the pedagogical practice
context related with the theoretical content of the course.

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

Research-Based Learning is a pedagogical approach that emphasizes the integration

of research and learning activities. It involves engaging students in research activities
to enhance their understanding of a subject and develop critical thinking, problem -
solving, and analytical skills.

Key Features:

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Inquiry and Investigation: Research-Based Learning encourages students to
actively explore and investigate a specific topic or problem. Students are encouraged
to ask questions, gather information, and seek solutions through various research
methods.
Authentic Research Experience: Students engage in authentic research
experiences that mirror real-world scenarios. They learn to formulate research
questions, design experiments, collect and analyze data, and draw conclusions based
on evidence.
Collaboration and Communication: Research-Based Learning often involves
collaborative projects where students work in teams, sharing ideas, and exchanging
knowledge. Effective communication and collaboration skills are developed through
presenting research findings, participating in discussions, and providing constructive
feedback.
Application of Research Findings: The acquired research skills and knowledge are
applied to address real-world problems or contribute to existing knowledge in the field.
Students are encouraged to connect their research findings with practical applications,
making their learning relevant and meaningful.
Reflection and Metacognition: Research-Based Learning promotes reflection on the
research process, encouraging students to think critically about their methodologies,
evaluate their findings, and consider the implications of their research. Metacognitive
skills are developed as students analyze their own thinking and learning strategies.

The Learning Strategy is organized in 5 Phases

• Phase 1: Recognizing the Pedagogical Practice.
• Phase 2: Practical Component - Educational and Pedagogical Practice.
• Phase 3: Practical Component - Educational and Pedagogical Practice.
• Phase 4: Practical Component - Simulated Practice.

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 • Phase 5: Foreign Language Acquisition and Learning: From Theory to Practice.

5. Course Contents and Bibliographic References

Unit 1: Understanding Foreign Language Acquisition.
In this unit, the following contents will be addressed:
• Introduction to Foreign Language Acquisition
• Theories of Foreign Language Acquisition
• Stages of Foreign Language Acquisition
• Strategies for Foreign Language Acquisition
• Factors Affecting Foreign Language Acquisition

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

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

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

Guillén, M. d. (2022). Internal and External Factors in Language Learning.

[Objeto_virtual_de_Informacion_OVI]. Repositorio Institucional UNAD.
https://repository.unad.edu.co/handle/10596/50355.

Hardan, A. A. (2013). Language learning strategies: A general overview. Procedia-

Social and Behavioral Sciences, 106, 1712-1726.
https://core.ac.uk/download/pdf/82653331.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://www.ugr.es/~dmadrid/Publicaciones/Individual%20differences.pdf

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Nair, R. P. (2022). Incorporating Psycholinguistics in the stages of Second Language
Acquisition. Constructivism in Teaching and Learning, 290-294.
https://www.researchgate.net/profile/Chennupati-Ramaiah-
2/publication/365824395_Constructivism_in_Teaching_and_Learning/links/63
85eb50c2cb154d293c10af/Constructivism-in-Teaching-and-
Learning.pdf#page=328

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

Unit 2: Effective Foreign Language Instruction

In this unit, the following contents will be addressed:

• Setting Language Learning Goals,

• Creating a Communicative Language Learning Environment,
• Implementing Differentiated Instruction,
• Incorporating Technology in Language Instruction,
• Utilizing Effective Instructional Strategies,
• Assessing and Providing Feedback,

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

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

https://www.researchgate.net/publication/303374337_current_language_teac
hing_approaches

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

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

Celce-Murcia, M. (1991). Teaching English as a second or foreign language. Boston,

Massachusetts: Heinle & Heinle Publishers.
https://www.academia.edu/36244291/Celce_Murcia_ed_Teaching_English_as_
a_Second_or_Foreign_Language_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

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
Kamhuber, P. (2010). Approaches of Language Teaching (Doctoral dissertation,
uniwien). 33-54.
https://www.academia.edu/3637559/Approaches_of_Language_teaching

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

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_Cooperativ
e_Learning_through_Tasks_in_Content_and_Language_Integrated_Learning

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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

Renau Renau, M. L. (2016). A review of the traditional and current language

teaching methods.
https://www.ijires.org/administrator/components/com_jresearch/files/publicati
ons/IJIRES_560_Final.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

6. Organization of Weekly Academic Activities and Course Evaluation Plan

Initial Moment:

Phase 1 Recognizing the Pedagogical Practice.

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

The activities are: To review the characteristics of the course and the particularities
of the participant observation practice process.

Evaluation of Phase 1
The evaluation criteria for this activity are:
The student takes an active role in the development of the phase, completing all the
steps in a timely manner.
The student identifies the main aspects about the course and the participant
observation practice.

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The student attends the web conference and fill ARL registration.

The highest score for this activity is 25 points, corresponding to 5% of the course
evaluation.

Intermediate Moment
Phase 2 - Practical Component - Educational and Pedagogical Practice.

To be developed from week 2 to week 6

This responds to Learning Outcome: 2
The activities are: To analyze the characteristics of the learner that interfere the
acquisition and learning process of a foreign language.

Evaluation of Phase 2
The evaluation criteria for this activity are:
The student develops the theoretical part of this phase fulfilling the instructions
given.
The student develops the participant observation part of this phase fulfilling the
instructions given.
The student takes an active role in the development of the task, completing all the
steps in a timely manner.

The highest score for this activity is 125 points.

Phase 3 - Practical Component - Educational and Pedagogical Practice.

To be developed from week 6 to week 10
This responds to Learning Outcome: 3

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The activities are: To identify the appropriate method for teaching English of the
individuals in your pedagogical practice context.

Evaluation of Phase 3
The evaluation criteria for this activity are:
The student develops the theoretical part of this phase fulfilling the instructions
given.
The student develops the participant observation part of this phase fulfilling the
instructions given.
The student takes an active role in the development of the task, completing all the
steps in a timely manner.

The highest score for this activity is 125 points.

Phase 4: Practical Component – Simulated Practice.

To be developed from week 10 to week 14
This responds to Learning Outcome: 4
The activities are: To examine some problematic situations in your pedagogical
practice context based on the most significant problematics.

Evaluation of Phase 4
The evaluation criteria for this activity are:
The student examines the problematic situations in their pedagogical practice
context based on the most significant problematics.
The student develops the simulations fulfilling all the instructions given.
The student takes an active role in the development of the task, completing all the
steps in a timely manner.

The highest score for this activity is 100 points.

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The highest score for this evaluation moment is 375 points, corresponding to 70% of
the course evaluation.
Final Moment

Phase 5 Foreign Language Acquisition and Learning: From Theory to Practice.

To be developed from week 14 to week 16

This responds to Learning Outcome: 5

The activities are: To explore the different findings through the pedagogical practice
context related with the theoretical content of the course.

Evaluation of Phase 5

The evaluation criteria for this activity are:

The student carries out an academic report that includes abstract, introduction,
literature survey, methods, results, discussion, conclusion.

The student takes an active role in the development of the task, completing all the
steps in a timely manner.

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:

The Foreign Language Acquisition and Learning course is a methodological course

(theoretical-practical) that is included in the practical component of the Licenciatura
en Lenguas Extranjeras con Énfasis en Inglés during its Observation-Participant phase.
It is designed to be conducted in conjunction with a specific object of study, where
the observer collects information in the natural environment of the observed object.
This approach enables a participatory method of data collection that involves
interacting with the observed phenomena and/or events. As part of this course,
students are required to spend 32 hours in an educational institution for in situ
practical experience.

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

• Phase 2: Practical Component - Educational and Pedagogical Practice. 11

hours.
• Phase 3: Practical Component - Educational and Pedagogical Practice. 11 hours.
• Phase 4: Practical Component – Simulated Practice. 10 hours.
The time established for developing the pedagogical practice for this course is
independent than the time the student must carry out for other courses.

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

considered a curricular space aimed at promoting the educational process of future
teachers. It serves as an integration of social, cultural, and academic training.

Furthermore, pedagogical practice seeks to align the performance of students as

future teachers with socio-cultural and educational contexts. Through participant-
observation practices, students are able to describe, explain, comprehend, and
experience the various characteristics of an educational environment or community.

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In order to meet the quality criteria established by the Ministry of Education for
pedagogical practice (Resolución 18583, 2017), ECEDU has implemented a strategy
called ESAPEC, which stands for "Estrategia de Acompañamiento Sincrónico Virtual"
(Virtual Synchronous Accompaniment Strategy). According to the pedagogical and
didactical guidelines of the course, students are required to complete a specified
number of hours. This process is mandatory and aims to promote the comprehensive
development of students and the fulfillment of the Pedagogical Model.

Therefore, students are obligated to complete an additional 4 hours as part of the

"ESAPEC ECEDU Face-to-Face Accompaniment Strategy." These hours will be linked
to Phases 2 and 3 of the Participant Observation Practice. Attendance and active
participation in these activities are mandatory.
• Virtual Campus E-mail
• Collaborative Forums
• TEAMS Sessions
• Online Conference Sessions or Web Conferences

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