APPLING 101W Introduction to Language Learning and Language Teaching

Winter 2015
Instructor: Dr. David Brown
Office: Rolfe Hall
Office Hours: after class or by appt.
Email: dwestbrown@ucla.edu
TAs: JUNG YUN CHOI, KRISTEN LINDBLOM & ELPIDA PETRAKI
A. Course Description:
AL/TESL 101W is an upper-division elective for students interested in understanding their own
language learning experiences and strategies in light of second/foreign language theory and
research. Students will explore the skills and conditions involved in successful second and
foreign language learning, using this knowledge to develop a framework for teaching second and
foreign languages. This course fulfills a requirement for the undergraduate minor emphasis in
Teaching English as a Second/Foreign Language as well as Writing II and GE requirements.
B. Required textbooks/materials:

Harmer, J. (2007). How to teach English. Essex: Addison Wesley Longman.

Lightbown, P. & Spada, N. (2013). How languages are learned (4th edition).
Oxford: Oxford University Press.
Supplemental Readings

C. Grading:
Final grades will be calculated in the following manner:
3 written projects 20% + 35% + 25% = 80%
Reading/reaction journals = 10%
Attendance/participation = 10%
*A grade of incomplete will only be granted in cases of medical or family emergency*
D. Writing assignments:
All papers, with the exception of the reading reaction journal, are multiple draft assignments.
Although the drafts are not graded separately, the final grade for any of the 3 papers will be
downgraded if the student fails to submit rough drafts. All final drafts are to be submitted via
Turnitin (the link is on MyUCLA under the course listing an on the right). Do not send
them via email!
I. Evaluation of Language Learning Experiences
Based on the theoretical discussions of language learning in Lightbown & Spada (2013) and class
discussions, evaluate your own language learning experiences. This paper should articulate your
philosophy of successful second/foreign language learning. (3-5 pages)

II. Case Study of a Language Learner

For your first paper, you reflected on your own experiences as a language learner. For the
second, you will analyze the experiences of someone else in the form of a case study. As part of
the assignment you will need to collect data, which means that, at minimum, you will need to
conduct a semi-structured interview with a language learner. In your discussion sections, you
will have the opportunity to develop and workshop your interview protocols. Note that for this
paper you will be expected to pay much more specific and sustained attention to the theoretical
material presented in the textbook. You may also want to use the textbooks bibliography to
expand and enhance your engagement with existing scholarship. That said, the work of others
provides your work with context and frameworks. The heart of the project is your data and your
analysis. Toward that end, the most successful papers will have a focused purpose and robust,
elaborated analysis of the data. (6-8 pages)
IV. Research Paper or Lesson Plan
- Research Paper Option: Select one of Lightbown & Spadas (2013) Popular Ideas About
Language Learning (pp. 201-212) as the focus for more in-depth research. To guide your
search for sources, devise a research question and submit a bibliography with a list of 5
possible source articles related to your research question. Using the three most relevant sources,
write a paper that provides an answer to your research question, synthesizing what research and
theory have to say about the relationship of this aspect to language learning/teaching. (5 pages)
- Lesson Plan Option: Write a lesson plan for a one or two-hour class of your choice and
present it to the class with a handout. This final project can be either a demonstration (actual
teaching) or a presentation (a description of the lesson plan). I strongly encourage actual
teaching if you are declaring the TESFL Minor. Include a rationale for your lesson that
reflects both the language acquisition research and teaching techniques discussed in this
course. (5 pages)
E. Reading Reaction Journals
Every week you will respond to some aspect of the course readings and discussions, posting
your 1-page response to the e-campus class discussion board. These journals are designed to
ensure your understanding of the basic concepts and to allow you to react critically to these
concepts. The minimum requirements are 3 original posts and 3 responses to other students
posts. (6-10 pages total)
F. Attendance and Participation
You are expected to attend every class including discussion sections, and contribute to class
discussions and group work. More than three absences will seriously jeopardize your grade.

UCLA Undergraduate Writing Center

Feel free to use any or all of the paragraphs below in your course syllabus:
The Undergraduate Writing Center offers UCLA undergraduates one-on-one sessions on their
writing. The Center is staffed by peer learning facilitators (PLFs), undergraduates who are
trained to help at any stage in the writing process and with writing assignments from across the
curriculum. PLFs tailor appointments to the concerns of each writer.
Scheduled appointments
50-minute appointments in A61 Humanities
50- and 25-minute appointments in Reiber 115 (for on-campus residents only)
work in person with a Peer Learning Facilitator (PLF)
Walk-in appointments:
available in A61 Humanities and in Rieber 115
first-come, first-served
walk in to discuss a small issue or an entire assignment or paper
Online Writing Center (OWC):
50-minute appointments (10AM-3PM only)
submit your paper online, using Google Docs
discuss your paper with a Peer Learning Facilitator, using Google Voice Chat
What you should bring to the Writing Center:
A draft if you have one
Preliminary notes or writing if you dont have a draft
A copy of the assignment
Instructor or peer comments on your paper
Copies of readings or research related to the assignment.
The Undergraduate Writing Center
A61 Humanities -- Mon.-Thurs., 10 am-6 pm
Reiber 115 Mon. & Wed., 7-9PM (for on campus residents)
Phone: 310-206-1320; e-mail: wcenter@ucla.edu
Appointments: www.wp.ucla.edu
Click on: UCLA Writing Center/ Schedule on Appointment

COURSE SCHEDULE AND ASSIGNMENTS

WEEK
One

Two

READING & DISCUSSION

SCHEDULE (Mon. & Weds.)
Introduction to course;
Discuss Lightbown & Spada
Introduction and Chapter 1
Discuss Lightbown & Spada
Chapters 2 & 3

Three

Discuss Lightbown & Spada

Chapters 4 & 5

Four

Discuss Lightbown & Spada

Chapter 6 & 7

Five

Discuss Harmer Intro. &

Chapters 1-4

Six

Discuss Harmer
Chapters 5 & 6; Chapter 12

Seven

Discuss Harmer
Chapters 7 & 8

Eight

Discuss Harmer
Chapters 9 &10

Nine

Discuss Harmer
Chapters 11 & 13

Ten

Discuss Harmer 14
Wrap Up

DUE DATE
(Monday)

DUE DATE
(Friday)

#1 Evaluation of language
learning experiences (Draft)
#1 Evaluation of language
learning experiences (Final)

#2 Case study (Draft)

#2 Case study (Final)

Research question and list of

possible sources/lesson plan
focus

#3 Research paper or
lesson plan (Draft)

#3 Final Draft of Research paper or lesson plan due on Monday, March 16th.