2020 © Master Paolo Fabre Merchán

COURSE OBJECTIVE

Demonstrate a deep understanding of each one of

the applied linguistics areas and the cognitive,
linguistics, and social processes that influence the
language acquisition process to design and conduct
the teaching-learning process considering the
functional linguistic
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

APPLIED LINGUISTICS
2
Unit 4: Implications in the curriculum & lesson planning
 Unit 4: Implications in the curriculum & lesson planning

Theme 1:
Planning from a Linguistic
focus
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

APPLIED LINGUISTICS
3
Unit 4: Implications in the curriculum & lesson planning
 INDEX
UNIT 4: IMPLICATIONS IN THE CURRICULUM & LESSON
PLANNING

LEARNING OBJECTIVE 5

CHOOSING A METHOD 6

1.1 The Grammar Translation Method 8

1. 2 The Audiolingual Method 8
1. 3 The Total Physical Response 8
1. 4 The Natural Approach 9
1. 5 The Communicative Approach 9

GENERAL PRINCIPLES OF A COURSE DESIGN 11

2.1 Elements of a Good Lesson Planning 12

© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

ESTABLISING THE OBJECTIVES, FOCUS, AND 13

EVALUATION CRITERIA

KEY IDEAS 14

MORE RESOURCES 15

ACTIVITIES 15

REFERENCES 17

APPLIED LINGUISTICS
4
Unit 4: Implications in the curriculum & lesson planning
 UNIT 4: LEARNING RESULT

Determine, design and apply innovations to help

students to overcome problems and errors of a
linguistic nature, considering the curriculum
implications and the lesson planning.

LEARNING OBJECTIVE

Identify the main components of the curriculum

© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

APPLIED LINGUISTICS
5
Unit 4: Implications in the curriculum & lesson planning
 1. CHOOSING A METHOD

What is the best method to teach a second language? Which language skills should be taught
first? How should I correct the language errors students make? How should I create a rich,
safe, and meaningful linguistic environment that effectively promotes language learning?
What is the appropriate material for my students? Is it valid to not teach grammar? Should
students use translators in class? How can I help students to express their thoughts in
English? All these questions could be better answered when teachers understand and know
the different linguistics concepts that support language acquisition and learning. First of all,
we need to know the difference between acquisition and learning. According to Yule (2017)
and Krashen (1984), acquisition is a natural development of the language that occurs
gradually and almost unconscious whilst learning is an aware procedure of compiling and
analyzing information and characteristics of a new language.

It is the task of the teacher as Brown, H (2002) states:

“Unifying an approach, focus on language teaching and diagnosing the needs of students
to design effective tasks based on successful pedagogical techniques, it is the interaction
between the approach and the classroom practice the key of dynamic teaching.” (p.12)

Many methods and techniques to teach L2 have arisen and applied through the ages in
schools and educational institutions, all them were created to effectively plan and deliver a
lesson from different angles and based on different learning theories. To design and carry
out effective techniques to apply into the classroom, it is important to take the principal
ingredients of the teaching methods and adapt them to our class purposes, considering
students’ context and aspects such as the level of students’ linguistic competences, the
stages of language acquisition, age, students’ L1, among others.

Choosing an effective method to teach English depends on the context, considering

students’ learning purposes and needs, the language standards, the students’ linguistic
background, competences. A vast knowledge and understanding of the principal linguistic
concepts reviewed throughout this course will guide teachers to analyze the most
appropriate methods and strategies to planned and delivered language instruction. For
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

example,

» Considering Chomsky and Krashen ideas and research associated to language

acquisition, universal grammar, and natural process, an English Language Teaching
(ELT) method based on repetition and memorization might help students to be
proficient in language structures, but not in the use of the language in real context.
» Considering the concepts of critical period, life development, and stages of first and
second language acquisition, teachers will design learning objective and select
didactic material that is appropriate for each student having in mind their age,
cognitive maturation, society, etc.
APPLIED LINGUISTICS
6
Unit 4: Implications in the curriculum & lesson planning
 Brown et al. (2002) provides some aspects to take in mind when making a decision of
choosing a method

Principle Description Example

» Thinking too much in the rules of
The automatic control of language language interfere to efficient second
1. Automaticity
forms. language learning.

It guides to a better long-term » Content-centered approaches to

2. Meaningful learning language teaching.
assimilation

3. The anticipation of The result of a behavior is » Keeping the class interesting

reward conditioned by a reward designing moments to participate and
receive rewards.

4. Intrinsic motivation
When acts do not depend of » When the root of motivation are
external factors. needs, wants and desires.

The personal investment on » The learners’ strategies (time, effort

5. Strategic investment and attention) to comprehend and
learning a language.
produce a second language.

6. Language ego A second identity, a new identity. » The development of a new mode of
thinking, feeling and acting.

7. Self-confidence
Succeeding begins with self- » Small achievements demonstrate to
esteem. learners they can do bigger tasks.
» Although the new language goes
Willing to become gamblers in the beyond the whole comprehension, the
8. Risk taking
game of language learner intends to interpret and to
produce it.
» Customs,
9. The language–culture values, and ways of thinking, feeling,
Language teaching is not isolated
connection and acting are involved in teaching a
new language.

The understanding and

» The native language system will
10. The native language facilitate or interfere the target
construction of the new language
effect language system.
will be affected by the native
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

language.
A systematic developmental » The teacher’s feedback helps to
11. Interlanguage process until acquires the total generate own feedback outside the
competency. classroom.

12. Communicative
Instruction needs to point toward » Connect students to the real world
pragmatic, organizational, strategic through focus on authentic language
competence
and psychomotor components and contexts.

Adapted from Richards & Renandya (2002) p. 12, 13

APPLIED LINGUISTICS
7
Unit 4: Implications in the curriculum & lesson planning
 1.1 The Grammar Translation Method

This method focus on memorizing grammar rules and vocabulary lists in academic
contexts, centered more on reading and writing rather than listening and speaking. It applies
translation of sentences and texts analyzing their morphology and syntax.

L2 is taught as a subject instead of a language, this traditional method encourages the use
of dictionaries and its structure is starting the class with the grammar rule presentation to
then practice translation exercises. It can cause frustration on students who are able to read
and understand written foreign language but unable to speak it naturally. To sum up,
according to Rogers and Richards (2014) the main characteristic of this still used method
are:

» It studies a language through the analysis of grammar rules and translation.

» It focused on reading and writing rather than listening and speaking.
» Memorization of bilingual lists of vocabulary, the use of dictionaries and
translation exercises are addressed.
» Accuracy instead of fluency to pass high standards examinations.
» Classes are carrying out using the native language as a vehicle of instruction (pp. 6, 7)

1.2 The Direct Method

The opposition to the GTM triggered a new perspective called “The Reform Movement”
which emphasized the teaching of a language reflected on the principles of applied
linguistics, some of their new proposal were:

» Spoken language focus through the use of dialogues presenting phrases and idioms.
» Vocabulary is taught in context using visual aids and non-verbal clues, avoiding
isolating words and translations.
» Encouraging correct pronunciation using the International Phonetic Alphabet.
» Grammar is taught inductively; grammar points are inferred in context.
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

» Students first hear the language to then develop writing. (p. 10)

1.3 The Audiolingual Method

It is an oral approach based on linguistic theory and behavioral psychology that uses
sentences patterns to learn a language, where the student does not understand every word,
but it helps to create habits that provides them different responses to be applied in different
conversational contexts.

APPLIED LINGUISTICS
8
Unit 4: Implications in the curriculum & lesson planning
 The repetition of oral drills in a lab intends to support students to acquire fluency (Yule,
2017), the presentation of oral structures is listened, repeated and memorizing by students.
This has to do with the Behaviorism theory because the students respond to stimuli receive
as reinforcement. Despite it focuses on the development of speaking skills, the application
of inductive grammar using oral and written drilling exercises. The audiolingual class is
planned and delivered around the memorization of a dialogue

1.4 Total Physical Response (TPR)

This method associates the coordination of language to motor activities, the physical
responses to commands generate a positive environment, reduce learning stress and
stimulate learning. As Richards and Rogers et al (2014) stated, “it focuses on the
interpretation of movements rather than abstract learned forms and its goal is get leaners
achieve oral proficiency at the beginning level, comprehension to and end and finally
acquire basic speaking skills.

Students listen and then respond physically to the teacher commands, so the teacher controls
the language input and expose learners to language allowing they can internalize structures.
(Richard & Rogers et al, 2014).

Example: “Maria, pick up the box of rice and hand it to Miguel and ask Miguel
to read the price”

1.5 The Natural Approach

To learn a language, it is not required to analyze grammatical structures, communication is

the main focus of this approach; the language comes naturally when it is understandable.
Krashen and Terrell state “acquisition can take place only when people understand messages
in the target language” Krashen and Terrence, 1983 as cited in Richards and Rogers et al,
2014. One important Natural approach hypothesis is the “affective filter”, learners who are
self-confidence and motivated can be more receptive and confidence to language input. This
input must also be “comprehensible”, interesting to learners; thus, language is presented
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

with samples, gestures, visual aids, games and realia.

1.6 Communicative Language Teaching Approach

The CLT approach emerged from the necessity to develop communicative competences in
students reflected on a functional syllabus. Here, the ability to use the language is
highlighted more than a conscious knowledge of its structure, reaching effective
communication through the use of language fluently, accurately, and appropriately.
Appropriate materials and activities were considered to increase interaction, it is
characterized by the application of participative activities such as pair or group work.

APPLIED LINGUISTICS
9
Unit 4: Implications in the curriculum & lesson planning
 “Instead of the presentation of the Present Perfect grammar structure the teacher
interacts with questions such as: Have you ever eaten Italian food?”

According to Richards (2006), some of the main principles of the communicative language
teaching (CLT) are:

» The main objective of language learning is real communication.

» The creation of possibilities to make students examine and test what they know.
» Errors indicate the development of communicative competence.
» Focus on the development of accuracy and fluency.
» Integrated the four language skills (listening, speaking, reading, and writing) are all
associated as in real life.
» Grammar rules are inductively presented. (p. 13)

The Communicative Approach has served as the based for other ELT methods that have
emerged throughout the years.

ELT Methods Based on CLT Principles

ELT Method Description Example

» Decisions about content are made

The mechanism which leads the first, and other kinds of decisions
lesson, or the exercise together must concerning grammar, skills, functions,
be the content (the information or etc., are made later.
subject matter).
» Avoiding filling the blanks
grammar exercises.
Content-Based Instruction Language can be learned using it as Language skills, vocabulary, and
means of getting information. grammar can be developed in parallel of
the content.
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

Interaction based on the » Participating in information-

experimentation of different ways of transfer-activities where students
saying things. represent previously read information
using a graph or a chart.

Instructional tasks are specially

designed to encourage interaction » Listing, ordering, problem-solving
Task-Based Instruction and develop the language. and creative tasks.
(Learn by Doing)

APPLIED LINGUISTICS
10
Unit 4: Implications in the curriculum & lesson planning
 A central task is developed through
different stages and the language is
» A lesson works following this
sequence:
not pre-determined.
-Introduction to topic and task: pre-
task.

2. GENERAL PRINCIPLES OF A COURSE DESIGN

The design and organization of a language course or language curriculum corresponds to

answering the questions: How to carry out learning? How languages are more effectively
acquired? Designing a language course or planning a lesson with a linguistic framework
includes the selection of the content to be taught, the linguistic abilities to be developed, the
way it is going to be monitor, the material that will be used, and how it might be evaluated.
It is important to have in mind that the main focus of a linguistic-based lesson plan should
be “teaching through language,” language is the medium that guides and supports students’
learning.

GENERAL PRINCIPLES OF AN ELT COURSE DESIGN

Think about the

linguistic theories and
Think about how to concepts that will drive
observe and measure your teaching; think
your students’ linguistic about ideas, components,
competences, aligned impact, etc.
them to the standards
descriptions Linguistic
Principles &
Focus

Assessment Think about your

Context
Criteria students’
characteristics like
age, level, culture, and
setting like class size,
Think about how your and access
material facilitate Principles
understanding based on
your students’ linguistic
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

level and the objective of

the lesson, is it create a rich
Objectives,
linguistic environment? Didactic
standards &
Resources
purpose

Think about the linguistic

Instructional skills you want your
activiites student to develop, the
linguistics standards,
abilities, and descriptions,
Think about how your
and the main purpose of
activities support
the lesson
students to develop
language skills, good
sequences, are they
appropriate for the level
of your students?

APPLIED LINGUISTICS
11
Unit 4: Implications in the curriculum & lesson planning
 Each session of a language course design and lesson plan represents our personal teaching
philosophy and our linguistics ideas about language acquisition and development.
According to Baecher (2015), a well-written and organized language lesson has benefits for
teachers and learners, meeting the following functions:

» Provide an overview for students before the course starts

» Establish a positive tone and attitude for the course
» Set learning outcomes and purpose
» Define the responsibilities and duties for teachers and students
» Provide some criteria to measure students’ readiness and final outcomes
» Contextualized the lesson according to students’ reality
» Provide information of the material and activities to develop

2.1 Elements of a Good Lesson Planning

A good lesson plan involves aspects that go beyond to the learning objective, strategies, content to
be taught, learning environment, and assessment criteria or standards. A good lesson planning will
consider the following elements are fundamental factors of a language lesson:

a. Standard-based: write learning objectives that are aligned to language standards or

descriptions established in the stages of second language acquisition
b. Sequencing: the instructional activities that you plan should move logically so knowledge
is constructed progressively considering the process of language development. Think about
the transitions of the activities
c. Pacing: the time established for each activity is enough considering students’ linguistics
competences, does the time include extra time for low-achievement learners? Does time
and sequence keep students’ engagement? Does it consider students’ age?
d. Complexity of activities: consider the linguistic competences and cognitive maturation of
students to determine the appropriate level of complexity within the instructional abilities.
Do students have the required level? Are the instructions clear for their levels?
e. Teachers vs. Students Talk: students talking time (STT) should be considerably higher than
teachers talking time (TTT), plan activities that require students’ interaction and material
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

that provide a rich linguistic environment to engage students in talking

f. Differentiation and back-up plan: think about the diversity in your classroom in terms of
linguistic abilities, learning limitation, poor access, among other and also plan activities for
keep students’ engagement if the lesson does flow as planned.

APPLIED LINGUISTICS
12
Unit 4: Implications in the curriculum & lesson planning
 3. ESTABLISING THE OBJECTIVES, FOCUS, AND EVALUATION
CRITERIA

The learning goals or objectives are settled in the inner core of the course design model, this
has to do with the reasons and the needs of the course is taught. The whole course depends
on the goals and the purpose, it allows to determine the content, decide the focus, the
instructional strategies to achieve those goals, and guiding assessment. To establish the
learning objectives of a language course, teachers will consider linguistic principles,
students’ needs, and the appropriate linguistic environment.

ESTABLISHING LEARNING OBJECTIVES

Source: Macalister, J., & Nation, I. P. (2019). Language curriculum design. Routledge. p.3

Richards & Renandya (2002) argued that learning objectives or goals indicated the content
and procedures, they regulate and give a framework for the development of the classroom.
Therefore, the point is that teachers and learners be clear about the objectives to choose the
best material, tasks, methodologies, approaches and strategies to reach the goals and to
cover the learner’s expectations. The learning objective should also be based on the
language standards and/or stages of second language acquisition which drive our
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

instruction. For example:

The following objectives are based on the students’ linguistic competences in a pre-
production stage of language development and a A1 level of English proficiency according
to CEFR standards.

» By the end of the lesson, students will be capable of writing a short paragraph to
introduce their personal information
» By the end of the lesson, students will be able to understand some audios associated
to personal information using some visual and non-verbal clues
APPLIED LINGUISTICS
13
Unit 4: Implications in the curriculum & lesson planning
 As far as evaluation concerned, Richards & Renandya et al. (2002) mentioned that once the
objectives are clear, the program and learners can be easily evaluated and to identify if the
goals were achieved. Evaluation criteria should be aligned with the objective, so that it
becomes essential that learning objective evince a linguistic focus, being clear, observable,
and measurable. Evaluation takes place in all stages of curriculum planning and
implementation, it needs to assess the participants to resolve if the goals were achieved and
to determine the effectiveness of the program.

On the other hand, formative evaluation is applied during the development of the course and
summary evaluation normally occurs at the end of the program. According to Macalister &
Nation et al (2019), there are other forms of measuring such as:

» Proficient tests usually used at the beginning of a course or when it is completed to

know the language learners’ level.
» Achievement tests related to the content; they evaluate learning goals of the course.
» Short-term tests usually applied at the end of a lesson or units to know the amount
of knowledge the students learned.
» Larger achievement tests appear at the end of the course or in the middle of the
program to make know the efficiency of the program as well.
» Whereas assessing occurs throughout the development of the course, it includes
observing and monitoring using checklists, portfolios, report forms, learning logs,
etc.

4. KEY IDEAS

1. A vast knowledge of linguistics features and concepts will provide language teachers
with a strong framework and competences to design, plan, and deliver effective
language teaching, adapting the ELT methods to the necessity of each program
2. Designing a language course require the analysis and integration of linguistic
concepts, language standards, students’ context and characteristics, and the
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

construction of a rich linguistic environment that facilitate language development

3. A language course and lesson plan require the smooth and coherent integration of the
content to be taught, the learning outcomes to be achieved, the contextualization of
the lesson, the instructional strategies, the didactic resources, and the assessment
criteria
4. All the different essential aspects included in a language lesson should be aligned to
achieve a single purpose and framed by linguistic theories and ideas
5. The learning objective are the core of a language lesson and influence the
instructional strategies, the material, the assessment criteria applied to deliver
instruction

APPLIED LINGUISTICS
14
Unit 4: Implications in the curriculum & lesson planning
 MORE RESOURCES

READING
James Taylor: PPP, TTT, TBL, Dogme
https://www.teachingenglish.org.uk/blogs/james-taylor/james-taylor-ppp-ttt-tbl-dogme

A quick guide to develop English language skills

https://www.ieaa.org.au/documents/item/128

VIDEOS
Language teaching methods: a timeline
https://www.youtube.com/watch?v=EdGFFoBtj0Y

Overview of Language Curriculum Design

https://www.youtube.com/watch?v=GJOEkEAp1xs

Elements of a Good Lesson Plan

https://www.youtube.com/watch?v=1BqR7wUje_4

Why to study applied linguistics?

https://www.youtube.com/watch?v=Ak3y0ycRFig&t=644s

ACTIVITIES

Twitter discussion
This is a virtual discussion to explore and activate your knowledge about the topic. To
participate in this activity, you should open/create a twitter account and look for the
instructor’s account. The instructor will post a couple of prompts (twits) that you should
respond. Then, you should read your classmates’ comments and react or respond to them.
The aim of this activity is to create an interactive and critical discussion about a specific
topic, allowing you the opportunity to express and document your point of view. Even if
this is a synchronous activity done during the virtual class, you will have access to the
discussion after the session for reviewing and commenting.

Group Discussion and Analysis

© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

This is a collaborative activity done during online classes in which you will get into
groups after reviewing and analyzing the articles, book chapters, videos, graphs,
explications, among other material provided by the teacher that are related to the week
topic. The purpose of the activity is that you have the opportunity to clarify your doubts
and reinforce their understanding through a discussion about the key ideas from the
material. This is a synchronous activity done during the virtual sessions.

Students will use zoom rooms, assign roles (moderator, participants, and note taker), and discuss
the following prompts: What are the most common ELT methods? What are the benefits of each
ELT method and how those support the language development considering linguistic features and
concepts? Which ELT method would you consider to be most effective to teach a language in a

APPLIED LINGUISTICS
15
Unit 4: Implications in the curriculum & lesson planning
 ELF context (Ecuador)? Students will make a final consensus and design a simple mind map to
present their final ideas.

Comparative Chart & Lesson Design

A comparative chart will include the main characteristics of each one of the concepts being
discussed. You will create a document that include the main ELT methods with its main
characteristics and benefits. You will also include a section that explains how each method
support students to acquire a language, use theoretical information to support your answer.
Finally, you will select the method that you consider to be the most appropriate to deliver
language instruction. Provide strong theoretical foundations to support your answer based
on linguistic theory and concepts.

You will also design the general framework of a language course, including the
contextualization, the learning objective, and the assessment standards and criteria you will
be using to implement the course. Provide theoretical foundation to support each objective
and assessment criteria.

Quizizz
This quiz will test your knowledge and comprehension about the methods and approaches
in language teaching and learning. In addition, it helps you to remember the principles to
design a language course. This activity will be done by the end of the synchronous virtual
class, but you can also access to it as many times you need after the session to practice and
study. To participate in the activity, please click on the following link:

https://quizizz.com/admin/quiz/602ca3951d506f001cd03716
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

APPLIED LINGUISTICS
16
Unit 4: Implications in the curriculum & lesson planning
 REFERENCES

Baecher, L. (2015). Principles and practices in syllabus design. Academic Center for
Excellence in Research & Teaching. Retrieved on January 24th, 2021 from
https://acert.hunter.cuny.edu/blog/syllabus-design/2015/07/30/
Macalister, J., & Nation, I. P. (2019). Language curriculum design. Routledge.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching.
Cambridge university press.
Richards, J. C., Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in
language teaching: An anthology of current practice. Cambridge university press.
Richards, J. C. (2006). Communicative language teaching today. New York: Cambridge
University Press
Yule, G. (2017). The study of the language (6th Ed.). Cambridge University Press.
© UNIVERSIDAD ESTATAL DE MILAGRO (UNEMI)

APPLIED LINGUISTICS
17
Unit 4: Implications in the curriculum & lesson planning