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FACULTAD DE CIENCIAS HUMANAS Y SOCIALES
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PROGRAMACIÓN TEMÁTICA ASIGNATURA

1. IDENTIFICACIÓN DE LA ASIGNATURA
NOMBRE DEL DOCENTE: Dr. Ana Clara Sánchez S. IDENTIFICACIÓN No. 59826650
Perfil del Docente MA TESOL/Linguistics & PhD in FSLE
Correo Electrónico [email protected]
Horario de Atención a Estudiantes Tuesdays 10:00 to 11:00 & by appointment

Nombre de la Asignatura o Curso: Práctica Pedagógica y Reflexiva III: Theory, Practice and Observation of The English
Language Teaching/Learning Process
Código de Asignatura: 1644
Semestre(s) a los cuales se ofrece: Sexto
Intensidad Horaria Semanal Teórica: 2 Práctica: 1 Trabajo Independiente: 2 Horas Totales: 5
Número de Créditos 4

Última Actualización de la Programación 05-10-22 Revisión realizada por: Alicia Hidalgo Directora Depto

2. JUSTIFICACIÓN
The course aims at providing future foreign language (L2) teachers with an overview of the most important foundations of L2
teaching at all levels. In addition, the principles of language development in connection to the L2 skills will be addressed. The
theoretical background will be the basis for making pedagogical decisions considering teaching conditions, availability of resources
and the goals of teaching and learning. It must be noted that even though classes and the bibliography are in English, the
pedagogical practices discussed in class apply to the teaching of any L2. All in all, this course seeks to answer the question of how
foreign language teaching methodology can strengthen the preparation of future foreign language teachers.

3. OBJETIVOS O COMPETENCIAS
At the end of the course students are expected to be competent in:
• Articulating and revising their beliefs about L2 teaching and learning taking into account current literature on the subject.
• Identifying the most suitable principles, approaches, methods and techniques according to their context.
• Identifying and applying the most important aspects of FLT methods and approaches to in-class demonstrations.
• Recognizing, defining and using accurately terminology belonging to the field of TESOL and SLA.
• Identifying the principles and theoretical foundations that guide L2 instruction for skills and components.

4. CONTENIDOS DE LA ASIGNATURA
Horas ó Tema ó Capitulo Competencia Actividades Resultado de
Créditos aprendizaje
5 hours Class info Learn about Classroom Analyze the uses of Conducting a systematic
Unit 1 Classroom Observation theory and its classroom observation observation of classes
Observation relevance for their preparation as and creating a report to
Classroom Observation future L2 teachers. Discuss a classroom describe the experience.
and L2 learning observation procedure
processes, Get informed about Classroom based on class lectures
types and purposes. Observation types and tools. and discussions.
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PROGRAMACIÓN TEMÁTICA ASIGNATURA
10 hours Unit 2: What is Articulate and revise beliefs Read Early Foreign Identify and apply key
teaching? What is a about L2 teaching/learning taking Language Teaching aspects of FLT methods
method? into account current literature. Methods - GTM, SM, DM and approaches to in-
History of language (Richards & Rodgers) class demonstrations
teaching Identify suitable principles, Prepare for class
Approaches and methods approaches, methods and discussions Recognize and use
techniques according to their terminology belonging to
context. Demonstrate different TESOL
methods and approaches
10 hours Unit 3: Early LT Articulate and revise beliefs Read ALM, CLT (Richards Identify and apply key
Methods 20th Century about L2 teaching/learning taking & Rodgers) aspects of FLT methods
into account current literature. and approaches to in-
class demonstrations
Identify suitable principles,
approaches, methods and Recognize and use
techniques according to their Demonstrate different terminology belonging to
context. methods and approaches TESOL
10 hours Unit 4: Alternative Articulate and revise beliefs Read TPR, TSW, CLL, Identify and apply key
Approaches and about L2 teaching/learning taking NA, Suggestopedia aspects of FLT methods
Methods 20th Century into account current literature. (Richards & Rodgers) and approaches to in-
Answer reading questions class demonstrations
Identify suitable principles,
approaches, methods and Demonstrate different Recognize and use
techniques according to their methods and approaches terminology belonging to
context. considering theory and TESOL
context

Exam One
10 hours Unit 5: Contemporary Articulate and revise beliefs Read: MI, LA, CLIL, CBLT, Identify and apply key
Approaches and about L2 teaching/learning taking TBLT, TBI, CBI, CooLL aspects of FLT methods
Methods into account current literature. (Richards & Rodgers) and approaches to in-
Read: Dogme Approach class demonstrations
Identify suitable principles, Nguyen & Phu (2020).
approaches, methods and Recognize and use
techniques according to their Demonstrate current terminology belonging to
context. approaches considering TESOL
theory and context
10 hours Unit 6: The Post-method Articulate and revise beliefs Read: Language Teaching Identify and apply key
Era about L2 teaching/learning taking and Methodology aspects of FLT methods
Jigsaw Activity and class into account current literature. Thornbury (2024) and approaches to in-
discussions class demonstrations
Approaching L2
methodology Critically
5 hours Unit 7: Classroom Identify the principles and Read: Classroom Identify interaction types
Interaction theoretical foundations that guide Interaction (Ur) most conducive to foster
Critical analysis of the teaching of L2 skills and Exam Two L2 learning.
interaction patterns in components.
Colombian classrooms Prepare the
Demonstration on L2
Skills and Components
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10 hours Unit 8: Language Skills Articulate and revise beliefs Read: Second Language Identify and discuss
Teaching Listening & about L2 teaching/learning taking Listening Comprehension: theory-based strategies to
Speaking into account current literature. Process and Pedagogy teach the L2 skills and
Presentations (Goh) components of language.
Teaching Reading & Identify the principles and
Writing theoretical foundations that guide Second Language
Presentations the instruction of L2 skills and Speaking (Lazaraton)
components.
Developing Engaged
Second Language
Readers (Anderson)

Considerations for
Teaching Second
Language Writing
(Cushing Weigle)
10 hours Unit 9: Components of Articulate and revise beliefs Read: Teaching Grammar Identify and discuss
Language about L2 teaching/learning taking (Larsen-Freeman 256-269) theory-based strategies to
Teaching Grammar, into account current literature. teach the L2 skills and
Vocabulary and Read: Teaching and components of language.
Pronunciation Identify the principles and Learning Vocabulary for
theoretical foundations that guide Second Language Ls
the instruction of L2 skills and (Boyd Zimmerman)
components.
Read: Pronunciation
(Goodwin)

Submit your classroom

observation report

5. METODOLOGÍA
The course will feature strategies from content-based instruction (CBI/CLIL), competency-based language teaching (CBLT), and task-
based learning (TBL). The course will be based on the readings which will be discussed every class. Students’ participation is key for
the success of the course since classes will revolve around Q and A sessions. Students are expected to read autonomously and
answer the assigned questions (Flipped classroom). In addition to this, learners are expected to conduct classroom observations in
preparation for their professional practice.

6. CRITERIOS DE EVALUACIÓN Assessment tasks follow Estatuto Estudiantil de Pregrado.

Assessment Task Percentage
Classroom Observation report (to be done in pairs) 20%
A 25-minute demonstration on teaching methods & approaches (to be done in pairs/small groups). 20%
Two exams (to be done individually) 40%
A 30-minute demonstration on the skills and components of language (to be done in groups) 20%

7. ACTIVIDADES COMPLEMENTARIAS
Additional activities will be given whenever students need it and will include group work, worksheets and additional readings and short
articles. Additional activities will reinforce contents, but will not replace existing grades and can be suggested by either the students or
the teacher.
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PROGRAMACIÓN TEMÁTICA ASIGNATURA
8. MATERIALES INSTRUCCIONALES QUE UTILIZA EL DOCENTE
The course will be conducted using academic books and articles related to L2 teaching and learning.
Anderson, N. J. (2014). Developing engaged second language readers. In Celce-Murcia, M., Brinton, D. M. & Snow, M.A. (Eds.),
Teaching English as a second or foreign language (pp. 170-185). Heinle CENGAGE Learning.
Goh, C. C. M. (2014). Second language listening comprehension: Process and pedagogy. In Celce-Murcia, M., Brinton, D. M., &
Snow, M.A. (Eds.), Teaching English as a second or foreign language (pp. 72-89). Heinle CENGAGE Learning.
Goodwin, J. (2014). Teaching pronunciation. In Celce-Murcia, M., Brinton, D. M., & Snow, M.A. (Eds.), Teaching English as a second
or foreign Language (pp. 136-151). Heinle CENGAGE Learning.
Lazaraton, A. (2014). Second language speaking. In Celce-Murcia, M., Brinton, D.M., & Snow, M.A. (Eds.), Teaching English as a
second or foreign language (pp. 106-119). Heinle CENGAGE Learning.
Larsen-freeman, D. (2014). Teaching grammar. In Celce-Murcia, M, Brinton, D. M. & Snow, M.A. (Eds.), Teaching English as a
second or foreign language (pp. 256-269). Heinle CENGAGE Learning.
Nguyen, N. Q., & Phu, H. B. (2020). The dogme approach: A radical perspective in second language teaching in the post-methods
era. Journal of Language and Education, 6(3), 173-184. https://doi.org/10.17323/jle.2020.10563
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Thornbury, S. (2024). Language teaching and methodology. In L. Wei, Z. Hua, & J. Simpson (Eds.), The Routledge Handbook of
Applied Linguistics: Volume One (pp. 41-54). Routledge.
Ur, P. (2012). A course in language teaching: Practice and theory. Cambridge University Press.

9. REFERENCIAS BIBLIOGRAFICAS
Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (Eds.). (2014). Teaching English as A Second or Foreign Language (4th ed.).
National Geographic Learning.
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.
Larsen-Freeman, D. L., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Ur, P. (2012). A course in language teaching: Practice and theory. Cambridge University Press.
Thornbury, S. (2017). Scott Thornbury's 30 language teaching methods: Cambridge handbooks for language teachers. Cambridge
University Press.
Wei, Z. Hua, & J. Simpson (Eds.). (2024). The Routledge Handbook of Applied Linguistics: Volume One. Routledge.

10. OBSERVACIONES
• Be punctual, you are going to be a teacher soon and punctuality is an important feature of effective teachers. 10 minutes after
the class has started, the door will be closed.
• Do the assigned readings.
• Do homework and participate in class.
• According to the credit system you are expected to carry out 4 hours of individual work. In this class, it will consist on reading
the articles, preparing demonstrations, observing lessons and answering questions in class.
• You can communicate with me through email. I will not answer WP messages or phone calls.
• If you miss a class, it is your responsibility to catch up with class work. If you miss an evaluation the grade will be zero unless
you justify this absence within the time limit. No make-up work will be given without a certified excuse.

_______________________ ______________________________
Firma Docente Firma Representante Estudiantil