Applied Linguistics

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Welcome to Applied Linguistics! This course is intended for pre-service English language educators studying in Mexico but is also intended for anyone interested in teaching English to students of other languages (TESOL).

Course Details

Course Description: A course that sets out to link theory to practice in ways that address issues of second language teaching and acquisition by implementing action research.

Program: Credit-seeking students pursuing a Bachelor's degree in English language teaching

Date: August - December of 2013

Moodle link: Applied Linguistics

Technologies Used: A variety of technologies will be used for this course. Some technologies may include the following: blogs, NetVibe, live, online sessions, Moodle forums, among others.

Facilitators: --Benjamin Stewart

Prerequisites: Linguistics, Psycholinguistics, Sociolinguistics, Discourse Analysis

Get the scoop!


Evidence of Understanding

Possible Research Topics

Click here!



Educators who teach or have taught this course and wish to share opinions and experiences are encouraged to add their stamps below.

  • --Bnleez 14:42, 3 May 2013 (UTC)
  • Add your stamp here!

Learning Progression



Instructional Strategy

The instructional strategy used for this course will be the interactive lecture.

Reading Strategy

For this course, various reading strategies are presented in order to assist the English language learner uncover and interact with the assigned readings.

  1. The assigned groups of three will scan weekly readings and will decide on which member will analyze which reading.
  2. When uncovering the reading, consider the title, headings, images, and the text itself before developing the overall idea.
  3. Come up with three main points from the reading and develop a content (WH question) for each point: three questions in total.
  4. Each group of three will assign the following roles for each reading that is discussed: (a) questioner, (b) paraphraser, and (c) responder. Rotate these roles for each reading so that each member has to opportunity to assume different roles. At the end of each reading discussion, the group will develop two questions that relate to a topic that at least two group members already knew, but would like to know more of.
  5. Save the answers to the questions which will be posted to the Moodle forum later in the week.
  6. As an individual group member, reflect on a topic that is new for you, that you do not understand, or that you are not in agreement with, and develop two questions around that topic. Be prepared to bring your questions to class and/or submit to the Google Forum.

Technique originated from Advancing Formative Assessment in Every Classroom: A Guide for Instructional leaders.



Course books