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Jill Robbins, Chair 150 W 21st Street, Stop B3700, Austin, TX 78712 • 512-471-4936

Fall 2007

SPN 398T • Theory and Practice of Second Language Teaching

Unique Days Time Location Instructor
49555 TTh
2:00 PM-3:30 PM
bEN 1.118
Salaberry

Course Description

The purpose of this course is to provide graduate students in Spanish and Portuguese with theoretical and practical knowledge about second language teaching. The objectives are: (1) To acquire a critical, reflective attitude with respect to one's own teaching (2) To obtain a general understanding of language teaching at the college level (3) To become familiar with some second language acquisition approaches (4) To create a teaching portfolio for future professional development

Throughout the course, students will engage in a range of theoretical, pedagogical, and reflective activities through a combination of readings, lectures, group discussions, and teaching activities that will enable them to: (1) Assess the knowledge and beliefs that they hold regarding languages, language learning, and language teaching and how such knowledge and beliefs influence and shape their classroom practices (2) Develop appropriate materials for the L2 classroom (3) Collaborate with other teachers and engage in activities such as observations, interviews, and action research (4) Actively reflect upon their development as teaching professionals

Texts

Jacobs, G. M., & Small, J. (2003). Combining dictogloss and cooperative learning to promote language learning. The Reading Matrix, 3(1): http://www.readingmatrix.com/articles/jacobs/article.pdf. Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven: Yale University Press. Lightbown, P. & N. Spada. (2006). How Languages are Learned. Oxford University Press. Richards, J. (1995). The Language Teaching Matrix. New York: Cambridge University Press. Richards, J, & C. Lockhart. (1996). Reflective Teaching in Second Language Classrooms. New York: Cambridge University Press. van Lier, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. New York: Longman. Willis, J. (1996). A Framework for Task-Based Learning. Edinburgh, UK: Longman.

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