Module: Introduction to Applied Linguistics

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Introduction to Applied Linguistics
Module Code	LC152
School	SALIS
Module Co-ordinator	Semester 1: Fiona Gallagher Semester 2: Fiona Gallagher Autumn: Fiona Gallagher
Module Teachers	Fiona Gallagher Inmaculada Gomez Soler
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

None

Description

This module aims to deepen students’ understanding of some key areas in Applied Linguistics and related fields, and how these relate to language teaching and learning in multicultural, multilingual, and technology rich educational settings. Drawing on these theories, students will be reflecting on their own language learning experience and contribute knowledgeably to discussions on contemporary language education issues.

Learning Outcomes

1. Demonstrate understanding of different views and theories of language, language use, and second/foreign language acquisition and development (SLA/D) and how these can be related to second/foreign language learning in informal and formal settings
2. Contribute knowledgeably to discussions on the role of technology and digital literacies in language teaching and learning
3. Critically assess the application of core principles and concepts of SLA and related theories as they underpin the design of second/foreign language learning environments and/or activities, including technology-rich environments
4. Draw on Applied Linguistics theories and related fields to identify and successfully address simple and more complex language-related problems that people encounter in real world multilingual and multicultural settings
5. Reflect on their language learning experience to date in the light of their newly acquired knowledge of key concepts and core issues in Applied Linguistics, Second Language Acquisition, and related fields.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	22	Presentation and discussion of key concepts and core issues
Fieldwork	30	Reading of prescribed texts, viewing of video clips, completion of online tasks (e.g., discussion forums, search for additional information, etc.)
Fieldwork	43	Preliminary research: needs analysis, literature review, interviewing members of the target community and other stakeholders. Interacting with group (online or face-to-face), selection of materials, problem solving and decision making, collaborative writing, etc.
Assignment Completion	10	Design and production of poster
Portfolio Preparation	20	Selecting, analysing and commenting objects to include in portfolio; writing reflective accounts of language learning experience, etc.
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Key theories and concepts in Applied Linguistics and Language Learning & Technology
Students will be introduced to key topics and contemporary debates in Applied Linguistics and in the field of Language Learning and Technology. For example: Topics and current debates in Applied Linguistics • Language as a code to be acquired vs. languaging • Cognitive vs. Sociocultural approaches to second language acquisition • The interactionist view on second language acquisition • Ecological approaches to second language acquisition/development • Language policy and multilingualism • Multilingual and intercultural communication • Multimodality Topics in Language Learning and Technology • Theory in computer-assisted language learning (CALL) research and practice • Digital literacies for language teaching and learning • Collaborative technologies for language use and language learning, e.g., Computer Mediated Communication (synchronous and asynchronous communication), telecollaboration, social networking, computer supported collaborative writing, virtual worlds • Mobile language learning • Corpora and data-driven learning • Gaming and language learning • Intelligent CALL and Natural Language Processing Students will be encouraged to explore the literature and to search academic journals for relevant articles (e.g. Applied Linguistics, Studies in second language acquisition, The Modern Language Journal, Journal of multilingual and multicultural development, Language and intercultural communication, CALL Journal, Language Learning & Technology, ReCALL, etc.), Student will also engage in group and individual projects designed to help them apply their knowledge to real world language-related problems with a particular focus on language teaching and learning in formal or informal settings.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Portfolio	Student will create and maintain an e-portfolio documenting and discussing their learning and how it relates to their own past and present language learning experience.	60%	n/a
Poster presentation	In small groups, student will identify and formulate a real-word language-related problem that some members of the DCU student community encounter. Drawing on the theories and technologies explored in class, they will analyse the problem, propose concrete solutions, and make a recommendation to the University (Poster presentation).	40%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Schmitt, R, & Rodgers, M.: 2018, An introduction to Applied Linguistics, 3rd Ed., Routledge, Oxon,
Thomas, M., Reinders, H., &Warschauer, M.: 2013, Contemporary Computer-Assisted Language Learning, Bloomsbury Academic, London,
Mitchell, R., Myles. F. & Marsden, E.: 2013, Second Language Learning Theories, 3rd Ed., Routledge, Oxon,
Lantolf, J. & Thorne, S.: 2006, Sociocultural Theory and the Genesis of Second Language Development, Oxford University Press, Oxford,
Pennycook, A.: 2010, Language as a local practice, Routledge, Oxon,
Farr,F. & Murray, L.: 2016, The Routledge Handbook of Language Learning and Technology, Routledge, Oxon,

Other Resources

31176, Online resources, 0, Digilanguages.ie, https://www.digilanguages.ie/#/?_k=0liii0, 31177, Online resources, 0, The Sketch Engine, https://www.sketchengine.eu/, 31178, Online resources, 0, VoiceThread.com, https://voicethread.com/, 31179, Other resources, 0, Class blog and online resources built by lecturer and students,

Programme or List of Programmes

BEDLAN	Bachelor of Ed. in Gaeilge and FR/GE/SP
BSSAO	Study Abroad (DCU Business School)
HMSA	Study Abroad (Humanities & Soc Science)
HMSAO	Study Abroad (Humanities & Soc Science)
IESAO	Study Abroad (Institute of Education)
SHSAO	Study Abroad (Science & Health)

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