Module: Introduction to Applied Linguistics

Module Specifications

Academic Year 2025 - 2026

Module Title	Introduction to Applied Linguistics
Module Code	LIG1012
Faculty	Humanities & Social Sciences	School	SALIS
NFQ level	8	Credit Rating	5

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 critically reflect on their own language learning experience and contribute knowledgeably to discussions on contemporary language education issues. Students will apply these theories to real-word scenarios in a creative and collaborative manner and engage in a critical literature review of research conducted on controversial topics in Applied Linguistics.

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 approaches and strategies in language teaching and learning, evaluating the evidence supporting different pedagogical choices. (DACS: Present ideas, arguments and information in a coherent and clear manner).
3. Critically evaluate the application of core principles and concepts of SLA and related theories to the design of language learning activities and environments. (DACS: Analyse and assess the credibility of ideas, arguments, and information)
4. Apply theories from Applied Linguistics and related fields to identify and solve real-world language-related challenges in multilingual and multicultural contexts.
5. Reflect systematically on personal language learning experiences, integrating new knowledge of key concepts and core issues in Applied Linguistics and SLA.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	24	Presentation and discussion of key concepts and core issues. Students should participate actively during class discussions.
Directed learning	36	Preparation for class sessions is essential for the success of this class; this includes reading/watching the required materials before the session and completing any assigned activities.
Independent Study	40	Students are expected to engage autonomously in activities that will foster their understanding of the module's content. This includes individual work and planned interaction with classmates to review class content or/and complete collaborative tasks.
Assignment Completion	25	Preparation and completion of CA1 including reviewing class materials and textbook content. Preparation and completion of CA2 including the design and the production of the digital project. Preparation and completion of CA3 including choosing a topic, reviewing the literature and writing up the paper.
Total Workload: 125

Section Breakdown
CRN	20633	Part of Term	Semester 2
Coursework	100%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Inmaculada Gómez Soler	Module Teacher	Fiona Gallagher, Lacie Marie Raymond

Type	Description	% of total	Assessment Date
Assessment Breakdown
In Class Test	Students will have to answer questions related to the theories and concepts we discussed in class and show their understanding of these ideas by analysing short excerpts and/or problems and applying these concepts to their own learning experiences.	40%	n/a
Group presentation	In small groups, students will identify and formulate a real-word language-related problem that some members of the DCU student community encounter at the university level or have encountered at the secondary school level. Drawing on the theories and technologies explored in class, they will analyse the problem, propose concrete solutions, and make a recommendation to the university/school. Presentations will take place in class.	30%	n/a
Report(s)	Students will critically reflect on another group’s project analysing positive and negative aspects and evaluating the connection between theory and practice	30%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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
Students will be introduced to key topics and contemporary debates in Applied Linguistics. We will cover 3 units. UNIT 0: What is Applied Linguistics? - Definitions of Applied Linguistics and its connections with other fields. UNIT 1: Theories of Second Language Acquisition - Theoretical perspectives on SLA including, among others, cognitive and sociocultural approaches. UNIT 2: Applications to Language Teaching - Historical evolution of teaching methods. Topics and current debates related to instructional issues. CEFR and its application to language teaching. UNIT 3: The Language Learner: learner development, individual differences, the age factor, and bilingualism.

Work format
This module includes weekly class sessions. Because the module follows a flipped approach to instruction, it is essential that students complete the assigned work before each class session in order to be able to participate in class discussions. Coursework involves individual and pair/group work to complete tasks. Class sessions will require student interaction and participation. Students are also expected to communicate with classmates outside our timetabled sessions in order to complete group tasks and assignments.

Indicative Reading List

Books:

Hummel, Kirsten M.: 2014, Introducing second language acquisition: Perspectives and practices., John Wiley & Sons, 97811185881

Articles:
None

Other Resources

1: Additional resources on Loop,