The Science Behind Second Language Acquisition (new)

Course Calendar

Course Description

This course examines current theories in the rapidly evolving field of second language acquisition (SLA). Students will explore the linguistic, psychological, and cultural factors that influence the process of learning a new language. The course begins with an overview of first-language acquisition and highlights key differences between acquiring a first language and learning additional languages later in life.

Course Learning Objectives

This course aligns with the following TESOL (Teachers of English to Speakers of Other Languages) standards:

Standard 1 – Language

• 1.2 Explain theories of second language acquisition and the developmental processes of language in order to set realistic expectations and facilitate effective language learning.

• 1.3 Demonstrate knowledge of language processes (e.g., interlanguage and language progressions) to support and monitor English learners’ (ELLs) development.

• 1.4 Apply understanding of academic language functions, learning domains, discourse structures, and vocabulary to promote ELLs’ achievement across content areas.

• 1.5 Use the International Phonetic Alphabet (IPA) to explain similarities and differences in language phonology.

• 1.6 Identify key concepts of World Englishes.

• 1.8 Analyze similarities and differences between first and second language acquisition, including how learners’ first language influences their second-language production and reception.

• 1.9 Explain how literacy in a first language impacts English literacy development.

• 1.10 Recognize that student performance may also be affected by factors such as socioeconomic status, physical or emotional conditions, and provide appropriate support.

Standard 2 – Culture

• 2.1 Demonstrate understanding of how academic, personal, familial, cultural, social, and sociopolitical contexts shape the education of ELLs.

• 2.2 Explain how cultural variables influence second-language acquisition and teaching practices.

• 2.4 Develop methods for identifying ELLs’ academic characteristics (e.g., background knowledge, educational history, current performance) to design individualized instruction and assessments.

• 2.5 Implement strategies to learn about personal characteristics of ELLs and their families (e.g., interests, motivations, language use, literacy practices) to inform instruction.

• 2.6 Reflect on one’s own identity, cultural understandings, and biases, and examine how these affect interpretations of ELLs’ strengths and needs.

Standard 5 – Professionalism

• 5.2 Apply knowledge of school, district, and governmental policies and legislation to advocate for ELLs’ educational rights.

• 5.3 Engage in self-assessment, reflection, and ongoing professional growth in the field of English language learning and teaching.

Major Projects

• Contrastive Analysis

  • In this online presentation, you will choose a language other than English and compare one to three of its features with English.

• Learner Interlanguage Case Study

  • In this report, you will analyze interlanguage data to identify errors, determine their sources, and propose recommendations for helping the learner overcome the errors.