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    This syllabus is meticulously crafted for the academic guidance of students enrolled in the Theories of Language Learning and Teaching course. It stands as a comprehensive and authoritative delineation of the course's fundamental aspects, articulating the pedagogical objectives and the expected learning outcomes for students who commit to fully leveraging the educational provisions and opportunities presented. This document is engineered to serve as an essential reference for faculty, academic advisors, support staff, as well as internal and external examiners. Furthermore, it is instrumental in facilitating the continuous monitoring, evaluation, and refinement of the course structure and content, ensuring the sustainment of high academic and professional standards.


    Course Title

    Theories of Language Learning and Teaching

    Subject Area

    Teaching English as a Foreign Language

    Course Code

    TEFL 00011

    Course Level






    Methods of Delivery



    Expected Length

    1.0 Week

    Class Meetings

    Dependent on the choice made during enrollment




    Computer Software: Any computer software that aids learning.


    Text 1: FTELL

    Title: Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice

    Author(s): Wayne E. Wright

    Edition: 3rd

    ISBN: 9781934000366


    This course constitutes an academically rigorous course meticulously crafted to provide educators, linguists, educational leaders, and policy analysts with an in-depth exploration of the multifaceted theoretical foundations and pedagogical methodologies pertinent to the field of language acquisition and instruction. This scholarly endeavor is predicated upon a critical examination of seminal and contemporary theories of language learning, with an emphasis on their application within diverse educational contexts, particularly in relation to English Language Learners (ELLs). Furthermore, the course delineates the intricate landscape of policy and legislative frameworks that have historically and contemporaneously influenced the education of ELLs in the United States. Through an integrative approach that combines theoretical insight with empirical inquiry, participants will be adeptly guided towards the formulation of a personalized, evidence-based pedagogical philosophy that effectively responds to the evolving demands of language education in a sociopolitically complex milieu.


    Upon completion of the course, students are expected to be able to:

    • Explicating Core Theories of Language Acquisition: Demonstrate a comprehensive understanding of the principal theories undergirding language acquisition, encompassing behaviorist, nativist, sociocultural, interactionist, and cognitive perspectives. Participants will engage in a critical analysis of these theories, evaluating their relevance and applicability to the instruction of ELLs.

    • Translating Theoretical Frameworks into Pedagogical Praxis: Synthesize theoretical insights to inform and revolutionize pedagogical practices. This includes the strategic integration of diverse theoretical orientations to cultivate instructional approaches that are both innovative and congruent with the linguistic and cognitive needs of ELLs.

    • Formulating a Distinct Pedagogical Ideology: Articulate a coherent and sophisticated personal pedagogical ideology that is deeply rooted in theoretical knowledge and reflective of best practices in language education. This ideology will serve as a guiding framework for the delivery of efficacious language and content instruction to ELLs.

    • Navigating the Policy and Legislative Landscape: Acquire a detailed understanding of the historical and current policy environment affecting ELL education in the United States, including pivotal legislative acts, policy reforms, and judicial rulings. Analyze the ramifications of these elements on the educational strategies and outcomes for ELLs.

    • Assessing the Impact of Consortia and State Initiatives: Investigate and critically evaluate the influence of national and state-led consortia, alongside individual state policies and initiatives, on the education of ELLs at the district and school levels. This entails an in-depth exploration of standards and assessment frameworks and their implications for educational practice.

    • Understanding Judicial Influences on Educational Equity: Examine the judicial landscape that has shaped the provision of education to ELLs, focusing on landmark court decisions. Participants will assess the implications of these legal precedents for fostering educational equity and access.

    • Optimizing Policy for Educational Advancement: Develop strategies to effectively navigate and leverage the policy and legislative context to enhance educational opportunities and outcomes for ELLs. This includes advocating for policy changes and implementing instructional practices that align with legal and policy mandates.

    • Committing to Reflective and Informed Practice: Engender a commitment to ongoing professional development through reflective practice, encouraging a continual reassessment of instructional methodologies in light of evolving theoretical, pedagogical, and policy developments.

    This course is designed for an elite cohort of participants, including educators, academic leaders, policy makers, and scholars, who are deeply invested in advancing the quality and efficacy of language education for English Language Learners. By integrating a comprehensive analysis of language learning theories with a nuanced understanding of the policy and legislative context, participants will be uniquely positioned to enact transformative educational practices that are informed, innovative, and inclusive.

  • Pedagogical and Policy Dimensions of Language Education: Theoretical and Practical Implications

    Reference(s): FTELL Ch3 and Ch4


    WEIGHT: 10.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    The participation of all enrolled individuals in the full spectrum of classroom interactions is not merely encouraged but deemed essential. The institution upholds a policy of compulsory attendance, underscoring its critical role in maximizing engagement opportunities and enriching the educational journey. The evaluation framework prioritizes the substance and quality of contributions made within the learning environment. It distinguishes itself by focusing on the depth and relevance of student participation rather than the sheer frequency of submissions or verbal contributions during sessions.

    In pursuit of fostering an academic community characterized by mutual support and collaboration, students are strongly encouraged to exchange personal contact information. This initiative aims to construct a robust support network, enabling peers to assist one another in the event of any absences, thereby minimizing disruptions to the learning continuum. Furthermore, students are urged to engage in open dialogue with the course instructor regarding any concerns or inquiries. Such proactive communication is instrumental in navigating academic challenges, enhancing the educational experience, and ensuring a thorough comprehension of the course material.

    This approach not only reaffirms our commitment to academic excellence and professionalism but also promotes a culture of responsibility, engagement, and continuous learning. Through adherence to these guidelines, students contribute to a dynamic and interactive learning environment, thereby enriching both their personal and collective academic experiences.


    WEIGHT: 30.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week


    WEIGHT: 60.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    All students are required to participate in all classroom activities, attend classes regularly, and prepare before classes for classroom activities that require advance preparation. Students need to fully appreciate that good attendance results in more opportunities to engage in quality participation, which, in turn, results in a more thorough acquisition of subject knowledge and higher participation grades.

    Participation in classroom discussions and other types of activities indicates that students have read the assigned readings. Grades will not be based on the number of posts submitted or comments made in the classroom but on the overall quality of contributions to discussions.

    If a student is unable to attend 3 or more classes, he/she may be asked to complete additional assignments to complete the course.

    Modes of Attendance
    • For the portions of the course that take place over Microsoft Teams: Students are required to arrive on time and engage appropriately with their fellow students, their teacher(s) and course materials. They must attend with a functional web camera and microphone, have the latest version of Microsoft Teams installed on their computers, avoid attending via a mobile phone or web browser, and have all necessary materials to hand. Also, their cameras must be always switched on, except for occasions when privacy becomes a necessity. In addition, they must be appropriately attired, attend in an environment that will not distract them, their fellow students or their teacher(s), especially avoiding attending while in a vehicle, whether moving or stationary. 

    • For the on-campus portions of the course: The mandatory on-campus session meets as per the AUS Campus Schedule. Good attendance is required to earn credits and pass the course. Students are not permitted to arrive late for class or leave class early. Students traveling from far away locations must plan accordingly, giving themselves plenty of time to arrive by the start of class.  

    Classroom Expectations

    Classes start and end on time, with late entry or reentry allowed only under exceptional circumstances. All phones and electronic devices must be turned off for the duration of a class.


    Students are expected to read assigned materials prior to class. Class discussions are based on their reading of these materials and their reflections on what they have learned and how these relate to their experiences. Assignments are intended to encourage students’ reflection on and synthesis of assigned topics and course discussions.

    Assessments are listed in the course syllabus and are due by the stipulated deadlines. No assessment will be accepted after the day following the day it is due. If an assessment submission is one day late, it will receive an automatic reduction in grade of one letter (for example from an A to a B). After that, no late work will be accepted, and the student will receive an F grade for the assessment.

    Late submission of papers must be approved in advance.


    Students are responsible for understanding the University Policies and how to use resources appropriately. Violations of academic integrity are taken very seriously. Students should revisit the materials on the Orientation session to review important information pertaining to academic citation and referencing rules.


    The university is committed to student welfare and accommodates students with disabilities and those who fall ill. Disability Services (DS) is responsible for accommodating students with disabilities. A student who wishes to be granted a special arrangement due to a disability or illness must request it through DS. Instructors cannot grant such requests without prior DS approval. DS should be contacted as soon as possible to avoid delays in the provision of such an arrangement.

    Because the university takes student privacy very seriously, any medical documentation to support a request for an arrangement to accommodate any special needs connected with a disability or illness should be provided directly to DS. If a student misses any classes due to a short-term illness, he/she should notify his/her instructor, but avoid the inclusion of a doctor's note. Academic staff will not request, accept, or review doctor's notes or other forms of medical documentation. For more information, email


    Ethical considerations restrict how course materials and lectures may be used. Students may not post, publish, sell, or otherwise publicly distribute course materials without the written permission of the course instructor. Such materials include, but are not limited to, lecture notes, lecture slides, video and audio recordings, various types of assignments, examinations, other students’ work, and answer keys. In addition, students are not permitted to use materials prepared by faculty or students for courses that have previously taken place. These materials include, but are not limited to, case write-ups, Research Papers, summaries of readings, answers to Problem Sets, and answers to Academic Discussion topics. Furthermore, making video or audio recordings of class sessions for one’s own use without written permission from the instructor is not permitted. Infringements of the above-listed rules are taken seriously and may lead to disciplinary action, including a requirement to withdraw.


    Additional information can be found on the course website.

    Please note: the syllabus may be modified prior to and during a course, including updates to assignments and additional material.


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