QATAR UNIVERSITY
COLLEGE OF EDUCATION
COURSE NUMBER
EDSE 332
COURSE TITLE (CRH)
Second Language Acquisition in
Second Language
(3CRH)
SEMESTER AND YEAR
INSTRUCTOR:
EMAIL:
OFFICE NUMBER:
PHONE:
OFFICE HOURS:
CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (CHECKED IF ADDRESSED IN THIS
COURSE)
Teaching (mark on the box as appropriate)
1
Content: Apply key theories and concepts of the subject matter.

2
Pedagogy: Plan effective instruction to maximize student learning.

3
Technology: Use current and emerging technologies in instructionally
powerful ways.
4
Diversity: Foster successful learning experiences for all students by
addressing individual differences.

Scholarship
5
Problem Solving: Arrive at data-informed decisions by systematically
examining a variety of factors and resources.
6
Scholarly Inquiry: Actively engage in scholarship by learning from and
contributing to the knowledge base in education.

Leadership
7
Ethical Values: Apply professional ethics in all educational contexts.
8
Initiative: Lead positive change in education.
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.

COURSE DESCRIPTION
This course is designed for student teachers to enable them to teach in multi-lingual settings by
selecting and modifying curriculum and instruction for Second language learners. Major
concepts, theories, and research related to the nature and acquisition of language will be
discussed and compared. During this course, current and past methodologies for teaching
limited language-proficient students at the secondary level will be thoroughly introduced and
analyzed. Students will determine which strategies are best for their particular teaching
situations. As the course progresses, participants will reference the varying methodologies
make their own instructional plans and units. Emphasis will be placed on incorporating a variety
of teaching strategies and standards while stressing both content skills and language skills.
Prerequisites:
No prerequisites for this course
COURSE OBJECTIVES
1. Review the major concepts, theories, and research related to the nature and acquisition of a
second language.
2. Review variables affecting second language development
3. Recognize research-based practices and strategies related to planning, implementing, and
managing content instruction.
4. Use teaching strategies and resources to engage students in effective learning
5. Review Qatar Curriculum standards for the secondary stage
6. Use information related to current advances in the field, to reflect upon and improve
instructional practices.
7. Create safe, supportive and challenging learning environments that support students’
language and literacy development and content area achievement through their field
practice.
COURSE LEARNING OUTCOMES
1. Discuss concepts, theories, and research related to theories of second language acquisition.
2. Compare between first and second language acquisition theories
3. Identify different variables(affective, personal and socio-cultural) affecting second language
acquisition
4. Review research related to new instructional techniques for teaching content in subject
areas
5. Identify methods and approaches for teaching content in subject areas
6. Discuss different techniques for making input comprehensible to limited Languageproficient students at the secondary level
7. Select appropriate QCNS suitable for their planning and instruction.
8. Develop appropriate and effective lesson plans for the classroom that support students’
language and literacy development and content area achievement
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
9. Use a variety of teaching and learning strategies to engage students in effective learning in
content areas in their field practice.
10. Utilize various resources to create safe and supportive learning environments that enhance
instruction and make input comprehensible to learners
11. Evaluate and reflect on the effectiveness of teaching and learning strategies and resources
that engage students in effective learning in content areas.
TEXTBOOKS & READINGS:
Required text:
.‫ عالم الكتب الحديث‬.‫ عمان‬.‫ التعليم المتمايز وتصميم المناهج الدراسية‬.)2014( ‫ خير سليمان‬،‫الشواهين‬
‫ مكتب‬.‫ الرياض‬.‫ إبراهيم القعيد و عبد هللا الشمري‬:‫ ترجمة‬.‫ مبادئ تعلم وتعليم اللغة‬.)1994( ‫ دوجالس‬،‫براون‬
.‫التربية العربي لدول الخليج‬
-
REFERENCES (ADDITIONAL REFERENCES)
‫ معهد اللغة‬.‫ مطابع جامعة أم القرى‬.‫ المرجع في تعليم اللغة العربية للناطقين بلغات أخرى‬:)1986( ‫ رشدي طعيمة‬-1
.‫ القسم األول‬.‫ مكة المكرمة‬.‫ جامعة أم القرى‬.‫العربية‬
‫ جامعة‬.‫ معهد البحوث العلمية‬.‫ أساسيات تعليم اللغة العربية للناطقين بلغات أخرى‬:)2002( ‫ عبد العزيز العصيلي‬-2
.‫ مكة المكرمة‬.‫أم القرى‬
‫ معهد اللغة‬.‫ مطابع جامعة أم القرى‬.‫ المرجع في تعليم اللغة العربية للناطقين بلغات أخرى‬:)1986( ‫ رشدي طعيمة‬-3
.‫ القسم الثاني‬.‫ مكة المكرمة‬.‫ جامعة أم القرى‬.‫العربية‬
‫ النشر العلمي‬.‫ نظريات تعلم اللغة الثانية‬:)2004( ‫ ترجمة عيسى الشريوفي‬،‫ روزاموند ميتشل وفلورنس مايلز‬-4
.‫ الرياض‬.‫ جامعة الملك سعود‬.‫والمطابع‬
– ‫ إعداده‬:‫ الكتاب األساسي لتعليم اللغة العربية للناطقين بلغات أخرى‬:)1983( ‫ محمود الناقة ورشدي طعيمة‬-5
.‫ مكة المكرمة‬.‫ جامعة أم القرى‬.‫ معهد اللغة العربية‬.‫تحليله – تقويمه‬
‫ مناهج البحث العلمي المستعملة في دراسة فصول تعليم اللغة‬:)2011( ‫ ترجمة صالح الشويرخ‬،‫ سندرا لي مكاي‬-6
.‫ الرياض‬.‫ جامعة اإلمام محمد بن سعود اإلسالمية‬.‫ عمادة البحث العلمي‬.‫الثانية‬
.‫ عمادة البحث العلمي‬.‫ مناهج البحث في اللغة المرحلية لمتعلمي اللغات األجنبية‬:)2010( ‫ عبد العزيز العصيلي‬-7
.‫ الرياض‬.‫جامع اإلمام محمد بن سعود اإلسالمية‬
http://www.tesol.org/s_tesol/index.asp TESOL Organization
http://writing.berkeley.edu/tesl-ej/index.html TESL EJ
http://iteslj.org/ Internet TESL Journal
http://www.TEFLcommunity.com TEFL Community side
www.gabrielatos.com On line papers on ELT and other related issues
http://nnest.moussu.net/ Nonnative English speaking members of TESOL
http://www.cal.org/ Center for Applied Linguistics
http://www.ncela.gwu.edu National Clearinghouse for English Language Acquisition
http://iteslj.org/Lessons/ Lesson plans and other information on Internet TESL Journal
http://www.cal.org/ericell/digest/subject.html ERIC Clearinghouse on Languages and Linguistics
(provides short articles on important topics by key writers).
http://www.starfall.com/n/level-a/learn-to-read/load.html lesson plans
www.lessonplanpage.com lesson plans
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
COURSE REQUIREMENTS
The university views class attendance as an individual candidate responsibility. Candidates are
expected to attend class, be on time and to complete all assignments. University rules regarding
absences will be followed. Candidates are expected to make up missed work and provide
evidence that the absence was excused. Without this evidence, the absence will be considered
unexcused. Two tardies, whether arriving late or leaving early, results in one absence.
Use of Blackboard: course materials and assignments will be posted on Bb.
TaskStream Assignment(s): TaskStream assignments must be loaded onto your TaskStream
page. All TaskStream assignments are graded on the TaskStream system, In this course, the
TaskStream assignment is: Research Paper or Lesson Plan
COURSE MATRIX
Unit Learning
Outcomes
QNPS
COURSE
OBJECTIVES
LEARNING
OUTCOMES
ASSESSMENT
1,5,7
3,9
1
-Written tests
1,2,4,7
1,2,3,7
2
1
2
3
1,4,7
3,8,9,10
3
2,4,5,7
1,3,7,12
4
1,2,5,7
3,7,10
5
7
1,2,5,7
7,12
6
11
1,2,4,7
7,8,9,10
7
10
4
5
6
8
9
-Written tests
-Class Observation
-Lesson Plan
-Written tests
-Class Observations
- Research Paper
--Class Observations
Reflective paper based on
Class Observation
-Research Paper
- Lesson Plan
Reflective paper based on
Class Observation
--Class Observations
- research Paper
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
COURSE OUTLINE
Week
1, 2
3, 4
5, 6
7
8,9
10
11, 12
13, 14
15
16
Topic
First and second language acquisition theories
Behaviorist theory, the Innateness Hypothesis, Noam
Chomsky (1957),
Second language acquisition theories
Interactionist theory, the Critical Period Hypothesis, the
Cognitive View, Krashen's Theory of Second Language
Acquisition(1982)
Variables affecting second language acquisition and
development (Personal and affective variables: age,
motivation, attitudes, socio-cultural variables, learning
style, and language distance)
Mid Term Exam
Major methods and approaches for Teaching through
content areas: Sheltered Instruction, Thematic
instruction, differentiated instruction ,etc.
QCNS
Different techniques for making input comprehensible
to limited English-proficient students at the secondary
level in content areas
Appropriate and effective lesson plans for the classroom
that support students’ language and content area
achievement
Resources for creating safe and supportive learning
environments that enhance instruction and make input
comprehensible to learners
Final Term Exam
ASSESSMENTS
Assessment will take many forms to assess different learning outcomes.
Written tests (50%): Two tests will be administered: a midterm and final term tests. Items
will vary from essay to multiple-choice type questions.
Class Observation (10 %): Observe two classrooms and Record examples for providing
comprehensible input in content areas (Class, grade, subject, period, No. of St, school, etc.)
Reflective paper based on Class Observation (10%) Reflective Paper relates to field
observation.
Lesson Plan (10%): Preparation of one lesson plan.
Research paper (20 %): prepare a research paper on a scaffolding strategy
(Research studies, importance, use, references, etc.)
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
GRADING SYSTEM
A
=
100 – 90
B+
=
89.99 - 85
B
=
84.99 – 80
C+
=
79.99 - 75
C
=
74.99 – 70
D+
=
69.99 – 65
D
=
64.99 – 60
F
=
59.99 – 0
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As members
of this community, students are expected to recognize and honor standards of academic and
intellectual integrity. The College of Education supports the ideals of scholarship and fairness
by rejecting all dishonest work when it is submitted for academic credit. Qatar University
encourages students to be responsible and accountable for their decisions and actions. Any
attempt by students to present the work of others as their own or to pass an examination by
improper means is regarded as a most serious offense and renders those students who do so
liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of
this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic
dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook.
SPECIAL NEEDS
In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar:
"Education is the right of all.", and "the State shall extend efforts to achieve fair and
appropriate access in education for all". Qatar University seeks to ensure fair and appropriate
access to programs, services, facilities, and activities for students with special needs. Any
student who feels s/he may need an accommodation based on the impact of a disability should
contact the instructor privately to discuss your specific needs. Please contact the Office for
Disability Services to coordinate reasonable accommodations for students with documented
disabilities.
SPECIAL NEEDS SECTION
Student Activities building
Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email:
specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM
STUDENT COMPLAINTS POLICY
Students at Qatar University have the right to pursue complaints related to faculty, staff, and
other students. The nature of the complaints may be either academic or non-academic. For
more information about the policy and processes related to this policy, you may refer to the
students’ handbook.
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
LEARNING SUPPORT
Qatar University operates Learning Support Centers on each campus to provide services to
students to supplement their in-class instruction and ability to meet course requirements.
These services include tutoring, acquiring efficient learning skills and strategies, academic and
learning assessment (in conjunction with the Counseling Center), and writing labs and
workshops. Information about the Learning Center may be found
at http://www.qu.edu.qa/students/services/slsc/
Rubrics for the assignments will be posted on the Blackboard course site.
Appendix
QATAR NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS
1. Structure innovative and flexible learning experiences for individuals and groups of
students.
2. Use teaching strategies and resources to engage students in effective learning.
3. Foster language literacy and numeracy development.
4. Create safe, supportive, and challenging learning environments.
5. Construct learning experiences that connect with the world beyond school.
6. Apply information and communication technology in managing student learning.
7. Assess and report on student learning.
8. Apply knowledge of students and how they learn to support student learning and
development.
9. Apply teaching/subject area knowledge to support student learning.
10. Work as a member of professional teams.
11. Build partnerships with families and the community.
12. Reflect on, evaluate, and improve professional practice.
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.