UNIVERSITY OF EL SALVADOR

FACULTAD MULTIDISCIPLINARIA DE OCCIDENTE

ENGLISH LANGUAGE DEPARTMENT
SEMESTER II-2023

I. GENERALITIES

COURSE TITLE: DIDACTICS OF THE ENGLISH LANGUAGE III

GROUP: 3
PREREQUISITE: DIDACTICS OF THE ENGLISH LANGUAGE II
HOURS PER WEEK: 5
SCHEDULE: TUESDAY 4:20 P.M. – 6:50 P.M. (On-site class, L2)
FRIDAY 5:10 P.M. – 6:50 P.M. (Online Class)

CREDITS: 4 U.V.

REGLAMENTO DEL SISTEMA DE UNIDADES VALORATIVAS Y DE

COEFICIENTE DE UNIDADES DE MÉRITO EN LA UNIVERSIDAD DE EL
SALVADOR

Art. 3. - Para los efectos de este Reglamento se entenderá por: a) UNIDAD

VALORATIVA (UV): Es la carga académica de cada materia, asignatura, módulo o
unidad de aprendizaje, tomando en cuenta las horas de clase, los laboratorios, las
prácticas, discusiones y cualquier otra actividad académica establecida en el respectivo
plan y programa de estudios. Cada Unidad Valorativa equivaldrá como mínimo a
veinte horas de trabajo del estudiante, atendidas por un profesor, en un ciclo de
dieciséis semanas entendiéndose la hora académica de cincuenta minutos.

II. INSTRUCTOR & CLASS INFORMATION

NAME: Lic. Isaac Abraham Díaz Chávez

EMAIL ADDRESS: isaac.diaz@ues.edu.sv
PHONE NUMBER: 6023-5177
GOOGLE CLASSROOM: DEL III – Didactics of the English Language III
LINK: https://bit.ly/DEL-III_Classroom
CLASS CODE: vmecbgn
FLIP: https://flip.com/26dc0250
WHATSAPP GROUP: https://bit.ly/DEL-III_2023
Didactics Tutor – AI bot: https://poe.com/DidacticsTutor
 III. COURSE DESCRIPTION

This course is the last of three courses in ELT (English Language Teaching) taught to
students of Licenciatura en Idioma Inglés, Opción Enseñanza. The main goal of this course
is to provide student teachers with an array of tools and principles of good language teaching
derived from research and observation.
This course also introduces student teachers to different learning models (hybrid learning,
blended learning, gamification, and flipped instruction), shows them how to implement them,
and trains them to combine technology, artificial intelligence, and their theoretical
knowledge about ELT to create highly effective learning environments and communities that
meet the students’ learning needs. It also focuses on the importance of recognizing that
several factors affect students’ learning process in face-to-face and virtual instruction so that
student teachers empathize with the learners’ needs and become open-minded, flexible
educators that adapt their teaching philosophies to new teaching methodologies and
technologies.
The core practices of this course are sound methodological procedures, elaboration of lesson
plans, teaching practice, video forums, engaging and interactive content presentations,
formative assessment, one-on-one check-ins, and the implementation of technology tools
specifically designed for educational purposes.

IV. COURSE OBJECTIVES

a. GENERAL OBJECTIVES

At the end of this course, SWBAT:

1. Utilize effective tools for EFL teaching and learning.
2. Deliver instruction in different learning modalities using innovative teaching and learning
models.
3. Strengthen professional and formative aspects towards the production of reflective
teachers.
4. Curate and evaluate the efficacy of technology tools specifically designed for education to
meet students’ learning needs and course objectives.

b. SPECIFIC OBJECTIVES

At the end of this course, SWBAT:

1. Use appropriate techniques and communication activities using technology to grasp the
 tenets and principles of the EFL and English for Special Needs classroom environment.
2. Design face-to-face and online learning environments that accommodate learner
variability and increase accessibility to content and instruction.
3. Teach English to different levels, integrating receptive and productive skills.
4. Harmonize different views and vocabulary regarding the uses of ICT and AI in teacher
education.
5. Command effective techniques for teaching foreign language students, using the most
common methods and approaches to teach EFL.
6. Evaluate the four macro-skills both in face-to-face and online environments, reducing
the risk of cheating as much as possible.
7. Engage in meaningful online courses to improve their teaching skills.
8. Reflect upon the benefits of hybrid instruction, blended learning, flipped classrooms,
and integrated teaching in one-on-one check-ins as part of their formative assessment.
9. Extend their professional development to advance their skills in pedagogy,
collaboration, leadership, and innovative school development using ICT and AI.
10. Use gamification to assess learning or reinforce content delivery.

IV. NUTS & BOLTS OF THE COURSE

Since semester II-2023 at the University of El Salvador is about to start in a hybrid model
(face-to-face, virtual, synchronous, and asynchronous), it is necessary to adopt a
methodology that fits this circumstance. Therefore, this course has been designed based on a
mixture of hybrid, blended, and flipped instruction, three of the main learning models that
have helped schools systematize and structure their learning environments during the Covid-
19 pandemic. Additionally, problem-based instruction, gamification, and AI will be used
along the course to change the way content is delivered and evaluated.

Experiencing the teaching and learning process based on these learning models will help
student teachers learn the essentials to identify the existing gaps between equity and access
to education. More importantly, since human interaction is one of the key pillars of hybrid
learning, the course will focus on the importance of building significant personal
relationships with students based on empathy and collaboration that lead to creating class
community and a sense of belonging. Once they have done this, they will be able to develop
their higher order thinking skills, effective communication skills, fundamental theoretical
bases, and ICT-based skills that student teachers will need in the 21 st-century workplace and
that will empower them to function as effective and reflective EFL/ESL practitioners and
critical thinkers.

As student learning is changing constantly, so is the assessment of that learning. In this

regard, online video discussions, an E-portfolio, demo classes, teaching practice in high
schools, and one-on-one check-ins have been incorporated to determine students’
achievement and their individual needs to become productive members of this global village
in the 21st century.

The course content has been curated and accommodated to the hybrid learning environment
to provide student teachers with a reasonable number of controlled readings, videos, and
online tasks per week so that they do not feel overwhelmed by excessive work and
assignments. This type of work will be carried out both synchronously and asynchronously
as specified in this syllabus. Here, the students are expected to put into practice ELT tenets,
principles, and techniques while carrying out activities or solving problems related to the
ELT process.

The role of Information and Communication Technologies (ICTs) in and out of the school
classroom is becoming increasingly prominent, both because of the need for children to
develop skills that will empower them in modern society and because of the potential value
of such technologies as tools for learning. Additionally, almost 90% of public-school students
already have access to devices such as tablets or laptops provided by the Government of El
Salvador, a factor that makes it imperative that student teachers learn to integrate technology
into everyday instruction. In this regard, this course offers student teachers the opportunity
to get acquainted with different online and offline tools that will be useful to engage students
in their learning process. In this course, the instructor will provide appropriate feedback, error
correction, and positive reinforcement. By and large, the students will also create their
materials, engage in online discussions, and do research to construct their own teaching
philosophy.

V. EVALUATIONS

ACTIVITY WEIGHT DATE

1 Online video forum 10% 1. Aug. 25th
High School Teaching Practice 20% Period to teach: Aug. 7th –
Oct. 31st
Presentation: Nov. 3rd
E-Portfolio 15% Nov. 24th
Hybrid learning demo class 15% Oct. 10th – Oct. 20th
2 one-on-one check-ins 20% (10% each) 1. Sept. 19th and 22nd
2. Nov. 7th and 10th
Class activities 20% Along the semester
TOTAL 100%
RESIT EXAM Nov. 28th

Here are some definitions and explanations of some of the terms that we are to use
constantly during the course.

✓ AN E-PORTFOLIO is an online collection of selected student work. It is a way to

illustrate the prospective teacher's view of teaching and learning. Through the portfolio,
student teachers engage in collecting artifacts; assembling those that are good
illustrations of their acquired knowledge, dispositions, and skills; and analyzing and
reflecting on the connection between the artifacts and the program’s knowledge base.
Reflection helps teacher candidates understand what they have accomplished and what
they want to continue to develop as they proceed through their program and their
teaching career." (Teacher Education Portfolio Guidelines, 1999)

✓ AN INTERNET FORUM, OR VIDEO MESSAGE BOARD, is an online discussion

site where people can hold conversations in the form of posted messages and videos.
 They differ from chat rooms in that messages are at least temporarily archived. Also,
depending on the access level of a user and/or the forum set-up, a posted message might
need to be approved by a moderator before it becomes visible. The link to the internet
forum is available in section II of this document.

✓ CLASS ACTIVITIES: Class activities, participation and attendance will be graded as

follows:

• Responsibility - The state or fact of being responsible, answerable, or accountable

for something within one's power, control, or management
• Attendance - a record of how often a person goes to classes
• Class participation - Class participation is important for the success of the class.
You all have communication experience and sharing that experience with the rest
of the class improves the quality of class discussion and student learning.
• Short quizzes: A quiz is generally a frequent and short assessment that can gauge
a student’s retention and comprehension of a small amount of information. A quiz
can function throughout a course as an informative feedback device allowing both
the instructor and the students to see where they are excelling or need more focus.
• Class activities: The instructor will give you a handout at the beginning of every
week in which you must record your learning journey. In this handouts you must
write reflective comments, questions, and key notes that show the tutor your
progress throughout the course.
• Online activities: They include the creation of learning artifacts used for teaching
and learning in hybrid, blended, and flipped learning environments. They also
include the use of gamification or problem-solving techniques.

✓ ONE-ON-ONE CHECK-INS: These check-ins have two parts. In the first part of the
activity, students will analyze some didactic material in order to evaluate, criticize, and
improve its content. In the second part, a group meeting will be held in which the
professor will discuss and assess mastery of relevant topics, evaluate student teachers’
coursework, give them feedback, and solve questions related to the students’ own
learning process and professional development.

✓ DEMO CLASS: This is a class simulation that you usually prepare and teach to another
teacher’s class or a group of recruiters. The objective of this activity is to demonstrate
your readiness to teach students in hybrid environments, build class community, and
connect with them.

✓ TEACHING PRACTICE: For this activity, student teachers will have to look for a
school that allows them to teach under the supervision of a cooperating English language
teacher. They will prepare a six-hour lesson plan to teach English to high-school
students.

VI. COURSE CONTENTS

MODULE 1: ENGLISH LANGUAGE TEACHING METHODOLOGY AND

LANGUAGE ACQUISITION THEORIES -WEEKS 1-2
✓ What is a method?
✓ Didactics, Methodology, and Popular Teaching Methods
1. The Nineteenth Century: Grammar Translation Method
2. The Natural Method
3. The Direct Method
4. The Audio-Lingual Method
5. Suggestopedia (Desuggestopedia or Desuggestology)
6. Community Language Learning
7. Presentation Practice Production (PPP)
8. Task-Based Learning
9. Content-Based Instruction
10. Behaviorism and language acquisition theories
11. Chomsky’s contributions, Stephen Krashen, Skinner, and Vygotsky
MODULE TWO: INTEGRATING TECHNOLOGY INTO TEACHING
(EDUCATION AFTER THE COVID-19 PANDEMIC) -WEEKS 3-6

1. Introduction to Technology for English Language Learning

2. Introduction to Artificial Intelligence and how to use it in EFL Teaching
3. Hybrid Learning
4. Blended Learning
5. Flipped Classroom
6. Gamification
7. Using Technology Tools for Education (Nearpod, Quizlet, Quizizz,
Kahoot!, Peardeck, LiveWorksheets, OneNote, Sway, Google Sites, Slides,
Padlet, Zipgrade, Reading Progress, Google Classroom, Quizalize,
Genially, Wakelet, Merge Cube)

MODULE 3: ENGLISH LANGUAGE TEACHING -WEEKS 7-10

1. Productive Skills: Speaking and Writing
2. Receptive Skills: Listening and Reading
3. Teaching Grammar
4. Teaching Pronunciation
 5. Teaching Vocabulary
6. Lesson Plan Design (PDP)
7. One-on-one check-ins (Week 9)
MODULE 4: TEACHING YOUNG ADULTS AND ADULTS -WEEKS 11-12

1. Responding to Social and Technological Change

2. Development that Affects Learning and Teaching
3. What is Effective Learning
4. The Role of Students in Effective Learning
5. The Role of Teachers in Effective Learning
6. Making Learning More Active
7. Developing Awareness of Styles of Teaching
8. The Communication Questionnaire
9. Towards A Philosophy of Teaching Young Adults

MODULE 5: ESSENTIALS OF ENGLISH LANGUAGE TEACHING -WEEKS 13-14

1. Encourage Learner Autonomy
2. Emphasize the Social Nature of Learning
3. Develop Curricular Integration
4. Focus on Meaning
5. Celebrate Diversity
6. Expand Thinking Skills
7. Utilize Alternative Assessment Methods
8. Promote English Language Teachers as Co-learners

MODULE 6: ASSESSING MACRO AND MICROSKILLS – WEEKS 15-17

1. Assessing Listening
2. Assessing Speaking
3. Assessing Reading
4. Assessing Writing
 VII. CLASSROOM RULES

A primary objective of this course is to create a safe and orderly environment conducive to
learning meaningfully. Each student has an equal chance to excel and achieve his or her goals,
and no one student or group of students has the right to jeopardize that experience with poor
behavior. To ensure a positive and orderly educational environment, the following classroom
guidelines are to be respected:

1. Please be in your seat and ready to go at the time when the class meets. You will be
marked tardy if you show up or log in late to class. You have five minutes after class
starts to arrive. Please be prepared for class with a notebook, a pen or pencil,
suggested readings, etc.

2. In virtual classes, please keep your microphone muted at all times unless the instructor
permits you to participate in class. In face-to-face classes, do not interrupt the class
or talk to others unnecessarily. Instead, pay attention, take notes, and participate
actively. Remember that we each deserve respect and consideration when we are
speaking!

3. Turn your camera on if necessary. If this is causing connectivity issues, you may turn
it off.

4. Please do not use profanity. Also, do not insult, badger, bully, or tease others.

5. Use netiquette at all times and keep your comments professional.

6. Please do not display insubordinate or belligerent behavior towards the teacher

(verbally attacking or arguing with the teacher or refusing to follow a reasonable
request).

7. Hand in your homework and assignments on time. Late assignments will not be
received and will be automatically given a score of 1.0 (one point zero).

8. Other guidelines may surface as the semester goes on, but just try to use common
sense when you are in class and everything will be fine.

9. Read the required chapters before attending classes and do all the assigned online
activities. This will help you to be ready for your one-on-one check-ins.

VIII. ARTIFICIAL INTELLIGENCE USE POLICY

Effective learning involves developing one's own understanding and skills. While AI tools
can be valuable aids in the educational process, their use should be guided by principles of academic
integrity and ethical conduct. This AI Use Policy is designed to provide guidelines for university
students when using AI technologies for homework assignments and classwork.
 1. Understanding the Purpose of AI Tools

You should use AI tools as a supplementary resource to enhance your learning experience. These
tools can assist with research, generating ideas, or improving problem-solving skills. However,
they should not replace the core learning process or the development of your critical thinking
abilities.

2. Disclosure, Honesty, and Plagiarism

If an AI tool is used to assist in completing an assignment or classwork, you must clearly disclose
this fact to your instructor. Honesty and transparency are crucial in maintaining academic integrity.
You must not use AI tools to plagiarize or produce work that is not your own. Assignments and
classwork should be original and reflect your understanding and knowledge. You should also
ensure that any AI-generated content used in your work adheres to copyright laws and gives
appropriate credit to the original authors or creators.

For example, to cite the use of ChatGPT in a document following the APA format, you need to
create a reference list entry and an in-text citation for each time you quote or paraphrase text from
the tool. Here are the steps to follow:

First, describe how you used ChatGPT in your method section or introduction, and include the
prompt you used whenever you quote a ChatGPT response.

Second, create a reference list entry that lists OpenAI as the author and ChatGPT as the title, adding
the date of the version used (shown at the bottom of the page on the ChatGPT site), the descriptive
text “Large language model” in square brackets, and the URL. For example:

OpenAI. (2023). ChatGPT (Feb 13 version) [Large language model]. 4

Third, create an in-text citation that consists of “OpenAI” plus the year of the version you used. For
example:

(OpenAI, 2023)

Fourth, if you quote or paraphrase a long response from ChatGPT, you may also put the full text of
it in an appendix of your paper or in online supplemental materials, so readers can access the exact
text that was generated.

For more information and examples on how to cite ChatGPT in APA style, you can check out these
sources:

ChatGPT Citations | Formats & Examples – Scribbr

How to cite ChatGPT - APA Style
Personal communications - APA Style
 3. Understanding AI Outputs

When using AI tools, you should strive to understand the generated outputs. Blindly accepting AI-
generated content without comprehension undermines the learning process and academic growth.
While AI tools can be helpful, they are not infallible. You should critically assess the quality and
accuracy of AI-generated content and cross-reference it with reliable sources.

4. Prohibited Uses of AI

Refrain from using AI tools for unethical purposes, such as hacking, cheating in exams, or any
activities that violate the university's code of conduct or local laws. AI must not be used in any on-
site evaluated activity unless the instructor states otherwise.

You must not gain unfair advantages by misusing AI tools to get better grades or evaluations. Fair
competition and merit-based achievements are fundamental principles of academic learning.

5. Ethical AI Use

Students should be mindful of the data and information they provide to AI tools. Avoid using
sensitive, personal, or confidential data unless explicitly required for a specific educational purpose
and with proper consent.

6. Collaborative Work

If working in groups, you should agree on the extent to which AI tools will be utilized. The primary
objective should remain on collaborative learning and the exchange of ideas among peers.

7. Consequences of Policy Violation

You should follow any specific guidelines provided by your instructor regarding the use of AI tools
for assignments and classwork. Violation of this AI Use Policy may lead to academic penalties,
such as reduced grades, failure in the assignment, or other disciplinary actions determined by the
university's code of conduct.

By adhering to this AI Use Policy, you can leverage AI tools responsibly to enhance your learning
experience while upholding the values of academic integrity, honesty, and ethical conduct.

IX. SYLLABUS DISCLAIMER

This course syllabus is an educational contract between the instructor and students.
Therefore, every effort will be made to avoid changing the contents, schedule, and
evaluations throughout the semester. However, the possibility exists that unforeseen events
may force the course facilitator to modify the syllabus. The facilitator reserves the right to
make such changes as deemed necessary. If modifications are made, the course instructor
will notify students about such changes promptly.
X. MEDIA, TEXT, REQUIRED READINGS, AND REFERENCES

Brown, H.D. & Lee, H. (2015). Teaching by Principles: An Interactive Approach to

Language Pedagogy (4th ed.) Pearson Education

Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language, (3rd

ed.). Heinle ELT.

Farrell, T. S. C., & Jacobs, G. M. (2010). Essentials for Successful English Language
Teaching (1st ed.). Continuum.
Graves, K. (1998). Designing Language Courses, A Guide for Teachers. (1st ed.). México,
DF: Thomson & Learning

Harmer, J. (2000). How to teach English. Malaysia: Addison Wesley Longman

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. (2nd.ed.).

NY: Oxford University Press

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model].

https://chat.openai.com/chat

Scrivener, J. (2011). Learning Teaching, The Essential Guide to English

Language Teaching (3rd ed.). UK: Between TownsRoad

Ur, P. (2012). A Course in English Language Teaching (2nd ed.). Cambridge University
Press.