Universitat Internacional de Catalunya
The Acquisition of English As a Foreing Language in Bilingual and Multilingual Contexts
Other languages of instruction: Catalan, Spanish
Teaching staff
chowes@uic.es
Introduction
This course explores the concept of English as a lingua franca in an increasingly globalized world, and its acquisition in multilingual and plurilingual contexts. It will provide an overview of the main concepts and theories of Second Language Acquisition (SLA) from approximately the 1970s to the present, offering a theoretical foundation for understanding the evolution of the field. Different theoretical approaches will be analyzed —immersion and CLIL (Content and Language Integrated Learning)— along with acquisition theories in school settings, different types of multilingual education, and their connection to the Common European Framework of Reference for Languages (CEFR). The CEFR and plurilingual approaches within the European context will also be studied, together with the most common myths surrounding foreign language acquisition.
The course combines theoretical reflection with practical application: students will identify the cognitive and contextual factors of language acquisition, critically analyze pedagogical approaches, produce their own language biography, and design teaching activities linked to third language acquisition adapted to real bilingual and multilingual school contexts.
Pre-course requirements
A minimum English level of B2 (CEFR) is recommended to follow the course, together with academic proficiency in spoken and written English, since most course activities and readings are conducted in this language.
The course is based on a dialogic approach, with discussion of students’ experiences in the field of teaching English as a foreign language and of their own thinking about methodologies and multilingualism. For this reason, having some prior experience related to language teaching or supporting language learning will make the course easier and more beneficial, as it allows students to build immediate bridges between theory and practice.
However, such prior experience is not a strict requirement. Students without teaching experience will still be able to participate in dialogue on the basis of their own language-learning histories and their observations of different educational contexts.
Objectives
The objectives of this course are:
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To raise students' critical awareness of the teaching and use of English as a second and third language, and also as a lingua franca, in multilingual and multicultural contexts.
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To provide students with a panoramic and critical overview of the evolution of the main concepts and theories of Second Language Acquisition (SLA), from the 1970s to the present, in order to understand how this body of knowledge has shaped current teaching practices.
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To enable students to acquire a critical awareness of the variety of pedagogical approaches and options for achieving the competences needed to develop, in the classroom, the basic English knowledge and skills required in a global world.
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To enable students to apply this theoretical knowledge to the design of teaching activities (including the production of a language biography) linked to third language acquisition and plurilingual approaches, and to adapt them to the growing global contexts of a primary and/or secondary education center.
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To foster students' ability to argue, in English, well-founded critical judgments about common myths of foreign language acquisition, contrasting them with up-to-date research evidence.
Competences/Learning outcomes of the degree programme
- CN01 - The student will be able to identify the processes of acquiring and learning English as a foreign language on English literature and culture.
- CP04 - The student will be able to use adequate resources and strategies to improve as a professional.
- CP11 - The student will respect the fundamental rights of equality between men and women, the promotion of human rights, and the values inherent to a culture of democracy and peace, using language that avoids androcentricity and stereotypes.
- HB01 - The student will be able to recognise the phonetic and phonological aspects of English in the classroom, to begin teaching the pronunciation of English as a foreign language.
- HB03 - The student will know how to communicate conclusions and the reasoning behind them to specialised and non-specialised audiences in a clear and unambiguous way
- HB04 - The student will be able to apply skills that allow them to continue studying in a largely self-directed or autonomous way.
- HB07 - The student will be able to organise their working time according to their learning priorities and objectives, encouraging self-learning.
- HB08 - The student will be able to offer informed decision-making in the field of teaching English as a foreign language.
- HB17 - The student will be able to express themselves in English, both orally and in writing, and both inside and outside the classroom, undertaking all the communication functions that are typical of an English language teacher.
Learning outcomes of the subject
The learning outcomes required of students will be linked to the competences selected in each case and to the assessment systems of the course. Among others, the following stand out:
- Identifies and classifies the cognitive, social, and contextual factors involved in the acquisition and learning of English as a foreign language (L2/L3) in bilingual and multilingual settings (CN01, HB01).
- Critically analyzes and compares pedagogical approaches (CLIL, immersion, task-based learning) and their connection to the Common European Framework of Reference for Languages (CEFR) and plurilingual approaches (CN01, HB03, HB08).
- Produces a personal language biography reflecting on their own process of learning additional languages, applying theoretical frameworks of plurilingual acquisition (HB04, HB07, CP11).
- Designs teaching activities linked to third language acquisition and plurilingual approaches, adapted to a bilingual or multilingual school context (HB01, CP04, HB08).
- Argues, both orally and in writing and in English, critical judgments about common myths of foreign language acquisition, contrasting them with up-to-date research evidence (HB03, HB08, HB17).
- Participates and collaborates in an argued manner in forums and virtual discussions, using academic English that is inclusive and free of gender stereotypes (CP11, HB17, HB04).
Syllabus
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Overview of the main concepts and theories of Second Language Acquisition (SLA), from the 1970s to the present
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English as a lingua franca in a plurinational world
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Common European Framework of Reference for Languages (CEFR) and its Companion Volume
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Language Biography and the plurilingual approach
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Bilingual and plurilingual educational systems
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Third language acquisition (L3)
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Pedagogical translanguaging as an approach for the multilingual classroom
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Common myths about foreign language learning
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Theoretical foundations for L3 acquisition in school contexts
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Teaching and learning activities
Online
In this course, all materials and activities are delivered through the Moodle LMS, ensuring easy access and organization for students. The learning experience combines concise online lectures to introduce key concepts, followed by interactive discussions designed to foster critical thinking and deeper engagement with the material. Students are encouraged to contribute thoughtfully to online forums, enhancing collaborative learning and written communication skills. Additionally, learners create blog posts to synthesize their understanding and share personal insights. Throughout the course, regular self-reflection activities prompt students to evaluate their progress and connect course content to their own experiences, supporting continuous personal and academic growth.
All activities take place via Moodle and synchronous video-conferencing tools (Google Meet), while preserving a dialogic, participation-focused pedagogy.
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CML / CT: short synchronous sessions to introduce concepts and open up questions.
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FDV: extended online forums and debates where students discuss readings, share experiences, and collectively build interpretations and pedagogical proposals.
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ABP: collaborative online projects to design activities related to L3 acquisition and plurilingualism.
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TI: critical reading, written reflections, preparation of forum contributions, and drafting of blog entries and the language biography.
Evaluation systems and criteria
Online
PT - Presentation of assignments online or via video: 70% of final grade
Preparation of a blog with three mandatory entries and two optional tasks, through which students demonstrate achievement of the learning outcomes related to identifying acquisition factors, analyzing pedagogical approaches, producing the language biography, and designing teaching activities.
GP - Level of participation in virtual forums and discussions: 30% of final grade
Three mandatory Virtual Forum tasks, through which students demonstrate achievement of the learning outcomes related to identifying acquisition factors, critically analyzing pedagogical approaches, arguing about language-learning myths, and collaborative participation.
The assessment criteria are as follows:
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Being able to select, analyze, and distinguish information relevant to the topic and theoretical approach, as well as incorporate up-to-date references related to the latest research and publications.
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Integrating knowledge and formulating duly argued critical judgments, based on available information and taking into account the characteristics of the context being worked on.
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Demonstrating critical thinking about pedagogical approaches and different methodologies for teaching English in a globalized world.
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Demonstrating adequate oral and written expression in English.
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Producing a language biography that evidences critical reflection on one's own plurilingual acquisition process.
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Designing CLIL teaching activities consistent with the theoretical foundations covered in the course.
Second-sitting (2nd convocatòria) limitation:
All coursework and assessable activities must be submitted before the established deadline. Students sitting the second exam period may obtain a maximum grade of 5 (pass). Passing the second sitting does not, under any circumstances, guarantee a pass in the course, as this will depend on the effective achievement of the learning outcomes and the established assessment criteria.
Use of Artificial Intelligence (AI):
The use of generative AI tools (such as ChatGPT or similar) is permitted only as support for idea generation, language revision, or preliminary information searches, provided such use is explicitly and transparently disclosed. Submission of work generated entirely by AI without supervision, editing, or the student's own critical input is not permitted. Undisclosed or fraudulent use of AI will be considered a breach of academic integrity and may result in a grade of "0" on the corresponding activity, without prejudice to the opening of disciplinary proceedings under the university's academic regulations.
IMPORTANT: Specialized plagiarism-detection software will be used in all assessed activities.
Bibliography and resources
Baetens Beardsmore, Hugo (2009). Language Promotion in European Supra-national Institutions. In García, Ofelia (ed.) Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley-Blackwell, pp. 197-217.
Cenoz, Jasone and Gorter, Durk (2021). Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. Bristol: Multilingual Matters.amazon.co
Council of Europe (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment — Companion Volume. Strasbourg: Council of Europe Publishing.
D'Angelo, Francesca (2023). Teaching and Learning Third Languages. Bristol: Multilingual Matters.
Ellis, Rod (1997). Second Language Acquisition. Oxford University Press.
García, Ofelia (2009). Introducing Bilingual Education. In García, Ofelía, Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley-Blackwell, pp. 13-17.
García, Ofelía and Flores, Nelson (2012). Multilingual pedagogies. In Martin-Jones, Marilyn, Blackledge, Adrian, and Creese, Angela (eds.). The Routledge Handbook of Multilingualism. New York: Routledge, pp. 232-246.
Jessner, Ulrike and Cenoz, Jasone (2007). Teaching English as a third language. In J. Cummins and C. Davison (Eds.), International Handbook of English Language Teaching. New York: Springer, pp. 155-167.
Lightbown, Patsy and Spada, Nina (2006). How Languages are Learned. 3rd Edition. Cambridge: CUP.
Nikula, T., Dafouz, E., Moore, P., and Smit, U. (2016). Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters.
North, Brian, Piccardo, Enrica, Goodier, Tim, Fasoglio, Daniela, Margonis, Rita, and Rüschoff, Bernd (2022). Enriching 21st Century Language Education: The CEFR Companion Volume in Practice. Strasbourg: Council of Europe Publishing.
Sutton, John (2006). Globalization: A European perspective. In Anthony Giddens, Patrick Diamond and Roger Liddle (eds.) Global Europe, Social Europe. Cambridge: Polity Press, pp. 37-51.
Zentella, Ana Celia (1997). Growing up Bilingual. Oxford: Blackwell