Outline

Overview

This unit presents the major theoretical frameworks used to consider issues in pre-school language development, first language development during the school years and the learning of second and subsequent languages by children and adults. It will discuss the common features in language development and also takes into account issues of social opportunity, age-related factors and other individual factors which lead to differential language proficiency in learners.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Aek Phakiti, aek.phakiti@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam	Final Exam A two-hour (2000wd equivalent), in-person, supervised written examination designed to assess students’ theoretical understanding and ability to apply key concepts in second language acquisition	30%	Formal exam period	2 hours	AI prohibited
Outcomes assessed:
Research analysis	A Critical Review of an SLA theory, hypothesis or approach Critical Review of an SLA theory, hypothesis or approach	35%	Week 05 Due date: 29 Mar 2026 at 23:59	2000wd	AI allowed
Outcomes assessed:
Written work	Explaining second language learning An inquiry into an ESL/EFL learner's learning and experiences	35%	Week 10 Due date: 10 May 2026 at 23:59	2000 words	AI allowed
Outcomes assessed:

Assessment summary

A Critical Review of an SLA theory, hypothesis or approach (35%)
Explaining second language learning (35%)
Final Exam (30%)

Detailed information for each assessment can be found on Canvas and explained during the semester.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

5% per calendar day for written assignments

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to second language acquisition Reading: Lightbown & Spada (2021). Introduction Lightbown & Spada (2021). Glossary	Lecture (1 hr)
Week 02	SLA and language learning in early childhood Reading: Lightbown & Spada (2021). Chapter 1 (Preview to The School Years)	Lecture (1 hr)
Week 02	SLA and language learning in early childhood Reading: Lightbown & Spada (2021). Chapter 1 (Preview to The School Years)	Tutorial (1 hr)
Week 03	Explaining first language acquisition Reading: Lightbown & Spada (2021). Chapter 1 (From Explaining first language to Suggestions for further reading)	Lecture (1 hr)
Week 03	Explaining first language acquisition Reading: Lightbown & Spada (2021). Chapter 1 (From Explaining first language to Suggestions for further reading)	Tutorial (1 hr)
Week 04	Second language learning Reading: Lightbown & Spada (2021), Chapter 2 (From Preview to Contrastive analysis, error analysis and interlanguage)	Lecture (1 hr)
Week 04	Second language learning Reading: Lightbown & Spada (2021), Chapter 2 (From Preview to Contrastive analysis, error analysis and interlanguage)	Tutorial (1 hr)
Week 05	Developmental sequences in second language learning Reading: Lightbown & Spada (2021), Chapter 2 (From Developmental sequences to Suggestions for further reading)	Lecture (1 hr)
Week 05	Developmental sequences in second language learning Reading: Lightbown & Spada (2021), Chapter 2 (From Developmental sequences to Suggestions for further reading)	Lecture (1 hr)
Week 06	Explaining second language learning Reading: Lightbown & Spada (2021), Chapter 4 (From Preview to Cognitive perspectives) Loewen (2020). Chapter 2 The Nature of Second Language Knowledge, pp 19-40.	Lecture (1 hr)
Week 06	Explaining second language learning Reading: Lightbown & Spada (2021), Chapter 4 (From Preview to Cognitive perspectives) Loewen (2020). Chapter 2 The Nature of Second Language Knowledge, pp 19-40.	Tutorial (1 hr)
Week 07	Explaining second language learning Reading: Lightbown & Spada (2021), Chapter 4 (From The sociocultural perspective to Suggestions for further reading)	Lecture (1 hr)
Week 07	Explaining second language learning Reading: Lightbown & Spada (2021), Chapter 4 (From The sociocultural perspective to Suggestions for further reading)	Tutorial (1 hr)
Week 08	Individual differences in SLA (1) Reading: Lightbown & Spada (2021), Chapter 3 (From Preview to Learning Styles and Learner beliefs)	Lecture (1 hr)
Week 08	Individual differences in SLA (1) Reading: Lightbown & Spada (2021), Chapter 3 (From Preview to Learning Styles and Learner beliefs)	Tutorial (1 hr)
Week 09	Individual differences in SLA (2) Reading: Lightbown & Spada (2021), Chapter 3 (From Individual differences and classroom instruction to Suggestions for further reading)	Lecture (1 hr)
Week 09	Individual differences in SLA (2) Reading: Lightbown & Spada (2021), Chapter 3 (From Individual differences and classroom instruction to Suggestions for further reading)	Tutorial (1 hr)
Week 10	Observing classroom teaching and learning in the language classroom Reading: Lightbown & Spada (2021): Chapter 5 Loewen (2020). Chapter 5 Sociocultural Theory in the Second Language Classroom. pp 86-103.	Lecture (1 hr)
Week 10	Observing classroom teaching and learning in the language classroom Reading: Lightbown & Spada (2021): Chapter 5 Loewen (2020). Chapter 5 Sociocultural Theory in the Second Language Classroom. pp 86-103.	Tutorial (1 hr)
Week 11	Second language learning in the classroom Reading: Lightbown & Spada (2021). Chapter 6 (Second language learning in the classroom)	Lecture (1 hr)
Week 11	Second language learning in the classroom Reading: Lightbown & Spada (2021). Chapter 6 (Second language learning in the classroom)	Tutorial (1 hr)
Week 12	Popular ideas and teachers' beliefs about language learning Reading: Lightbown & Spada (2021). Chapter 7 (Popular ideas about second language learning revisited) Phakiti & Plonsky (2018)	Lecture (1 hr)
Week 12	Popular ideas and teachers' beliefs about language learning Reading: Lightbown & Spada (2021). Chapter 7 (Popular ideas about second language learning revisited) Phakiti & Plonsky (2018)	Tutorial (1 hr)
Week 13	Revision and Final Exam Preparation Reading: Keating, G. D. (2016). Second language acquisition: The Basics. Routledge.	Lecture (1 hr)
Week 13	Revision and Final Exam Preparation Reading: Keating, G. D. (2016). Second language acquisition: The Basics. Routledge.	Tutorial (1 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Set text

Lightbown, P.M. & Spada, N. (2021). How languages are learned (5th ed.). Oxford: Oxford University Press.

Other reading

Keating, G. D. (2016). Second language acquisition: The Basics. Routledge.

Loewen, S. (2020). Introduction to instructed second language acquisition. Routledge.

Phakiti, A., & Plansky, L. (2018). Reconciling beliefs about L2 learning with SLA theory and research. RELC Journal, 49(2), 217-237.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. describe and explain the nature of second language learning/acquisition
LO2. explain factors affecting second language learning/acquisition
LO3. suggest instruction for successful second and/or foreign language development

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No change to the unit of study outline, but teaching and learning in the unit of study will be been updated and improved based on student feedback.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDPJ5002: Second Language Acquisition

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links