The Master’s course in Applied Linguistics (AL) is delivered through structured lectures led by the instructor and enriched by student contributions, including research-based papers, oral presentations, and critical reviews of books and scholarly articles. While the course is grounded in a defined set of core lectures, it remains intentionally flexible: selected topics may be expanded, additional materials (examples, tasks, readings, and data) may be introduced, and new lectures may be incorporated in response to emerging developments in applied linguistics and foreign language teaching and learning. This flexibility is guided by two priorities: academic relevance and the evolving needs and expectations of both students and teachers.
Objectives
At this level, Applied Linguistics is introduced to broaden students’ understanding of linguistics beyond the theoretical foundations studied in the third year of the Bachelor’s degree, and beyond earlier exposure to branches such as descriptive linguistics, general linguistics, and micro-linguistics. The course aims to provide students with solid, research-informed knowledge of applied linguistics, its definitions, origins, foundations, key concepts, and scope, while highlighting its central role in addressing real-world language problems.
A major emphasis is placed on the contributions of applied linguistics to language education, especially second/foreign language teaching and learning. The course is designed not simply to expose students to theory but to support them in becoming informed, reflective, and autonomous educators. The overarching goal is to prepare future teachers who can take responsible ownership of their classroom decisions and are able to critically evaluate textbooks, examinations, research claims, and policy directives rather than following them uncritically.
In essence, understanding applied linguistics here is not treated as abstract academic knowledge; it is a practical form of professional empowerment. Teachers can only improve what they understand deeply. By developing a strong applied-linguistic lens, students build the confidence, authority, and analytical competence needed to make informed pedagogical choices and to lead meaningful, positive change in their teaching contexts.