Teaching English to Speakers of Other Languages (Level 2)

Module titleTeaching English to Speakers of Other Languages (Level 2)
Module codeELC2800
Academic year2019/0
Credits30
Module staff

Nicola James Davies (Convenor)

Jeanette Lewin (Convenor)

Theresa Weaver (Convenor)

Duration: Term123
Duration: Weeks

12

11

Number students taking module (anticipated)

16

Description - summary of the module content

Module description

TESOL refers to Teaching English to Speakers of Other Languages, a term that has replaced TEFL (Teaching English as a Foreign Language).  In this module you will gain practical experience of many aspects of English language teaching.  You will gain an understanding of second language acquisition theories and learn about methodology used in communicative language teaching.  You will learn how to develop your classroom presence and classroom management skills through the observation of teaching professionals, practical input sessions and supervised teaching practice with international students.  At the same time you will examine the grammar, vocabulary and phonology of the English language system, develop the ability to assess learners’ communicative competence and learn how to plan well-staged motivating lessons that will meet specific learners’ needs. 

It may be useful to have studied a second language to A level or above, but this is not a pre-requisite. If you have not studied on our level 1 module (ELC1800), you will be given catch-up tasks to do before the course commences. 

The module does not lead to a teaching qualification, but you will have the opportunity to be considered to study for the widely recognised Trinity CertTESOL qualification alongside your degree.  Preference will be given to students who have studied ELC 1800.

Module aims - intentions of the module

This module aims to develop your intercultural competence, language awareness and critical thinking about your own learning and teaching, as well as equip you with the skills to be an effective teacher.  This is particularly valuable for students planning to teach on their year abroad.  A wide variety of assessment types are used in order to help you develop transferable skills and enhance your employability.  The course is particularly beneficial if you are planning to go on to do a PGCE or continue to pursue a career in TESOL.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. Demonstrate sound understanding and analytical skills in the fields of English grammar, phonology, lexis and discourse and show an ability to use specialised terminology in describing language in both oral and written contexts
  • 2. Show understanding of, and ability to discuss pedagogical concepts in language teaching and learning and demonstrate an understanding of approaches to Teaching English to Speakers of Other Languages
  • 3. Understand how to assess needs, set aims and structure a lesson or sequence of lessons to meet the requirements of specific learners
  • 4. Adapt and supplement a variety of TESOL resources to meet the needs of specific learners
  • 5. Demonstrate an effective classroom presence and apply effective classroom management skills

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 6. Evaluate the significance of information and show a good level of analytical skills
  • 7. Demonstrate practical abilities, e.g. in explaining and exemplifying
  • 8. Show proficiency in your oral and written abilities in describing a range of language and language learning approaches

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 9. Reflect on your knowledge and the effectiveness of your learning strategies, monitor your own progress and provide feedback to peers and staff on elements of your study
  • 10. Take responsibility for your own learning and display a sense of organisation and time management
  • 11. Manage learning resources and use English Language Teaching reference materials effectively
  • 12. Show awareness of a range of personal and professional requirements for teaching and demonstrate cultural sensitivity
  • 13. Demonstrate the ability to work productively and cooperatively in a team

Syllabus plan

Syllabus plan

    1. Structuring a lesson and completing a lesson plan
    2. Integrating lexis into lessons
    3. Giving feedback on language (lexis, grammar and pronunciation)
    4. Classroom management skills
    5. Teaching listening and speaking skills
    6. Teaching practice with international students
    7. Inductive ways of teaching a grammar point
    8. Introduction to second language acquisition theories
    9. Experiencing lessons in an unknown language and keeping a reflective journal
    10. Examining a learner’s social and cultural background, motivation and preferred ways of learning
    11. Conducting diagnostic assessment of an individual learner’s language proficiency and communicative competence
    12. Conducting diagnostic assessment of an individual learner’s four skills
    13. Planning a one-to-one lesson and a sequence of lessons
    14. Using minimal resources and teaching young learners

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
752250

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning and teaching activities64Seminars and practical classes
Scheduled Learning and teaching activities112 supervised teaching practice sessions, preparation group tutorials and feedback tutorials; one-to-one teaching sessions
Guided independent study20Designing materials for teaching practice, writing up lesson plans, self-assessment and reflection of teaching practice
Guided independent study80 Research (includes observation of classes), preparation and writing up assignments
Guided independent study125 Reading and research

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Task: peer teaching a grammatical item. Feedback on classroom presence and classroom management (this task is also summative – see below)15 minutes5Spoken and written

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
55045

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Task: peer teaching a grammatical item1015 minutes1,2,3,6,7,10,11Spoken and written
Teaching practice1520 minutes1-5, 7-13Spoken and written Video-recorded for self evaluation
Assignment: unknown language journal203,000 words1,2,6,7,8,9-12Spoken and written
Teaching practice2030 minutes1-5, 7-13Spoken and written Video-recorded for self evaluation.
Assignment: learner profile353,000 words + 240 minutes of interviews + 50 minutes teaching1-12Spoken and written
0

Re-assessment

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Task: peer teaching a grammatical itemTeaching a grammatical point to the assessors (15 minutes)1,2,3,6,7,10,11To be arranged before end of May 2020
Teaching practiceTeaching a lesson to the assessors (30 minutes)1-5, 7-12To be arranged before end of May 2020
Assignment: unknown language journalCommentary and reflection on a DVD ELT lesson (3,000 words) 1,2,6,7,8, 9-12To be arranged before end of May 2020
Teaching practiceTeaching a lesson to the assessors (30 minutes)1-5, 7-12To be arranged before end of May 2020
Assignment: learner profile3,000-word assignment based on the needs analysis from a recorded interview with a learner + interview with assessor to discuss lesson plan1-12To be arranged before end of May 2020

Re-assessment notes

The first assignment (unknown learner journal) constitutes 20% and the second assignment (learner profile) constitutes 35% of the module mark.  The first teaching practice is 15% and the second one is 20%.  The task is 10% of the module mark.

Resources

Indicative learning resources - Basic reading

Harmer, J. 2015. The Practice of English Language Teaching (5th Ed.). Harlow: Pearson Education Ltd.

Harmer , J. 2007. How to Teach English. Harlow: Pearson Education Ltd.

Indicative learning resources - Web based and electronic resources

The module has an active ELE page with all course documentation and PPTs from the input sessions, as well as useful resources such as a phonemic keyboard.  Videos of teaching practice sessions are uploaded to enable students to self-assess.

www.bbc.co.uk/worldservice/learningenglish

https://www.etprofessional.com/home

http://www.coe.int/t/dg4/linguistic/cadre1_en.asp

Module has an active ELE page

Key words search

TESOL, TEFL, Trinity CertTESOL, teaching abroad

Credit value30
Module ECTS

15

Module pre-requisites

ELC 1800 or equivalent 

Module co-requisites

None

NQF level (module)

5

Available as distance learning?

No

Origin date

20/08/12

Last revision date

05/03/2019