Description
Teaching English to Speakers of Other Languages (Level 2)
| Module title | Teaching English to Speakers of Other Languages (Level 2) |
|---|---|
| Module code | ELC2800 |
| Academic year | 2022/3 |
| Credits | 30 |
| Module staff | Jeanette Lewin (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 11 |
| Number students taking module (anticipated) | 12 |
|---|
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 acquire 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 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.
If you have not studied on our level 1 module (ELC1801), you will be given catch-up tasks to do before the course commences.
The module does not lead to a teaching qualification.
Module aims - intentions of the module
This module aims to develop your language awareness and equip you with the skills to be an effective teacher of English to Speakers of Other Languages. 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. Understand how to assess needs, set aims and structure a lesson or sequence of lessons to meet the requirements of specific learners
- 3. Adapt and supplement a variety of TESOL resources to meet the needs of specific learners
- 4. 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...
- 5. Evaluate the significance of information and show a good level of analytical skills
- 6. Demonstrate practical abilities, e.g. in explaining and exemplifying
- 7. 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...
- 8. Reflect on performance and provide feedback to peers and staff on elements of your study
- 9. Take responsibility for your own learning and display a sense of organisation and time management
- 10. Demonstrate the ability to work productively and cooperatively in a team
Syllabus plan
Syllabus plan
Fostering a positive classroom climate and maximising student talking time
Establishing aims and ILOs and writing a lesson plan
Grading teacher talk and giving clear instructions
Introduction to second language acquisition theories
Contrastive analysis and analysing a learner’s interlanguage
Analysing language: meaning, form and pronunciation
Concept checking lexis and grammar
Diagnostic assessment and teaching 1-1
Interview skills
Examining a learner’s social and cultural background, motivation and preferred ways of learning
Assessing oral and written communicative competence
Designing and exploiting speaking tasks
Extending, activating and recycling lexis
Developing reading and listening skills and strategies
Reflection on teaching and learning
Learning and teaching
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 75 | 225 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and teaching activities | 64 | Seminars and practical classes; asynchronous input and collaborative activities |
| Scheduled Learning and teaching activities | 11 | 1 supervised teaching practice, icebreaker session with students; one-to-one teaching sessions; tutorials |
| Guided independent study | 20 | Designing materials for teaching practice, writing up lesson plans, self-assessment and reflection on teaching practice |
| Guided independent study | 80 | Research, preparation and writing up assignments |
| Guided independent study | 125 | Reading and research |
Assessment
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Micro-teaching setting up an interactive activity | 15 minutes | 4, 6 | Oral |
| Oral explanation of inductive grammar lesson | 20 minutes | 1-3, 7, 9 | Oral |
| Practice interview | 15 minutes | 4, 6 | Oral |
| Draft section of learner profile: learner background | 500 words | 1, 5, 7, 9 | Oral and written |
| Draft section of learner profile: oral/written communicative competence | 1250 words | 1, 5, 7, 9 | Oral and written |
| Oral explanation and rationale of 1-1 summative lesson | 20 minutes | 1-3, 7, 9 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Teaching practice | 20 | 20 minutes | 3, 4, 6, 9, 10 | Oral and written, Video-recorded for self-evaluation |
| Task: peer teaching a grammatical item | 20 | 15-20 minutes | 1-3, 7, 9 | Oral and written |
| Assignment: learner profile | 60 | 3000 words + 180 minutes of 1-1 teaching | 1-9 | Oral and written |
Re-assessment
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Teaching practice | Teaching a lesson to the assessors (20 minutes) | 3, 4, 6, 9 | To be arranged before end of May |
| Task: peer teaching a grammatical item | Teaching a grammatical point to the assessors (15-20 minutes) | 1-3, 7, 9 | To be arranged before end of May |
| Assignment: learner profile | 3000 word assignment based on the needs analysis from a recorded interview with a learner + interview with assessor to discuss lesson plan | 1-9 | To be arranged before end of May |
Resources
Indicative learning resources - Basic reading
Farr, F. 2015. Practice in TESOL. Edinburgh: Edinburgh University Press. Available at http://www.jstor.org/stable/10.3366/j.ctt1g09z7r
Farr, F. & Murray, L. 2016. The Routledge handbook of language learning and technology. London: Routledge. Available at https://doi-org.uoelibrary.idm.oclc.org/10.4324/9781315657899
Harmer, J. 2007. How to teach English. Harlow: Pearson Education Ltd.
Harmer, J. 2015. The Practice of English language teaching (5th Ed.). Harlow: Pearson Education Ltd
Spiro, J. 2013. Changing Methodologies in TESOL. Edinburgh: Edinburgh University Press. Available at http://www.jstor.org/stable/10.3366/j.ctt1g0b5c5
Indicative learning resources - Web based and electronic resources
British Council Teaching English: TeachingEnglish | British Council | BBC
Modern English Teacher/English Teaching Professional Home | MET (modernenglishteacher.com)
Module has an active ELE page
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 5 |
| Available as distance learning? | Yes |
| Origin date | 20/08/12 |
| Last revision date | 07/06/2022 |