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Teaching English to Speakers of Other Languages (Level 3)

Module titleTeaching English to Speakers of Other Languages (Level 3)
Module codeELC3800
Academic year2023/4
Module staff

Jeanette Lewin (Convenor)

Duration: Term123
Duration: Weeks



Number students taking module (anticipated)


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 a good understanding of second language acquisition theories and critically examine methodology used in communicative language teaching. You will learn how to further develop your classroom presence and classroom management skills through the observation of teaching professionals, practical input sessions and supervised teaching practice with international students.  

You are expected to have studied TESOL ELC2800 or have worked as a language assistant on your year abroad,

The module does not lead to a teaching qualification. 

Module aims - intentions of the module

This module aims to develop your intercultural competence, language awareness and critical awareness of your own learning and teaching, as well as equip you with the skills to be an effective teacher of English to Speakers of Other Languages.  A 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. Show competence in the use of specialised ELT terminology in describing language, skills and methodology
  • 2. Show a critical understanding of pedagogical concepts in language learning and teaching in both face to face and online contexts
  • 3. Design TESOL resources and produce coherent lesson plans

ILO: Discipline-specific skills

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

  • 4. Critically evaluate the significance of information and show a good level of analytical skills
  • 5. Demonstrate practical abilities, e.g. in explaining and exemplifying
  • 6. Show proficiency in your own oral and written abilities and apply appropriate knowledge 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...

  • 7. Act autonomously with minimal supervision within agreed guidelines
  • 8. Interact effectively within a team and assume responsibility for your individual and joint contributions
  • 9. Reflect on your teaching and learning and provide feedback on elements of your study
  • 10. Operate effectively in complex and unpredictable contexts and in a manner appropriate to the discipline

Syllabus plan

Syllabus plan

Learner context and learner variables


Exploring learning: constructivism and humanism

Language acquisition theories and their application

Preparation and support for lesson observations and observation journal

Methods and approaches in ELT

Scaffolding learning

Becoming a reflective practitioner

Demonstration lessons and reflection in preparation for teaching practice

Planning, creating and delivering a current issues syllabus to a class of international students

Critical analysis of TESOL methods and approaches and examining pedagogical principles

Connecting theory, research and practice

Learning and teaching

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

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning and Teaching activities68Seminars and practical classes, asynchronous input and collaborative activities, including observations and interviews
Scheduled Learning and Teaching activities10Supervised teaching practice sessions, preparation group tutorials and feedback tutorials
Guided independent study30Designing materials for teaching practice, writing up lesson plans, self assessment and reflection on teaching practice
Guided independent study182Reading and research preparation and writing up assignments


Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Formative teaching practice30 minutes1-3, 5, 7-10Oral
Assignment tutorial30 minutes1, 2, 4, 7, 9Oral

Summative assessment (% of credit)

CourseworkWritten examsPractical exams

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Observation Journal201000 word reflective essay and Sway portfolio1, 2, 4, 6, 7, 9Written
Teaching practice402 x 30 minutes1-3, 5, 7-10Oral and written
Assignment: pedagogical principles403000 words1, 2, 4, 6, 7, 9Written


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

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Observation JournalResubmission1, 2, 4, 6, 7, 9To be arranged before the end of May 2021
Teaching practiceTeaching the assessors1-3, 5, 7-10To be arranged before the end of May 2021
Assignment: pedagogical principlesResubmission1, 2, 4, 6, 7, 9To be arranged before the end of May 2021


Indicative learning resources - Basic reading

Aubrey, K. and Riley, A. (2018) Understanding and using educational theories (2nd edition) Kortext | EPUB Reader

Farr, F. 2015. Practice in TESOL. Edinburgh: Edinburgh University Press. Available at

 Farr, F. & Murray, L.  2016. The Routledge handbook of language learning and technology.  London: Routledge.  Available at

 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


Lightbown, P.M. & Spada, N. (2013). How languages are learned.  Oxford: Oxford University Press. Full details and actions for How Languages are Learned 4th edition ( pp130-133

Spiro J. (2013). Changing Methodologies in TESOL. Edinburgh: Edinburgh University Press pp40-41


Indicative learning resources - Web based and electronic resources

British Council Teaching English:  TeachingEnglish | British Council | BBC

Modern English Teacher/English Teaching Professional Home | MET ( 


Module has an active ELE page

Key words search

TESOL, TEFL, teaching abroad, teaching assistant

Credit value30
Module ECTS


Module pre-requisites

ELC 2800 or equivalent (to include some teaching practice)

Module co-requisites


NQF level (module)


Available as distance learning?


Origin date


Last revision date