Teaching English to Speakers of Other Languages (Level 3)

Module title	Teaching English to Speakers of Other Languages (Level 3)
Module code	ELC3800
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)	8

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

Learner context and learner variables

Learner-centredness

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 Activities	Guided independent study	Placement / study abroad
78	222	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled Learning and Teaching activities	68	Seminars and practical classes, asynchronous input and collaborative activities, including observations and interviews
Scheduled Learning and Teaching activities	10	Supervised teaching practice sessions, preparation group tutorials and feedback tutorials
Guided independent study	30	Designing materials for teaching practice, writing up lesson plans, self assessment and reflection on teaching practice
Guided independent study	182	Reading and research preparation and writing up assignments

Assessment

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Formative teaching practice	30 minutes	1-3, 5, 7-10	Oral
Assignment tutorial	30 minutes	1, 2, 4, 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
Observation Journal	20	1000 word reflective essay and Sway portfolio	1, 2, 4, 6, 7, 9	Written
Teaching practice	40	2 x 30 minutes	1-3, 5, 7-10	Oral and written
Assignment: pedagogical principles	40	3000 words	1, 2, 4, 6, 7, 9	Written
	0
	0
	0

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
Observation Journal	Resubmission	1, 2, 4, 6, 7, 9	To be arranged before the end of May 2021
Teaching practice	Teaching the assessors	1-3, 5, 7-10	To be arranged before the end of May 2021
Assignment: pedagogical principles	Resubmission	1, 2, 4, 6, 7, 9	To be arranged before the end of May 2021

Resources

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 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 (5^th 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 (vlebooks.com) pp130-133

Spiro J. (2013). Changing Methodologies in TESOL. Edinburgh: Edinburgh University Press http://search.ebscohost.com.uoelibrary.idm.oclc.org/login.aspx?direct=true&db=edsebk&AN=644635&site=eds-live&scope=site 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 (modernenglishteacher.com)

Module has an active ELE page

Key words search

TESOL, TEFL, teaching abroad, teaching assistant

Credit value	30
Module ECTS	15
Module pre-requisites	ELC 2800 or equivalent (to include some teaching practice)
Module co-requisites	None
NQF level (module)	6
Available as distance learning?	No
Origin date	20/8/2012
Last revision date	08/06/2022