Developing Practical Knowledge for TESOL Teaching
| Module title | Developing Practical Knowledge for TESOL Teaching |
|---|---|
| Module code | EFPM280 |
| Academic year | 2019/0 |
| Credits | 30 |
| Module staff | Dr Hania Salter-Dvorak (Convenor) (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 | 5 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
This module is designed to provide students who intend to teach English in the future but have limited experience to date, with an introduction to English Language teaching which is both practical and theoretical. You will be introduced to key concepts in TESOL and have the opportunity to plan and deliver lessons and receive teacher and peer feedback on this. We will discuss the benefits of a range of techniques, e.g. error correction, and ways of managing groups of students in different contexts. You will also observe language classes in different contexts and provide evaluations of these for colleagues in the light of the theories learnt.
Module aims - intentions of the module
- To provide students with a thorough understanding of the relationship between theoretical perspectives and different TESOL classroom practices.
- To provide an introduction to key concepts associated with the practice of foreign or second language teaching.
- To familiarize students with the core competencies associated with successful practice in TESOL classrooms from both a theoretical and practical perspective.
- To develop students’ capacity to successfully apply conceptual and practical knowledge about foreign or second language practice to the realities of their own current and/or future teaching contexts.
- To develop students’ capacity to reflect critically on their own teaching as well as their peers’.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a comprehensive understanding of the key aspects of classroom practice including the organisation of activities, classroom management, and classroom interaction;
- 2. Demonstrate a critical application of these skills and knowledge in the preparation and teaching of a language class;
- 3. Demonstrate the ability to successfully apply conceptual and practical knowledge and skills to teaching activities in the TESOL classroom in a rigorous and systematic way;
- 4. Reflect critically upon observed teaching and microteaching in relation to key principles covered in the module;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Demonstrate the knowledge, understanding and skills for students required in order to analyse TESOL policy, theory and practice;
- 6. Demonstrate the ability to analyse data for teaching purposes;
- 7. Evaluate complex TESOL issues drawing on national and international perspectives;
- 8. To provide students with knowledge and skills needed to apply theory to practice in TESOL;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Engage in independent study and group/pair work, including the microteaching and evaluation of peers' teaching and their own;
- 10. Digest, select and organise material to produce, to a deadline, a coherent, thoughtful and creative analysis of theory to particular professional and socio-cultural situations;
- 11. Undertake a critical analysis of the teaching skills, knowledge and techniques developed in the module through personal reflection.
Syllabus plan
15 weekly sessions of two hours in length:
Week 1
Introduction to the concept of teaching and learning and implications for teacher and learners' roles.
Week 2.
Observations of language classes.
Week 3.
Introduction to lesson planning.
Week 4.
Techniques for introducing and practising new language (1).
Week 5:
Techniques for introducing and practising new language (2).
Week 6 and 7.
Micro teaching (focusing on the practical application of content covered in weeks 1-4).
Week 8.
Types of language classroom activities.
Week 9.
Observations of language classes
Week 10.
Micro teaching (focusing on the practical application of content covered in weeks 1-9)
Week 11.
Classroom management 1: giving instructions, questioning techniques and facilitating student input.
Week 12.
Classroom management 2: giving feedback, error analysis and correction.
Week 13.
Classroom management 3: dealing with classroom issues including discipline, large class size and a differentiated student body.
Weeks 14-15.
Micro teaching ( group presentations of a whole lesson)
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 150 | 150 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Learning and teaching activities | 30 | Lectures, seminars, tutorials and workshops |
| Learning and teaching activities | 30 | Directed reading |
| Guided independent study | 80 | Assignment preparation |
| Guided independent study | 150 | Independent study |
| Learning and teaching activities | 10 | Language classroom observation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Microteaching | 30 minutes for each group of 4-5 students | 1-7 | Verbal comment and review from tutors and fellow students |
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 |
|---|---|---|---|---|
| A Portfolio which includes details of the microteaching experiences and the observed classes. Students also reflect on themes that have emerged from these experiences and critically comment on them in relation to the module contents and their own contexts. | 100 | 7,000 words | 1-11 | Written summative feedback |
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 |
|---|---|---|---|
| Portfolio | Portfolio resubmission | 1-11 | 6 weeks |
Indicative learning resources - Basic reading
Bailey, K., A. Curtis & D. Nunan 2001. Pursuing Professional Development: the self as source. Boston: Heinle & Heinle.
Johnson, K. 2001. An Introduction to Foreign Language Teaching and Learning. Harlow: Pearson Education.
Johnson, K. E. 1995. Understanding Communication in Second Language Classroom. Cambridge: Cambridge University Press. Johnson, K. E. 1999. Understanding Language Teaching: Reasoing in action. Boston: Heinle & Heinle.
Kelly, G. 2000 How to Teach Pronunciation. Harlow: Longman.
Larsen-Freeman, D. 2000. Techniques and Principles in Languaege Teaching (2nd Edition). Oxford: Oxford University Press. Nunan, D (ed). 2003. Practical English Language Teaching. New York: McGRaw-Hill.
Omaggio H. A. 2001. Teaching language in context. New York: Heinle.
Scrivener, J. 2003. Teaching Grammar. Oxford: Oxford Univeristy Press.
Thornbury, S. 1997. About Language: Tasks for Teachers of English. Cambridge: Cambridge University Press.
Thornbury, S. 1999. How to Teach Grammar. Harlow: Longman. Thornbury, S. 2001. Uncovering Grammar. Oxford: Heinemann. Thornbury, S. 2002. How to Teach Vocabulary. Harlow: Longman. Thornbury, S. 2005. How to Teach Speaking. Harlow: Longman
Ur. P. 1996. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
Woodward, T. 2001. Planning Lessons and Courses. Cambridge: Cambridge University Press.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | none |
| Module co-requisites | none |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Last revision date | 08/02/13 |