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 | 2024/5 |
| Credits | 30 |
| Module staff | Jeanette Lewin (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 11 |
| Number students taking module (anticipated) | 12 |
|---|
Module description
ELC2800 provides an opportunity to acquire practical experience in real English language teaching contexts and a grounding in second language acquisition theories and TESOL methodology. You will develop your classroom presence and put classroom management techniques into practice by teaching a group of international students, increase your language awareness by inductively teaching your peers a grammar point and design and deliver a series of1-1 lesson to meet the needs of a learner. This module does not provide a teaching qualification but enables you to gain valuable work experience if considering teaching or working as a teaching assistant in the future.
Module aims - intentions of the module
The module aims to equip you with:
- Techniques for developing a confident classroom presence, giving clear instructions, and maximising student talking time
- Awareness of grammar, lexis and phonology and techniques to highlight and check meaning and form
- The ability to assess a learner’s communicative competence, awareness of skills and strategies to foster in learners the knowledge and skills to create and adapt lesson plans and materials for the needs of particular learners
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
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 activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 75 | 225 |
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 |
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 | Spoken and written |
| Oral explanation and rationale of 1-1 summative lesson | 20 minutes | 1-3, 7,9 | Spoken |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 |
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 | Spoken and written, Video-recorded for self-evaluation |
| Task: peer teaching a grammatical item | 20 | 15-20 minutes | 1-3, 7, 9 | Spoken and written |
| Assignment: learner profile | 60 | 3000 words + 180 minutes of 1-1 teaching | 1-9 | Spoken and written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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 |
Indicative learning resources - Basic reading
Basic reading:
Farr, F. (2015). Practice in TESOL. : 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. : 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. 2021. The Practice of English language teaching (5th Ed.). : Pearson Education Ltd
Spiro, J. (2013). Changing Methodologies in TESOL. : 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 | BBCModern English Teacher/English Teaching Professional Home | MET (modernenglishteacher.com)
- ELE – College to provide hyperlink to appropriate pages Course: (ELC2800) Teaching English to Speakers of Other Languages (Level 2) (exeter.ac.uk)
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 20/08/12 |
| Last revision date | 20/02/2024 |
