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 | 2024/5 |
| Credits | 30 |
| Module staff | Jeanette Lewin (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 11 |
| Number students taking module (anticipated) | 6 |
|---|
Module description
ELC3800 provides an opportunity to hone your teaching skills, reflect on classroom observations, your own teaching and learning experiences and gain insights into these through exploring second language acquisition theories and broader educational theories. You will critically examine methodology used in communicative language teaching to enable you to construct your own pedagogical principles and techniques to take forward into future teaching. This module does not provide a teaching qualification but enables you to gain valuable experience if considering going on to do a PGCE, Master’s in Education or pursue a career in TESOL.
Module aims - intentions of the module
The module aims to equip you with:
- Critical awareness of methods and approaches in language teaching
- An understanding of constructive alignment within a curriculum and techniques for scaffolding learning
- The skills to design and deliver a series of purposeful lessons that demonstrate intercultural awareness and meet the needs of the learners
- The ability to analyse discourse, highlight, concept check and correct language
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.
- 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. giving clear instructions and eliciting responses
- 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 activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 78 | 222 |
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 |
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 | Spoken and written |
| Assignment tutorials | 3x 30 minutes + optional drop-in | 1, 2, 4, 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 |
|---|---|---|---|---|
| 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 | Spoken and written |
| Assignment: pedagogical principles | 40 | 3000 words | 1, 2, 4, 6, 7, 9 | Written |
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 |
| Teaching practice | Teaching the assessors | 1-3, 5, 7-10 | To be arranged before the end of May |
| Assignment: pedagogical principles | Resubmission | 1, 2, 4, 6, 7, 9 | To be arranged before the end of May |
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 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. 2021. The Practice of English language teaching (5th Ed.). : 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 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)
| 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 | 22/02/2024 |
