Click here to load reader
Upload
lydan
View
212
Download
0
Embed Size (px)
Citation preview
Module title Teaching English to Speakers of Other Languages (Level 2)
Module code ELC2800
Academic year(s) 2017/8
Credits 30
Basic module details
Module staff
Nicola James Davies - Convenor
Jeanette Lewin - Convenor
Duration (weeks) - term 1 12
Duration (weeks) - term 2 12
Duration (weeks) - term 3
Number students taking module (anticipated) 16
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 gain practical experience of many aspects of English language teaching. You will gain an understanding of second language acquisition theories and learn about methodology used in communicative language teaching. You will learn how to develop your classroom presence and classroom management skills through the observation of teaching professionals, practical input sessions and supervised teaching practice with international students. At the same time you will examine the grammar, vocabulary and phonology of the English language system, develop the ability to assess learners’ communicative competence and learn how to plan well-staged motivating lessons that will meet specific learners’ needs. It may be useful to have studied a second language to A level or above, but this is not a pre-requisite. If you have not studied on our level 1 module (ELC1800), you will be given catch-up tasks to do before the course commences. The module does not lead to a teaching qualification, but you will have the opportunity to be considered to study for the widely recognised Trinity CertTESOL qualification alongside your degree. Preference will be given to students who have studied ELC 1800.
Module aims - intentions of the module
Module aims
This module aims to develop your intercultural competence, language awareness and critical thinking about your own learning
and teaching, as well as equip you with the skills to be an effective teacher. This is particularly valuable for students planning to teach on their year abroad. A wide 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
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 contexts2. show understanding of, and ability to discuss pedagogical concepts in language teaching and learning and demonstrate an understanding of approaches to Teaching English to Speakers of Other Languages to adults, teenagers and young learners3. understand how to assess needs, set aims and structure a lesson or sequence of lessons to meet the requirements of specific learners4. adapt and supplement a variety of TESOL resources to meet the needs of specific learners5. demonstrate an effective classroom presence and apply effective classroom management skills
ILO: Discipline-specific skills
6. evaluate the significance of information and show a good level of analytical skills 7. demonstrate practical abilities, e.g. in explaining and exemplifying 8. show proficiency in your oral and written abilities in describing a range of language and language learning approaches
ILO: Personal and key skills
9. reflect on your knowledge and the effectiveness of your learning strategies, monitor your own progress and provide feedback to peers and staff on elements of your study10. take responsibility for your own learning and display a sense of organisation and time management11. manage learning resources and use English Language Teaching reference materials effectively12. show awareness of a range of personal and professional requirements for teaching and demonstrate cultural sensitivity through knowledge and awareness of different cultures in a variety of situations
Syllabus plan
Syllabus plan
1. Induction session, covering requirements for the module2. Guided observations of classes taught by English Language Teaching professionals3. Introduction to second language acquisition theories 4. Structuring a listening skills lesson5. Adapting and supplementing the course book to teach listening and speaking skills6. Inductive ways of teaching a grammar point7. Experiencing lessons in an unknown language and keeping a reflective journal8. Structuring a reading skills lesson9. Structuring a speaking skills lesson10. Assessing language proficiency and communicative competence 11. Assessing and responding to needs12. Planning a one-to-one lesson13. Planning a sequence of lessons
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
75 225 0
Details of learning activities and teaching methods
Category Hours of study time Description
Scheduled Learning and teaching activities
68 Lectures and practical classes
Scheduled Learning and teaching activities
72 supervised teaching practice sessions, preparation group tutorials and feedback tutorials
Guided independent study 20
Designing materials for teaching practice, writing up lesson plans, self-assessment and reflection of teaching practice
Guided independent study 80Research (includes observation of classes), preparation and writing up assignments
Guided independent study 125 Reading and research
Assessment
Formative assessment
Form of assessmentSize of the assessment (eg length / duration)
ILOs assessed Feedback method
Task: peer teaching a grammatical item. Feedback on classroom presence and classroom management (this task is also summative – see below)
15 minutes 5 Spoken and written
Summative assessment (% of credit)
Coursework Written exams Practical exams
55 0 45
Details of summative assessment
Form of assessment % of creditSize of the assessment (eg length / duration)
ILOs assessed Feedback method
Task: peer teaching a grammatical item
10 15 minutes 1,2,3,6,7,10,11 Spoken and written
Teaching practice 15 20 minutes 1-5, 7-12Spoken and written Video-recorded for self evaluation
Assignment: unknown language journal
20 3,000 words 1,2,6,7,8,9-12 Spoken and written
Teaching practice 20 30 minutes 1-5, 7-12Spoken and written Video-recorded for self evaluation.
Assignment: learner profile
353,000 words + 120-180 minutes of interviews + 50 minutes teaching
1-12 Spoken and written
0
0
Re-assessment
Details of re-assessment (where required by referral or deferral)
Original form of assessment Form of re-assessment ILOs re-assessedTimescale for re-assessment
Task: peer teaching a grammatical item
Teaching a grammatical point to the assessors (15 minutes)
1,2,3,6,7,10,11To be arranged before end of May 2018
Teaching practiceTeaching a lesson to the assessors (30 minutes)
1-5, 7-12To be arranged before end of May 2018
Assignment: unknown language journal
Commentary and reflection on a DVD ELT lesson (3,000 words)
1,2,6,7,8, 9-12To be arranged before end of May 2018
Teaching practiceTeaching a lesson to the assessors (30 minutes)
1-5, 7-12To be arranged before end of May 2018
Assignment: learner profile
3,000-word assignment based on the needs analysis from a recorded interview with a learner + interview with assessor to discuss lesson plan
1-12To be arranged before end of May 2018
Re-assessment notes
The first assignment (unknown learner journal) constitutes 20% and the second assignment (learner profile) constitutes 35% of the module mark. The first teaching practice is 15% and the second one is 20%. The task is 10% of the module mark.
Resources
Indicative learning resources - Basic reading
Foley, M. & Hall, D. 2012. MyGrammarLab Intermediate B1/B2. Harlow: Pearson Educaion Ltd.
Harmer, J. 2015. The Practice of English Language Teaching (5th Ed.). Harlow: Pearson Education Ltd.
Harmer , J. 2007. How to Teach English. Harlow: Pearson Education Ltd.
Hedge, T. 2000. Teaching and learning in the language classroom. Oxford: Oxford Univesity Press
Hughes, J. 2014. ETpedia. 1000 ideas for English Language teachers. Hove: Pavilion
Kelly, G. 2000. How to Teach Pronunciation. Harlow: Pearson Education Ltd.
Longman Dictionary of contemporary English. (4th Ed.) 2006. Harlow: Pearson Educationa Ltd.
Scriverner, J. 2011. Learning Teaching (3rd Ed.). Oxford: Macmillan Books for teachers
Swan, M. 2005. Practical English Usage (3rd Ed.). Oxford: OUP.
Module has an active ELE page? Yes
Indicative learning resources - Web based and electronic resources
www.bbc.co.uk/worldservice/learningenglish
https://www.britishcouncil.org/teach-english
http://www.coe.int/t/dg4/linguistic/cadre_EN.asp
Indicative learning resources - Other resources
Other detailsModule ECTS 30
Module pre-requisites
ELC 1800 or equivalent
Module co-requisites
NQF level (module) 5
Available as distance learning? No
Origin date 20/08/12
Last revision date 25/08/2017
Key words search
TESOL, TEFL, Trinity CertTESOL, teaching abroad