ENG7023 - English Language Teaching: Theory, Method and Application

Objectives:

On successful completion of the module, you will be able to:

1 - Research and appraise contexts of English language teaching provision to speakers of other languages, as well as the range of different needs of English language learners.
2 - Discuss, compare and evaluate a range of different theories, teaching methods and approaches to English language teaching.
3 - Develop, use and critically reflect on appropriate activities and resources for English language teaching.

Content:

This module develops your theoretical and practical understanding of how English is taught to and learnt by speakers of other languages. It develops your awareness of how TESOL is organised and situated in the UK and abroad, encouraging a critical view of which English(es) and whose English is being taught (or not). It fosters your knowledge of key theories and approaches to teaching grammar, vocabulary and the four skills (reading, writing, listening and speaking). It also introduces you to practical matters of teaching, such as methods, lesson design and material development, as well as technology and resources management, and it encourages you to apply your knowledge in formative lesson activities and in an assessed micro-teaching session.

Learning and Teaching Information:

Learning on the module happens both during ‘live’ classroom time and through ‘pre’- and ‘post’-class guided engagement with tasks and resources. You are expected to come to class having done the specified preparation, such as reading and other set tasks. For example, you will be asked to identify and bring to class suitable materials and activities that could be incorporated in an English language lesson. Classroom interaction takes the form of workshops, which enable dynamic learning through a range of different formats to suit your needs and the requirements of the topic. Classroom time will be flexibly spent with mini lectures, individual tasks, pair work, group activities, discussions and formative feedback on individual and group work. For example, you will analyse and evaluate examples of teaching formats, publicly available classroom interactions and resources including digital technologies and gamification of language learning, and you will create, adapt and employ your own teaching activities and resources in the form of mini formative teaching sessions as well as give and receive peer feedback on them, thus developing skills and experience for a micro-teaching session.

Workshops
Hours: 48
Intended group size: 24 maximum (whole cohort)

Guided independent study
Hours: 252



Further Details Relating to Assessment

The first assessment is a case study essay of a TESOL context, in which you will identify and discuss the provision of English language teaching to speakers of other languages in a chosen setting, including an outline and appraisal of any issues arising in this context and how they will or may be addressed.

The second assessment is a 10-minute micro-teaching on a topic within English language teaching, accompanied by a 1,000-word supporting lesson plan and rationale in which you will consider your teaching methods and underlying theories, as well as learners’ needs and how they will be addressed.

There will be an ‘assignment unpacking’ session for each component. Throughout the module, summative assessment will be preceded by formative exercises and feedback, such as practice analysis, short written pieces, oral or written reports on set tasks, and referencing exercises.

Full details are available in the Module Handbook.

Assessment:

001 Case Study Essay; 2000 words; Mid Term 2 40%
002 Micro-teaching plus lesson plan/rationale; 10 minutes plus 1000 words; end term 2 60%

Fact File

Module Coordinator - PRS_CODE=
Level - 7
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 7T2

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