This module is not currently running in 2024 to 2025.
The aim of the Teaching Portfolio is to develop further the students' ability to independently plan, research, and develop a language course, syllabus, lesson plans, materials, etc. for a specific group of language learners, and to describe the project in a coherent manner within an extended piece of practical written work. The Teaching Portfolio functions both as the culmination of the year's work on the program and as preparation for students’ professional development as language teachers.
The Teaching Portfolio will usually be based on, and develop from, work undertaken relating to the modules undertaken during Stage 1 of the MA Applied Linguistics with TESOL.
Total Contact Hours: 8
Private Study Hours: 592
Total Study Hours: 600
Main assessment methods
• Teaching Portfolio (equivalent to 12,000 words) – 100%
Reassessment methods
• Reassessment Instrument: 100% Project
Indicative Reading List
Costantino, P.M., De Lorenzo, M.N. and Tirrell-Corbin, C. (2009). Developing a Professional Teaching Portfolio: A Guide for Success (Third Edition), Boston: Allyn & Bacon
Davis, J. and Osborn, T.A. (2003). The Language Teacher's Portfolio: A Guide for Professional Development, Westport, CT: Greenwood Publishing Group.
See the library reading list for this module (Canterbury)
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
1 Demonstrate in-depth and advanced subject-specific knowledge of the terminology required for linguistic description and TESOL and of a particular specialized area of
Linguistics applied to TESOL, e.g. phonetics, phonology, morphology, syntax, semantics, pragmatics, language varieties, styles and registers, second language
acquisition;
2 Demonstrate theoretical and practical knowledge and understanding of teaching methods, strategies and techniques, needs analysis, syllabus design and materials
design for TESOL;
3 Analyse, interpret and evaluate theories, principles, methodologies, strategies, techniques, materials, language and research findings relevant to the fields of Applied
Linguistics and TESOL;
4 Apply linguistic and TESOL theories to enhance classroom practice and design language courses and materials appropriate to student's level, interests, needs,
background and learning context.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
1 Demonstrate a high level of competence in information processing using relevant databases and online research, synthesise information from a number of primary and
secondary sources to formulate arguments, make sound judgements or propose new hypotheses, and communicate complex ideas clearly in written English;
2 Manage time, prioritise tasks and adhere to deadlines;
3 Demonstrate problem solving skills in a variety of contexts.
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