English Language Teaching 2 - LL540

Location Term Level Credits (ECTS) Current Convenor 2019-20
Canterbury
(version 2)
Spring
View Timetable
6 15 (7.5) DR G Chamorro

Pre-requisites

Co-requisite: LING5390 (LL539) – English Language Teaching 1

Restrictions

None

2019-20

Overview

This module is useful for anyone who may be considering teaching languages to second-language/foreign language learners in the future, with particular emphasis on English to Speakers of Other Languages (ESOL), although it provides a rich variety of transferable skills for any participant. It builds on An Introduction to English Language Teaching 1 by increasing the range of skills and considering how to go about teaching specific groups of foreign language learners and assessing their needs. Guidance will be given on writing a syllabus, using resources and creating materials for learners. There will be an opportunity to observe ESOL teaching and to deliver an English lesson.

Details

This module appears in:


Contact hours

Total Contact Hours: 20

Method of assessment

• Lesson Plan Adaptation and Peer-Teaching Practice (15 minutes) – 60%
• Post-lesson Written Evaluation (1,000 words) – 40%

Indicative reading

Indicative Reading List

Harmer, J., (2007) How to Teach English, Essex: Pearson Longman
Lindsay, C. and Knight, P., (2006) Learning and Teaching English, Oxford, Oxford University Press
Scrivener, J., (2011) Learning Teaching, Oxford: Macmillan

See the library reading list for this module (Canterbury)

Learning outcomes

Students who successfully complete this module will:

Demonstrate knowledge of advanced theoretical and practical principles, in the content, methodology, materials, organisation and practice of foreign language classroom teaching;
Demonstrate development, improvement and refinement of their linguistic awareness;
Demonstrate an ability to assess student foreign language needs in the four skills of reading, writing, listening and speaking;
Demonstrate a systematic, detailed and extensive knowledge of the academic, theoretical and pedagogical issues involved in devising a syllabus, planning lessons and selecting materials and teaching strategies appropriate to the needs and interests of the foreign language students they teach;
Demonstrate a cogent appreciation, through critical classroom observation of experienced ESOL teachers and personal reflection, of the content, methods, strategies and organisation of classroom work;
Demonstrate practical skills by teaching groups of peers under the supervision of experienced teachers.

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