English Language Teaching 2 - LING5400

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Module delivery information

Location Term Level1 Credits (ECTS)2 Current Convenor3 2021 to 2022
Canterbury
Spring Term 6 15 (7.5) Samuel D'Elia checkmark-circle

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

Contact hours

Total Contact Hours: 20
Private Study Hours: 130
Total Study Hours: 150

Method of assessment

Main assessment methods

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

Reassessment methods

• Reassessment Instrument: 100% Coursework

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

The intended subject specific learning outcomes.
On successfully completing the module students will be able to:

1 Demonstrate knowledge of advanced theoretical and practical principles, in the content, methodology, materials, organisation and practice of foreign language classroom
teaching;
2 Demonstrate development, improvement and refinement of their linguistic awareness;
3 Demonstrate an ability to assess student foreign language needs in the four skills of reading, writing, listening and speaking;
4 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;
5 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;
6 Demonstrate practical skills by teaching groups of peers under the supervision of experienced teachers.

The intended generic learning outcomes.
On successfully completing the module students will be able to:

1 Communicate the results of their study and pedagogical practice with others, both orally and writing, in a variety of contexts;
2 Demonstrate advanced problem-solving skills;
3 Work with others on group tasks, including organising and directing groups;
4 Select, present and analyse material in a logical and structured manner;
5 Demonstrate time-management skills;
6 Reflect on their own learning and self-improvement, and engage in self-assessment;
7 Demonstrate various IT and library skills and continue to engage in developing an independent learning style.

Notes

  1. Credit level 6. Higher level module usually taken in Stage 3 of an undergraduate degree.
  2. ECTS credits are recognised throughout the EU and allow you to transfer credit easily from one university to another.
  3. The named convenor is the convenor for the current academic session.
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