LANG40650 TESOL Pedagogy

Academic Year 2023/2024

The TESOL Pedagogy module begins by providing an overview of teaching methodologies. Participants will be introduced to the principles behind commonly-used methods of language teaching such as communicative, task-based and action-oriented approaches. They will learn about how frameworks such as the Common European Framework of Reference for Languages (CEFR) can inform action-oriented teaching. They will be asked to consider their own beliefs about what language teaching can and should be, to reflect critically upon their own teaching, and to identify goals for development.

The core focus of the module is on practical and communicative approaches to teaching each of the four skills – reading, listening, writing and speaking – both individually and in integrated classes. Participants will be encouraged to engage actively and to discuss how to apply these methods with their own classes. They will also be asked to consider how particular classroom tasks might meet the objectives of a broader syllabus or curriculum. They will also critically analyse a video-recorded class and will be asked to reflect upon the methods they observed.

The specific content of these sessions may vary according to the needs of the participants. For example, university teachers may focus on approaches to teaching Academic English. For all participants, the module is intended as a basis from which teachers can enhance their classroom practice and begin to explore more specialized areas of TESOL research.

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Curricular information is subject to change

Learning Outcomes:

By the end of this module, students will have:

• understood key concepts, terminology and theoretical frameworks related to teaching in particular contexts
• developed insights into the creation of positive pedagogical environments facilitating language learning
• addressed the key practical areas of syllabus design and materials development
• reflected on the acquisition of second language skills a from a pedagogical perspective
• understood action-orientated, task-based, and communicative approaches to language learning

Indicative Module Content:

Overview of TESOL methodologies and practical applications
Introduction to the Common European Framework of Reference for Languages (CEFR)
Communicative, task-based and action-oriented approaches to teaching and learning
Teaching Listening
Teaching Reading
Teaching Speaking
Teaching Writing
Syllabus Design

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities

60
Autonomous Student Learning

45
Small Group

30
Total

135
Approaches to Teaching and Learning:
The module is taught through a combination of lectures, class discussions based on set readings, and workshops. A fourth, essential component will be the participants' own professional experience as English language teachers: critical reflection on knowledge, skills, strengths and areas for professional development will inform critical engagement with lectures, discussions and readings.

Each class will comprise a lecture on a specific topic followed by a discussion, reflection or group activity/workshop on the same topic. In class, participants will be expected to contribute actively to the discussion, with a particular view to exploring whether or how the points raised relate to their teaching beliefs and experiences.

Reflective tasks will provide opportunities to gain further insights from actively engaging with lecture content and relevant academic literature, reflecting on how theory can be linked to professional experience and applied into teaching practice.

Small group activities will offer ample opportunities for collaborative learning through the exchange of ideas, sharing of experiences and problem-solving.
 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Essay: An essay focused on the processes involved in the development of a second language learner skill and relevant teaching approaches and classroom tasks and activities. Coursework (End of Trimester) n/a Graded Yes

100

Carry forward of passed components
Yes
 
Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Self-assessment activities

How will my Feedback be Delivered?

Feedback will be delivered individually to each student. Assessment objectives and criteria will be shared with students early in the module. Feedback will make clear reference to these criteria.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 

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