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LANG40610

Academic Year 2024/2025

TESOL: Principles and Practices (LANG40610)

Subject:
Global Languages
College:
VP for Global Engagement
School:
Centre English&Global Language
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Dr Anna Nunan
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module aims to provide a theoretical framework to account for recent and current trends in the practice of teaching English to speakers of other languages. It considers some of the key issues which have influenced thinking about language pedagogy in recent times, drawing on developments in second language acquisition theories, and changes in pedagogy brought about by the digital revolution. Students will develop a framework for analysing and evaluating commercially published language learning materials and have the opportunity to design their own materials. They will also examine trends in contemporary syllabus design. This module aims to provide practitioners with the ability to assess learner progress in a wide variety of contexts, for a number of different purposes, using formal and informal methods. It will familiarise them with the CEFR, as well as in class assessment methods such as portfolios and school based assessment. Practitioners learn about validity and reliability, and assessment design, as well as how to assess the various components of proficiency in English and how to evaluate good and bad tests.

About this Module

Learning Outcomes:

Successful candidates will demonstrate:
an ability to identify and understand the main theoretical influences underpinning the development of recent and current approaches to language teaching and learning
an ability to investigate some key issues in language teaching methodology
an understanding the implications of theories about language learning for the design of language learning materials
skills relating to evaluating, adapting and creating materials for different language learning needs
identification of a number of reasons and means for assessing learner progress
an understanding of contexts and processes of syllabus design
test design and evaluation for their own context, assess the results, and provide feedback for learners

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Tutorial

12
Specified Learning Activities

110
Autonomous Student Learning

54
Total

200

Approaches to Teaching and Learning:
Small group lectures, debate and discussion, peer and group work, critical writing, student presentations

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Practical Skills Assessment: Presentation on a recent, relevant journal article, usually in Week 6 Week 6 Standard conversion grade scale 40% No

30

 No
Assignment(Including Essay): Written assignment on a relevant area of TESOL (2,500 words), usually due at the beginning of Week 14 Week 14 Standard conversion grade scale 40% No

70

 No

Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring 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
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Feedback is provided individually, post midterm assessment and post final assignment submission. Draft papers may be submitted for global feedback prior to the final written assignment.

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