LANG40690 Introduction to TESOL Pedagogy

Academic Year 2024/2025

This module introduces students to approaches and methodologies in TESOL (both historical and current) and helps them develop the practical skills they need to plan and teach English as a Second or Foreign Language.

Students examine historical and current approaches and methodologies in TESOL and understand how these can be applied and adapted in specific teaching contexts with reference to students’ profile and needs. They consider the different systems of the English language (lexis, grammar, phonology, discourse) and communicative skills (listening, speaking, reading, writing), and learn how to analyze language for teaching purposes. Insights from corpus linguistics research are provided to develop students’ language awareness. At a more practical level, students learn how to plan and design their own language skills and systems lesson for a specific group of learners and how to evaluate, select and adapt materials and integrate technology into teaching. The module offers students opportunities to build confidence in teaching through linking theory to practice by observing and evaluating lessons, planning tasks and delivering a micro-teaching session.

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Curricular information is subject to change

Learning Outcomes:

Upon completion of the module, students will be able to:

- Demonstrate a critical awareness of teaching methods and approaches and the ability to apply these in their own teaching and lesson planning.
- Describe and analyse language (lexis, grammar, phonology, discourse) for teaching purposes.
- Select and adapt teaching and learning materials and use new technologies in teaching.
- Plan and teach a short language skills and language systems lesson for a specific group of learners.
- Self and peer evaluate language teaching classes.
- Critically reflect on their knowledge and skills development as emerging teachers.

Indicative Module Content:

Second language learning theories
Approaches and methods in English Language Teaching
Language analysis for teaching
Principles of curriculum and syllabus design
Lesson planning
Teaching and learning materials
Digital English Language Teaching and Learning
Reflective practice in English Language Teaching
Scenario-based micro-teaching and critical incident analysis
Classroom observation, analysis and evaluation
Teaching practice: Designing, delivering and evaluating a lesson

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities

110
Autonomous Student Learning

66
Lectures

24
Total

200
Approaches to Teaching and Learning:
The module is delivered through a combination of lectures, workshops, and seminars. Input will be provided through a lecture, facilitating students’ active participation in the workshops. Students will participate in pre-workshop groups and meet (without their Lecturer) to complete tasks in preparation for the workshop. Reading preparation is required to participate in the seminars. Students will observe (video-recorded) classes delivered by experienced teachers. They will also experience innovative teaching methodologies and activities on the module, which they may wish to implement in their micro-teaching practice. Students will collaborate in planning and designing lessons for micro-teaching, deliver a language class to their classmates, and reflect on their teaching experience, adopting critical incident analysis and the principle of the critical friend. 
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 (Lesson Planning Task) Week 7 Graded Yes

20

 Yes
Portfolio: Teaching Portfolio Week 11, Week 12, Week 14 Graded Yes

80

 Yes

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
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
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Not yet recorded.