TESOL - Methodologies and Practice

Please note

This document only provides information for the academic year selected and does not form part of the student contract

School:

School of Education and Professional Development

Credit Rating:

Level (including FHEQ):

H (FHEQ Level 6)

Graded or Non Graded:

Graded

Version Valid From:

2021-09-01

Module Leader:

Susan Sheehan

Version Number

2022.02

Learning Methods

Tutorial and Project Supervision

Guided Independent Study

Seminar

Lecture

Synopsis

In this module you will focus on the theory and practice of English language teaching. You will examine a range of methodologies and materials for the teaching of grammar and skills, from both a practical and theoretical perspective. Your assessment will be a 4 000-word report with an associated lesson … For more content click the Read More button below.

Learning Strategy

The module will provide an experiential approach with most sessions consisting of tutor-led demonstrations and/or observations of TESOL lessons followed by an in-depth analysis of the methodology employed. Participants will further explore the appropriateness of different approaches through the planning and delivery of a short teaching session to a group … For more content click the Read More button below. The guided independent study will include background reading for the substantive content of the module and library-based research.

The guided independent study will include background reading for the substantive content of the module and library-based research.

Outline Syllabus

Overview of key methodologies and approaches to language learning and their relationship with theories of Second Language Acquisition e.g. Grammar Translation, Audiolingualism, Natural Approach, Communicative Language Teaching, Task-based Learning, the post-method debates and the role of context in language teaching and learning. Approaches to teaching and learning the four skills; … For more content click the Read More button below.

Overview of key methodologies and approaches to language learning and their relationship with theories of Second Language Acquisition e.g. Grammar Translation, Audiolingualism, Natural Approach, Communicative Language Teaching, Task-based Learning, the post-method debates and the role of context in language teaching and learning.
Approaches to teaching and learning the four skills; approaches to teaching and learning grammar; classroom management; identifying and meeting the needs of learners.

Learning Outcomes

On successful completion of this module students will

Critically examines methodologies for second language teaching

Critically evaluates teaching strategies for a specific educational context.

Critically reflects on and evaluates own teaching materials and practices.

Demonstrates appropriate lesson planning skills for TESOL.

Produces suitable teaching and learning materials for a specific context.

Formative Assessment

Assessment 1: Written draft

Summative Assessment

Assessment 1: Written Assignment

Description:For this section of the lesson plan you will write the class profile, the learning outcomes and identify the topic of the lessons. The report and associated lesson plan are submitted at the same point and one grade is awarded at the end of the assessment.

Assessment Weight:10

Assessment Length:400 Words (Equivalent Word Count)

Module Learning Outcomes:MLO4

Individual or Group:Individual

Final Assessment Component:No

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment 2: Written Assignment

Assessment Weight:15

Assessment Length:600 Words (Equivalent Word Count)

Module Learning Outcomes:MLO1, MLO5

Individual or Group:Individual

Final Assessment Component:No

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment 3: Written Assignment

Description:A 3000-word report with associated lesson plan. The first section of the report provides the rationale for the approach or approaches used in the associated lesson plan. The second part of the report includes reflection on the teaching of a 15-minute microteaching session to their peer group. The conclusion should include actions to develop the lesson plan based on the reflections discussed in part 2. It will also include discussion of how the microteach experience will inform their future teaching practice.

Assessment Weight:75

Assessment Length:3000 Words (Word Count)

Module Learning Outcomes:MLO1, MLO2, MLO3

Individual or Group:Individual

Final Assessment Component:Yes

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment Criteria

The lesson plan will:• show effective lesson planning skills• include appropriate materials for the level• be relevant to the needs, interests and context of the target learners. The report will:• Justify and outline the methodology used in the lesson• Take a critical and evaluative approach to the lesson and microteaching• … For more content click the Read More button below.

The lesson plan will:
• show effective lesson planning skills
• include appropriate materials for the level
• be relevant to the needs, interests and context of the target learners.

The report will:
• Justify and outline the methodology used in the lesson
• Take a critical and evaluative approach to the lesson and microteaching
• Show evidence of wide reading
• Be written in an appropriate style, properly referenced and structured.

My Reading

Reading List

Course and Module Catalogue