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DRPS : Course Catalogue : Moray House School of Education : Education

Undergraduate Course: Teaching English to Speakers of Other Languages (TESOL) option (EDUA10143)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 10 (Year 4 Undergraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryTESOL is a valuable addition to a teacher's repertoire. It is common today for a Scottish school to have pupils who have recently arrived in the UK and have little or no English, and also pupils with bilingual skills. It may be that during the course of a teaching career, some period will be spent working in countries where English is an important subject in the curriculum. With a background in TESOL, teachers would be able to contribute to the teaching of the language, understand ways to support non-native English speakers, and be better able also to acquire other languages themselves.
The course is practical, and should allow much cross-reference with the content of the other courses on the Initial Teacher Education programme: for example in issues of learning styles, teacher-learner interaction, teaching methods and techniques, curricula, planning and assessment, and materials. You will be expected to use your knowledge and understanding of the theories and principles of supporting EAL and bilingual pupils while on your school placements; this could include observation of TESOL specialists.
It is expected that you will participate in building the course: you will be invited to suggest topics, activities and materials according to needs and interests. It is also expected that you will build on experience of working with non-native English speakers while on school placements.

Course description The course has three blocks:
- The first part of the course considers issues relating to:
o understanding language and bilingualism
o teaching and learning the language skills (reading, writing, speaking, listening)
o teaching and learning the language systems (grammar, phonology, vocabulary, discourse)
o understanding young language learners
o understanding language in the curriculum

- The second part of the course moves to methodology:
o Language functions and notions
o Lesson planning
o Integrating thematic and project work
o Micro-teaching sessions

- The third part of the course considers supporting and developing language proficiency and confidence:
o Designing and managing games for language practice
o Identifying errors
o Giving feedback
o Testing and assessment
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements Qualifications required for the MA Primary and normally completion of years 1 and 2 of an undergraduate programme
Information for Visiting Students
Pre-requisitesQualifications required for the MA Primary and normally completion of years 1 and 2 of an undergraduate programme
High Demand Course? Yes
Course Delivery Information
Academic year 2018/19, Not available to visiting students (SS1) Quota:  25
Course Start Semester 2
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Supervised Practical/Workshop/Studio Hours 27, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 169 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) The assessment for this course is in two parts, equivalent to 4,000 words in total

Assessment tasks
Task 1 (equivalent to 1,500 words; 40% of total)
Participants are required to present a lesson plan (with all materials and resources) for a given proficiency level of English language learners

Task 2 (2,500 words; 60% of total)
A rationale explaining the choices made in the lesson planning, the theoretical constructs and principles underlying those choices, the proposed method of evaluating the lesson, and areas for future research and development related to professional reflection and research.

Assessment Criteria
Students should demonstrate:
* A critical awareness of relevant policy, theory and research;
* An ability to demonstrate a critical understanding of the issues related to language teaching and learning
* An ability to plan teaching and learning materials according to sound principles
* An ability to reflect critically and evaluate professional practice related to language development, competence, and support for learners
Feedback 1. In the initial sessions, you will be given the opportunity to submit a journal page about your current understanding of TESOL issues. The tutor will comment on gaps in your knowledge, areas that you could develop, and your academic writing
2. When micro-teaching sessions are planned, you can submit a sample lesson plan for comment. The tutor will comment on the usefulness of the notes you have made in the lesson plan, the ability to use the lesson plan for planning, implementation and reflection, and the indications of your understanding of methodology
3. When planning for the course assignment, you will be given the opportunity to discuss your ideas individually with the course tutor
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Demonstrate a critical understanding of the principal theories, concepts and principles related to TESOL for young learners
  2. Apply knowledge, skills and understanding in using a wide range of the principal professional skills, techniques, practices and materials associated with TESOL
  3. Critically review and consolidate knowledge, skills, practices and thinking from prior studies in initial teacher education
  4. Use a range of skills and understanding to work with peers professionally, and apply these skills in a professional manner to the development teaching and learning materials for TESOL
  5. Exercise autonomy and initiative in creating materials, activities and tasks for teaching and learning TESOL in the primary school classroom
Reading List
Baker, C. (2006) Foundations of Bilingual Education and Bilingualism (4th ed) Clevedon : Multilingual Matters
Carter, R and Nunan, D (eds) (2001) The Cambridge Guide to Speakers of Other Languages Cambridge: Cambridge University Press
Cook, V (2001) Second Language Learning and Language Teaching (3rd ed.) London: Arnold
Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth: Heinemann
Harmer, J. (2001) The Practice of English Language Teaching. (3rd ed.) Harlow: Longman
Hedge, T (2000) Teaching and Learning in the Language Classroom Oxford: Oxford University Press
McGrath, I (2002) Materials Evaluation and Design for Language Teaching Edinburgh: Edinburgh University Press
Nunan, D. (1991) Language Teaching Methodology: A Textbook for Teachers. London: Prentice-Hall
Pinter, A (2006) Teaching Young Language Learners Oxford: Oxford University Press
Prodromou, L and Clandfield, L (2007) Dealing with Difficulties: Solutions, Strategies and Suggestions for Successful Teaching Peaslake: Delta Publishing
Richards, J C and Renendya, W A (2002) Methodology in Language Teaching: An Anthology of Current Practice Cambridge: Cambridge University Press

Relevant journals:
ELT Journal
Language Teaching
Language Testing
Language Learning and Technology
Additional Information
Graduate Attributes and Skills The course will offer support to develop:
* The understanding that is needed to affect change in schools, working towards equality for learners
* Independent enquiry that is informed by curiosity and a desire to continue life-long learning
*The ability to work collaboratively to share learning
* An increased understanding of the complex nature of language and communication, and how this can be used for negotiation of meaning
Additional Class Delivery Information weekly seminar/workshops
KeywordsTESOL English language
Course organiserMs Ruby Rennie
Tel: (0131 6)51 6331
Course secretaryMs Caroline MacDonald
Tel: (0131 6)51 6381
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