Postgraduate Course: TESOL Methodology (EDUA11329)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||This course aims to enable students to develop a critical awareness and thorough understanding of TESOL Methodology so that they can become competent in designing and delivering lessons for different groups of English language learners. After taking a chronological tour of the different approaches and methods that have dominated the field historically, the course focuses on innovative language teaching methodologies (e.g. task-based instruction, post-method pedagogy) which have as primary goals the development of communicative ability in learners. In so doing, it addresses a number of persistent concerns in the professional practice of teachers before considering the principles that guide the teaching of the systems (grammar, vocabulary) and the skills (reading, writing, listening speaking). The lectures draw on insights gained from classroom-based research, and discuss how these insights have influenced the development of pedagogic units of work in key ways: for example, in the introduction of authentic texts into the learning situation, in the changing roles of teachers and learners, and in the design of materials that are appropriate to the wider social context of learning.
As part of the strategy to enable you to become competent English language teachers, tutors, where appropriate, will provide examples of specific methodologies indicating areas of good pedagogic practice. You will also be encouraged to deliver short micro-teaching sessions during the workshops in order to enable your particular ¿teacher voice¿ to develop.
Block 1 (weeks 1-2): Introducing English Language Teaching
This first block introduces students to the field of English Language Teaching. More specifically, it addresses questions of approach, method and technique, before taking a chronological tour of the methods that have dominated the field historically. Given that methods are linked to very specific claims and prescribed practices, this block also discusses what is meant by post-method pedagogy together with the characteristics and defining features of Critical Applied Linguistics.
Block 2 (weeks 2-4): Teaching the Systems
This second block focuses on the components of the language system (i.e. grammar and vocabulary). In so doing, it discusses the place of grammar and vocabulary in the communicative language classroom, before addressing some of the key implications for planning grammar and vocabulary instruction. Students are introduced to specific examples in order to understand the sequence of specific units of pedagogical work.
Block 3 (weeks 4-9): Teaching the Skills
This third block looks at the four language skills of reading, writing, listening and speaking. In so doing, it evaluates the role that the skills play within a communicative language teaching context and how far they are influenced by L1 literacies. Students are expected to engage with the different ideologies that are associated with the skills in order to discuss the importance of accuracy-based and fluency-based practice.
Block 4 (weeks 9-10): English Language Teaching Re-Visited
This fourth block re-visits the theoretical principles and practical approaches discussed in the course. But rather than repeating the content of previous blocks, it discusses key conceptual issues in relation to lesson planning. In so doing, it addresses the questions that need to be considered when planning lessons in addition to introducing students to appropriate lesson formats for the communicative classroom. Given that authentic texts are introduced to the learning situation, the block culminates with a discussion on authenticity and the key issues that are associated with the notion.
Students on this course also benefit from the TESOL Methodology School Visits. These provide students with the opportunity to observe ¿real¿ teachers in action during a two-day visit in a Scottish school.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2019/20, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 8,
Seminar/Tutorial Hours 16,
External Visit Hours 16,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Students are required to produce one 4000 word essay (100% weight). The essay must be completed in three steps:
1. Design a lesson plan (within a grid) for a group of learners of your choice. This can be a plan for a single lesson (90 minutes) or for two subsequent lessons (45 minutes each). Choose an area of the language system (grammar, vocabulary) and one or more of the skills (reading, writing, listening, speaking) and integrate them (e.g. reading, speaking and vocabulary). The plan is the input to steps 2 and 3 and will form an appendix to the essay, but it is not assessed as such. It should be submitted for formative evaluation before steps 2 and 3 are undertaken.
The lesson plan targets Learning Outcome 5.
2. Provide a rationale for the lesson plan you have written. The rationale must discuss the reasons for the choices you have made within the lesson plan. Your choices must be supported by a theoretical discussion that draws from the literature related to the systems and the skills you have chosen to integrate within the lesson plan. This part is assessed.
The rationale for the lesson plan targets Learning Outcomes 1 and 4.
3. Give an evaluation of the lesson plan. The evaluation should show an awareness of the strengths and weaknesses of the texts and the activities chosen, and of their appropriateness in the context in which they are to be used. Again, support your discussion by reference to the literature. This part is also assessed.
The evaluation of the lesson plan targets Learning Outcomes 1, 2 and 3.
The essay is marked in line with the common post-graduate marking scheme as detailed in the ¿taught masters generic handbook¿ which students receive at the start of their studies.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the literature and research in the field of English Language Teaching
- Review in a critical and theoretically-informed manner the different approaches and methods that have dominated the field historically
- Valuate critically and on the basis of explicit criteria the ways in which specific language teaching methodologies contribute to the development of communicative ability in learners
- Analyse and appraise the principles that guide the teaching of the systems and the skills in ways that extend knowledge and thinking in the field;
- Apply the theoretical principles and practical approaches discussed in the course to their own teaching, laying foundations for originality in language pedagogy.
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|Graduate Attributes and Skills
|Course organiser||Dr Maria Dasli
Tel: (0131 6)51 6611
|Course secretary||Mrs Moira Ross
Tel: (0131 6)51 6206