Introduction to English Language Teaching
| Code | School | Level | Credits | Semesters |
| EDEN2005 | School of Education and English | 2 | 20 | Spring China |
- Code
- EDEN2005
- School
- School of Education and English
- Level
- 2
- Credits
- 20
- Semesters
- Spring China
Summary
This module is designed to give students the theoretical and pedagogical background necessary to begin to teach English as a Second or Foreign Language. Students will learn the principles for teaching key aspects of the English language including grammar and vocabulary as well as for teaching specific language skills including reading, writing, speaking, and listening. The module will also cover materials development, and ways of assessing the above aspects and skills.
•Please note: This module is assessed at the end of Spring semester. First sit/ Re-sit exams are scheduled normally in the summer and can take the same form as the missing/ failed component of the assessment (exam, essay etc.) or other form, as decided by the School.
Target Students
Strongly recommended for BA English Language and Applied Linguistics students. Optional for students on BA English Language and Literature, and BA English and International Business. Other students by agreement with the convenor.
Classes
- One 1-hour-30-minute seminar each week for 10 weeks
- One 1-hour-30-minute lecture each week for 10 weeks
Assessment
- 15% Coursework 1: 1,500-word written assignment [group project]
- 15% Presentation 1: A 10-15-minute teaching activity demonstration [in pairs]
- 70% Coursework 2: 3,500-word Individual Portfolio / Reflective Journal
Educational Aims
The purpose of the module is to provide each participant with a solid introduction to English language teaching in second and foreign language contexts and with the approaches, methods and techniques covered to be able to design and conduct a teaching activity sequence. Students are invited to critically reflect upon their own experience as EFL learners in China. The study of English language teaching inherently requires evaluative capacities and skills, and this module provides a sound theoretical base for building such skills. It will be of particular value to students as they reflect upon their concurrent learning experience as L2 learners in a Sino-Foreign institution, as well as to those planning later to apply to MA programmes in Applied Linguistics, Education and TESOL. Each unit will consist of directed readings, topics for reflection and discussion as well as regular short seminar teaching tasks and activities.Participants on this module will be able to develop:Professional communication through the presentation of the written group project and teaching demonstration.Digital capabilities through the incorporation of online materials and digital technology in language teachingCo-ordinating with others through working effectively in a collective group activity and co-authoring the group project as well as co-delivering a teaching demonstration.Reflection through the development of a learning journal, individual teaching philosophy statements, and both group and individual reflective final reports on the strengths and weaknesses of the collaborative process.Learning Outcomes
Knowledge and understanding of:
• The principles of second/foreign language teaching and learning
•An understanding of past and present language teaching approaches and methodology
• Classroom management and the exploitation of learning materials and equipment
• The approach to the study of texts concerning ELT in particular and Applied Linguistics in general.
Intellectual skills:
• The ability to use critical reflective teaching
• A heightened awareness of teaching and learning processes
• The ability to understand the results of linguistic research in second/foreign language acquisition and the application of research to pedagogical contexts.
• The ability to find, assess, adapt and use existing English language teaching resources and to design original English teaching and learning resources.
Professional skills:
• The ability to carry out independent and collaborative research on the theory and practice of English Language Teaching and Second/Foreign Language Learning
• The ability to seek and incorporate online materials and digital technology in language teaching
• The ability to develop one’s professional communication by team project writing and presentation skills.
Transferable skills:
• The ability to produce critical and reflective discursive writing
• The ability to undertake independent critical investigations
• The ability to work collaboratively and productively with others; commitment to a common purpose; recognize the contributions of others
• The ability to seek resources about English teaching jobs and practical language teaching resources.
Conveners
- Dr Candace Veecock