Undergraduate Course: Teaching English to Speakers of Other Languages (TESOL) option (EDUA10143)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Available to all students |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | TESOL is a valuable addition to a teacher&Šs repertoire. 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. 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. 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 BEd programme: for example in issues of learning styles, teacher-learner interaction, teaching methods and techniques, curricula, planning and assessment, and materials. Students will be expected to use their knowledge and understanding of the theories and principles of supporting EAL and bilingual pupils while on their semester 2 placements; this could include observation of TESOL specialists.
Although an outline is offered at the outset, it is expected that students will participate in building their own course: they will be invited to suggest topics, activities and materials according to their perceived needs and interests. It is also expected that they will build on experience of working with non-native English speakers while on BEd placements.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | Qualifications required for the B.Ed. (Hons.) Primary and normally completion of years 1 and 2 of an undergraduate programme |
| Additional Costs | None |
Information for Visiting Students
| Pre-requisites | Qualifications required for the B.Ed. (Hons.) Primary and normally completion of years 1 and 2 of an undergraduate programme |
| Displayed in Visiting Students Prospectus? | No |
Course Delivery Information
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| Delivery period: 2012/13 Semester 1, Available to all students (SV1)
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WebCT enabled: Yes |
Quota: 30 |
| Location |
Activity |
Description |
Weeks |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| No Classes have been defined for this Course |
| First Class |
First class information not currently available |
| No Exam Information |
Summary of Intended Learning Outcomes
By the end of the course, participants should be able to:
1. Demonstrate a good understanding of current theories and concepts in language teaching and learning
2. Critically evaluate theory and principles of language teaching and learning and their implications for a given group of learners
3. Demonstrate an ability to use theoretical perspectives to plan coherent units of language teaching and learning with specific learners in mind
4. Demonstrate a critical understanding of the ways in which issues of language ability affect education policy and practice
5. Draw on their knowledge and understanding of theory and research to evaluate and critically assess materials, resources and lesson planning
6. Draw on their knowledge and understanding of theory and research to articulate and justify a developing research perspective on the professional role of educators working with learners of English as a foreign, second or additional language
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Assessment Information
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:
&ˇ A critical awareness of relevant policy, theory and research;
&ˇ An ability to demonstrate a critical understanding of the issues related to language teaching and learning
&ˇ An ability to plan teaching and learning materials according to sound principles
&ˇ An ability to reflect critically and evaluate professional practice related to language development, competence, and support for learners
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Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
The course has three blocks:
&ˇ 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
&ˇ 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
&ˇ 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
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| Transferable skills |
Not entered |
| 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
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| Study Abroad |
Not entered |
| Study Pattern |
It is expected that the course will take 100 hours of student time |
| Keywords | TESOL English language |
Contacts
| Course organiser | Ms Ruby Rennie
Tel: (0131 6)51 6331
Email: |
Course secretary | Ms Elena Novo Cabana
Tel: (0131 6)51 6012
Email: |
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