Postgraduate Course: TESOL Methodology (EDUA11329)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| 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.
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| Course description |
Indicative Content
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.
Further Opportunities
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.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 1 |
| Course Start Date |
18/09/2017 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 8,
Seminar/Tutorial Hours 16,
External Visit Hours 16,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
156 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| 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.
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| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
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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Reading List
Core Texts
Harmer, J. (2007). How to teach English. London: Longman.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: OUP.
Nunan, D. (2004). Task-based language teaching. Cambridge: CUP.
Additional Readings
Bachman, L. & Palmer, A. (1996). Language testing in practice. Oxford: OUP.
Badger, R. & MacDonald, M.N. (2010). Making it real: authenticity, process and pedagogy. Applied Linguistics, 31(4), 578-582.
Baker, J. & Westrup, H. (2000). The English language teacher¿s handbook. London: Continuum.
Baker, J. & Westrup, H. (2003). Essential speaking skills. London: Continuum.
Batstone, R. (1994). Grammar. Oxford: OUP.
Blyth, A. (2012). Extensive listening versus listening strategies: a response to Siegel. ELT Journal, 66(2), 236-239.
Breen, M.P. (1985). Authenticity in the language classroom. Applied Linguistics, 6(1), 60-70.
Brown, G. & Yule, G. (1984). Teaching the spoken language. Cambridge: CUP.
Brumfit, C.J. & Carter, R. (1986). Literature and language teaching. Oxford: OUP.
Buendgens-Kosten, J. (2014). Key concepts in ELT: authenticity. ELT Journal.
Burns, A. & Richards, J.C. (2012). The Cambridge guide to pedagogy and practice in second language teaching. Cambridge: CUP.
Bygate, M. (1987). Speaking. Oxford: OUP.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Carter, R. & Nunan, D. (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: CUP.
Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Boston: Heinle.
Coffin, C., Donohue, J. & North, S. (2009). Exploring English grammar: from formal to functional. London: Routledge.
Connor, U. (1996). Contrastive rhetoric: cross-cultural aspects of second-language writing. Cambridge: CUP.
Cope, B. & Kalantzis, M. (1993). The powers of literacy: a genre approach to teaching writing. London: Falmer Press.
Cook, G. (1989). Discourse. Oxford: OUP.
Cook, V. (2001). Second language learning and language teaching. London: Hodder.
Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford: OUP.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: OUP.
Fotos, S. & Ellis, R. (1991). Communicating about grammar: a task-based approach. TESOL Quarterly, 25(4), 605-628.
Gee, J.P. (2001). Reading as situated language: a sociocognitive perspective. Journal of Adolescent and Adult Literacy, 44(8), 714-725.
Gee, J.P. (2009). Social linguistics and literacies: ideology in discourses. London: Routledge.
Goh, C.C.M. & Burns, A. (2012). Teaching speaking: a holistic approach. Cambridge: CUP.
Grabe, W. (1991) Current Developments in Second Language Reading Research. TESOL Quarterly, 25(3), 375-406.
Grabe, W. (2000). Reading in a second language: moving from theory to practice. Cambridge: CUP.
Grabe, W. & Stoller, F.L. (2002). Teaching and researching reading. Harlow: Pearson Education Ltd.
Guariento, W. & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55(4), 347-353.
Hall, G. (2005). Literature in language education. London: Palgrave.
Harmer, J. (2001). The practice of English language teaching. London: Longman.
Harmer, J. (2004). How to teach writing. London: Longman.
Hedge, T. (1998) Writing. Oxford: OUP.
Hinkel, E. & Fotos, S. (2002). New perspectives on grammar teaching in second language classrooms. Mahwah, NJ: Lawrence Erlbaum.
Holliday, A. (1994). Appropriate methodology and social context. Cambridge: CUP.
Hyland, K. (2002). Teaching and researching writing. Harlow: Longman.
Ivanic, R. & Camps, D. (2001). I am how I sound: voice as self-representation in L2 writing. Journal of Second Language Writing, 10(1-2), 3-33.
James, P. (2000). Teachers in action. Cambridge: CUP.
Koda, K. (2004). Insights into Second Language Reading: A Cross-Linguistic Approach. Cambridge: CUP.
Kelly, G. (2000). How to teach pronunciation. London: Longman.
Kern, R. (2000). Literacy and language teaching. Oxford: OUP.
Kroll, B. (1990). Second language writing: research and insights for the classroom. Cambridge: CUP.
Kroll, B. (2003). Exploring the dynamics of second language writing. Cambridge: CUP.
Kucer, S.B. & Silva, C. (2006). Teaching the dimensions of literacy. Mahwah, NJ: Lawrence Erlbaum.
Kumaravadivelu, B. (2006a). TESOL methods: changing tracks, challenging trends. TESOL Quarterly, 40, 59-81.
Kumaravadivelu, B. (2006b). Understanding language teaching: from method to postmethod. Mahwah, NJ: Lawrence Erlbaum.
Lazar, G. (1993). Literature and language teaching: a guide for teachers and trainers. Cambridge: CUP.
Levelt, W. (1993). Speaking: from intention to articulation. Cambridge, Mass.: MIT Press.
Lewkowicz, J.A. (2000). Authenticity in language testing: some outstanding questions. Language Testing, 17(1), 43-64.
Littlewood, W. (1981). Communicative language teaching: an introduction. Cambridge: CUP.
Long, M.H. & Doughty, C.J. (2009). The handbook of language teaching. Oxford: Blackwell.
MacDonald, M.N., Badger, R. & Dasli, M. (2006). Authenticity, culture and language learning. Language and Intercultural Communication, 6(3&4), 250-261.
MacDonald, M.N., Dasli, M. & Ibrahim, H. (2009). Literature, culture and language learning. Journal of Literary Theory, 3(1), 103-128.
Mikulecky, B.S. (2011). A short course in teaching reading: practical techniques for building reading power. Harlow: Longman Pearson Education.
Nolasco, R. & Arthur, L. (1987). Conversation. Oxford: OUP
Norton, B. & Toohey, K. (2004). Critical pedagogies and language learning. Cambridge: CUP.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: CUP.
Nunan, D. (1991) Language teaching methodology. Hemel Hempstead: Prentice Hall.
Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford: Macmillan Heinemann.
Pennycook, A. (2001). Critical applied linguistics: a critical introduction. London: Routledge.
Prodromou, L. & Clandfield, L. (2007). Dealing with difficulties: solutions, strategies and suggestions for successful teaching. Peaslake: Delta Publishing.
Raimes, A. (1998). Teaching writing. Annual Review of Applied Linguistics, 18, 142-67.
Renandya, W. & Farrell, T. (2011). ¿Teacher, the tape is too fast!¿ Extensive listening in ELT. ELT Journal 65(1), 52-59.
Richards, J.C. & Renandya, W. (2002). Methodology in language teaching: an anthology of current practice. Cambridge: CUP.
Richards, J.C. & Rodgers, T.S. (1986). Approaches and methods in language teaching. Cambridge: CUP.
Rivers, W. & Temperley, M. (1978). A practical guide to the teaching of English as a second or foreign language. Oxford: OUP.
Rost, M. (1990). Listening in language learning. London: Longman.
Rost, M. (1991). Listening in action: activities for developing listening in language teaching. New York: Prentice Hall.
Rost, M. & Wilson, J.J. (2013). Active listening. Harlow: Pearson Education.
Scrivener, J. (2005). Learning teaching. London: Macmillan ELT.
Scrivener, J. (2010). Teaching English grammar: what to teach and how to teach it. London: Macmillan ELT.
Senior, R.M. (2006). The experience of language teaching. Cambridge: CUP.
Shahini, G. & Riazi, A. (2011). A PBLT approach to teaching ESL speaking, writing, and thinking skills. ELT Journal, 65(2), 170-179.
Siegel, J. (2011). Thoughts on L2 listening pedagogy. ELT journal 65(3), 318-321.
Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: the ESL research and its implications. TESOL Quarterly, 27(4), 657-77.
Simpson, J. (2009). A critical stance in language education: a reply to Alan Waters. Applied Linguistics, 30(3), 428-434.
Spiro, J. (2013). Changing methodologies in TESOL. Edinburgh: Edinburgh University Press.
Thornbury, S. (1999). How to teach grammar. London: Longman.
Thornbury, S. (2002). How to teach vocabulary. London: Longman.
Thornbury, S. (2005). How to teach speaking. London: Longman.
Ur, P. (1981). Discussions that work. Cambridge: CUP.
Wajnryb, R. (1992). Classroom observation tasks. Cambridge: CUP.
Wallace, C. (1992). Reading. Oxford: Oxford University Press.
Wallace, C. (2003). Critical reading in language education. Basingstoke: Palgrave MacMillan.
Waters, A. (2009a). Ideology in applied linguistics for language teaching. Applied Linguistics, 30(1), 138-143.
Waters, A. (2009b). ¿To mediate relevantly¿: a response to James Simpson. Applied Linguistics, 30(4), 602-608.
Widdowson, H.G. (1978). Teaching language as communication. Oxford: OUP.
Williams, J. (2005). Teaching writing in second and foreign language classrooms. New York: McGraw-Hill.
Willis, D. & Willis, J. (2007). Doing task-based teaching. Oxford: OUP.
Willis, J. (1996). A framework for tasked-based learning. London: Longman.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Maria Dasli
Tel: (0131 6)51 6611
Email: |
Course secretary | Mrs Moira Ross
Tel: (0131 6)51 6206
Email: |
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