Postgraduate Course: Professional Practice (EDUA11048)
Course Outline
| 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 | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course is co-organised by Lindsay Knox (ELE) and Aileen Irvine (ETL)
This course provides students with a framework for critical reflection on their own and others' experience of language learning and teaching in the light of current thinking in the field. Through deployment of a variety of reflective, exploratory and practical activities, followed on by critical discussion, it aims to develop students' professional skills and to help them sustain the processes of critical and reflective professional development in their future careers as teachers of any modern foreign or second language.
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| Course description |
The course will help participants to further develop their professional competence through observing lessons (usually of the foreign or second language of their choice), planning and preparing for teaching and learning, and evaluating that process. It involves consideration of classroom issues such as error correction and classroom management, and also the evaluation and design of teaching and learning materials appropriate for the participant's defined context and particular language to be taught. Micro-teaching of the participant¿s chosen language is an integral part of the course. In addition, participants will collect real-life classroom observation data from a language-classroom relevant to their future teaching aims, suitable for undertaking a small classroom-based research project.
Methods of teaching and learning include: lectures, workshops, discussion groups, classroom observation and micro-teaching of participants¿ various languages.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2019/20, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 10,
Seminar/Tutorial Hours 10,
Supervised Practical/Workshop/Studio Hours 10,
Programme Level Learning and Teaching Hours 4,
Placement Study Abroad Hours 4,
Directed Learning and Independent Learning Hours
162 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Portfolio
All materials should be for the participant's defined context.
- One assignment based on a lesson observation (the background research on the topic, a description of the observation, and a discussion of what was observed)
- One lesson plan with rationale
Total number of words: 4,000 |
| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- increased their critical understanding of the pedagogical processes of language teaching and learning, and of current thinking in the field
- gained experience in collecting and analysing classroom data from classroom observation, and reflected on this process
- gained practical experience in planning and preparing for teaching and learning, and in critically evaluating these plans and preparations
- gained practical teaching experience in micro-teaching situations, and in reflecting on and evaluating their own strengths and weaknesses with regard to the teaching and learning processes
- critically reflected, in the light of insights and skills they have developed during the course, on their previous and current experience and on their future development as teachers.
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Reading List
Borg, S. (2006). Teacher cognition and language education. London: Bloomsbury Academic
Burns, A. & Richards, J. (eds.) (2012). The Cambridge guide to pedagogy and practice in second language teaching. Cambridge: Cambridge University Press.
Burns, A. & Richards, J.C. (2009). Second language teacher education. New York. Cambridge.
Carter, R. and M. McCarthy (2017). Spoken Grammar: Where Are We and Where Are We Going? Applied Linguistics 38/1 (1-21) https://academic.oup.com/applij/article/38/1/1/2951515/Spoken-Grammar-Where-Are-We-and-Where-Are-We-Going
Cook, V. (2016). Second language learning and language teaching. Routledge.
Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly, 40/1 (83-107) http://www.jstor.org/stable/40264512
Farrell, T. (2007). Reflective language teaching: From research to practice. Continuum
International Publishing Group Ltd.
Field, K. (Ed.) (2000). Issues in modern foreign languages teaching. London & New York: Routledge Falmer.
Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics
24, 44 -69.
Green, S. (ed.) (2000). New perspectives on teaching and learning modern language. Multilingual Matters.
Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.
Lightbown, P. & Spada, N. (2006). How languages are learned. Oxford: Oxford University Press.
Hyland, K. & Hyland, F. (2006). Contexts and issues in feedback on L2 writing. In K. Hyland & F. Hyland (eds.), Feedback in second language writing. (pp. 1-19). Cambridge: Cambridge University Press
Larsen-Freeman, D. (2009). Teaching and Testing Grammar. In Long, M.H., and Doughty, C.J. (eds). The Handbook of Language Teaching. (518-542) Chichester: Wiley-Blackwell.
http://onlinelibrary.wiley.com.ezproxy.is.ed.ac.uk/doi/10.1002/9781444315783.ch27/summary
Littlewood, W. (2014). Communication-oriented language teaching: Where are we now? Where do we go from here? Language Teaching, 47, 349-362.
Long, M.H., & Doughty, C.J. (Eds.), (2009). The handbook of language teaching. Oxford: Willey Blackwell.
Lynch, T. (2009). Teaching second language listening. Oxford: Oxford University Press.
Paran, A. (2012). Language skills: Questions for teaching and learning. ELT Journal, 66 (4), 450-458, https://doi.org/10.1093/elt/ccs045
Richards J.C. and Rodgers, T. (2014). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Ur, P. (2013) Language-teaching method revisited, ELT Journal, 67, (4), 468-474, https://doi.org/10.1093/elt/cct041
Richards, J. & Farrell, T. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
Richards, J.C. & Renandya, W. (eds.) (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
Siegel, J. (2014). Exploring L2 listening instruction: Examinations of practice. ELT Journal, 68 (1), 22-30, https://doi.org/10.1093/elt/cct058
Siegel, J. (2015). Exploring listening strategy instruction through action research. Basingstoke, Palgrave Macmillan.
Swan, M. & Walter, C. (2017). Misunderstanding comprehension. ELT Journal, 71 (2), 228-236, https://doi.org/10.1093/elt/ccw094
Tedick, D. J. (2013) Second language teacher education: International perspectives. New Jersey. Lawrence Erlbaum Associates.
Thornbury, S. (2005). How to teach speaking. Harlow: Longman
Turner, M. (2016) Teacher legitimisation through language(s) use: towards a framework for language teacher education. The Language learning Journal , 2, 1-12
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Additional Class Delivery Information |
Lecture Tuesdays 12.00 - 13.00
Workshops Mondays 3.00 - 5.00 |
| Keywords | teacher education,reading skills,writing skills,speaking skills,listening skills,grammar |
Contacts
| Course organiser | Dr Aileen Irvine
Tel: (0131 6)51 6145
Email: |
Course secretary | Mrs Moira Ross
Tel: (0131 6)51 6206
Email: |
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