Introductory description

This module provides students with a solid foundation in TESOL theory and practice. It explores both historical and contemporary developments in TESOL in order to give students a broad understanding of the field of English language teaching. Through such exploration, students are encouraged to reflectively engage with and develop their own beliefs about language learning and teaching, particularly in relation to educational contexts they are familiar with and/or will return to as practicing teachers.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module begins by inviting the students to critically reflect upon their own language learning and teaching experiences and how they reflect underlying beliefs, theories, sociocultural and pragmatic factors in their own contexts. Students will go on to critically consider the characteristics and rationales associated with principal TESOL approaches and methodologies that have been influential in the post-war years. Particular attention will be given to developing students’ understanding of the notion of communicative competence and the development of the communicative approach to language teaching. Approaches such as TBLT and CLIL will be explored in the light of the theoretical and practice based understanding developed of the communicative approach to language teaching (CLT). The module will progress to focus on the teaching and learning of vocabulary and grammar, the skills of listening, speaking, reading writing, and ways in which language lessons can be designed that effectively integrate such focuses. Throughout the module, the effective use of ICT in the teaching of English language will be highlighted. Consideration will be given to methodology and the development of autonomy and motivation.

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate comprehensive understanding of principal methodological approaches relevant to TESOL practice
• Develop awareness of and facility with approaches to the evaluation, design and adaptation of classroom materials
• Select and be able to critically evaluate appropriate methodology which responds to the needs of learners and stakeholders in the students’ own teaching and learning contexts.

Indicative reading list

Harmer, J. (2015) The practice of English language teaching. Fifth edition. Harlow, Essex: Pearson Education Limited.
Hedge, T. (2000) Teaching and learning in the language classroom. Oxford: Oxford University Press.
Johnson, K. (2017). An introduction to foreign language learning and teaching (3rd ed.). Harlow: Longman.
McDonough, J., Shaw, C. and Masuhara, H. (2013) Materials and methods in ELT: a teacher’s guide. Chichester, West Sussex: Wiley-Blackwell.
Nation, I. S. P. (2013) Learning vocabulary in another language.. Cambridge: Cambridge University Press. Richards, J. C. (2015) Key issues in language teaching. Cambridge: Cambridge University Press.
Richards, J. C. and Renandya, W. A. (2002) Methodology in language teaching: an anthology of current practice. Cambridge: Cambridge University Press.
Schmitt, N. (2000) Vocabulary in language teaching. Cambridge: Cambridge University Press. Scrivener, J. (2003) Teaching grammar. Oxford: Oxford University Press.
Scrivener, J. (2011) Learning teaching: the essential guide to English language teaching. 3rd ed. Oxford: Macmillan Education.
Scrivener, J. and Thornbury, S. (2012) Classroom management techniques. Cambridge, UK: Cambridge University Press.
Spiro, J. (2013) Changing methodologies in TESOL. Edinburgh: Edinburgh University Press.
Ur, P. and Ur, P. (2012) A course in English language teaching. 2nd ed. Cambridge: Cambridge University Press.

View reading list on Talis Aspire

Subject specific skills

• Develop principled approaches to managing classroom interaction and activities;
• Demonstrate confidence and skill in selecting and using appropriate methodologies through a thorough understanding of their underlying rationales;
• Critically evaluate, choose and use methodologies that are appropriate to the needs of learners and stakeholders in the students’ own teaching and learning contexts.
• Develop a coherent lesson plan and sample set of materials in accordance with methodological approaches studied during the module.

Transferable skills

• Reflect on personal, professional and academic development in order to engage in reflective learning;
• Participate constructively in collaborative tasks and group discussions;
• Structure and communicate ideas effectively in writing;
• Plan and manage time and workload to meet deadlines.