Introductory description

This module aims, in the first instance, to enhance participants’ abilities to consider innovation in TESOL from a critical perspective in relation to their own teaching context. Students learn how to engage in and evaluate innovation by means of practitioner research and how to manage innovation.

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 will consist of three phases: a first phase in which critical awareness regarding innovation is developed, a second phase in which students learn about and implement practitioner research as a basis for innovating in practice, and a third phase in which they learn about how to manage and evaluate innovation and incorporate this knowledge in a plan of action.

Phase One – Foundations for innovation:

• Your context, achievements and areas of concern;
• Questioning innovation – Beyond methods;
• Developing a focus.

Phase Two – Research:

• Establishing questions and staring to explore;
• Investigating;
• Consolidating insights.

Phase Three – Action planning:

• Managing innovation;
• Formulating an action plan.

Learning outcomes

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

• Demonstrate general understanding of the concepts of innovation and appropriate methodology,
• Develop a principled approach to bringing about change, when desired, in their own teaching
• Critically evaluate various possible ideas for innovation, with reference to their own context
• Understand the complexity of innovation, including needs to 'manage' it

Indicative reading list

Allwright, D. and Hanks, J. 2009. The Developing Language Learner: An Introduction to Exploratory Practice. Palgrave Macmillan.
Burns, A. 2010. Doing Action Research in English Language Teaching: A Guide for Practitioners. Routledge.
Cook G. 2003. Applied Linguistics. Oxford University Press.
Crookes, G. 2013. Critical ELT in Action: Foundations, Promises, Praxis. Routledge
Edge, J. 2002. Cooperative Development. Longman.
Henrichsen, L.E. 1989. Diffusion of Innovations in English Language Teaching: The ELEC Effort in Japan, 1958–1968. Greenwood Press.
Holliday, A. 1994. Appopriate Methodology and Social Context. Cambridge University Press.
Howatt, A.P.R. with Widdowson, H.G. 2004 (2nd edition). A HIstory of English Language Teaching. Oxford University Press.
Innovations in ... series [various titles]. British Council
Kuchah, K. and Shamim, F. (eds.) 2017 (forthcoming) International Perspectives on Teaching English in Difficult Circumstances. Palgrave Macmillan.
Mann, S. and Walsh, S. 2017. Reflective Practice in English Language Teaching: Research-based Principles and Practices. Routledge.

Kumaravadivelu, B. 2005. Understanding Language Teaching: From Method to Post-method. Routledge.
Smith, R. and Rebolledo, P. 2018 (forthcoming). A Handbook for Exploratory Action Research. British Council.
Stern, H.H. 1992. Issues and Options in Language Teaching. Oxford University Press.
Wedell, M. 2009. Planning for Educational Change: Putting People and Their Contexts First. Bloomsbury.
Wedell, M. and Grassick, L. 2017. International Perspectives on Teachers Living with Curriculum Change. Palgrave Macmillan.

Research element

Participants are introduced to the notion of practitioner research and plan an appropriate exploratory research or action research intervention as part of their summative assessment. In order to achieve this, they engage in guided analysis of their most recent teaching context, narrowing-down to one issue of concern and conversion of this into appropriate exploratory or action research questions and identification of appropriate methods of investigation. They also benefit from focused dialogue with other experienced teachers in the course of seminars as well as seminar reading and literature review.

International

The module fully takes account of international differences in teaching context by questioning received notions of English teaching methods needing to be based on UK or US academic and commercial interests and showing instead how innovation can be placed in the hands of teachers themselves, on the basis of appreciation of needs in their own context. Teaching approaches which foster intercultural understanding are also highlighted in the course of the module, forming the basis, in some cases, for further more specialist work in Term 2.

Subject specific skills

• Demonstrate general understanding of the concepts of innovation and appropriate methodology,
• Develop a principled approach to bringing about change, when desired, in their own teaching
• Critically evaluate various possible ideas for innovation, with reference to their own context
• Understand the complexity of innovation, including needs to 'manage' it
• Develop principled approaches to change in one's own teaching
• Evaluate past and current innovations in the field of TESOL

Transferable skills

• Participate constructively in collaborative tasks and group discussions
• Structure and communicate ideas effectively in writing
• Plan and manage time and workload to meet deadlines