Introductory description

The module is designed to complement the Foundations of TESOL Methodology module (ET9B2) which focusses on developing students’ awareness/experience of English language teaching approaches, methods and practice. In the Term 2 Professional Practice module, students will have the opportunity to draw on the English language teaching related knowledge they have gained in Term 1 and engage in two rounds of peer teaching, providing them an exploratory and reflective space to try out methods and approaches they are interested in/see value in. Students will need to plan and design their own lessons in a collaborative environment with input from peers, mentors and tutors. More specifically, the course involves students in an action research style project which encourages them to reflect critically through observation and analysis of their own and their peers’ teaching, as well as through the research they do in relation to their own teaching. By the end of the module students will have gained a deeper appreciation of language teaching skills and strategies, the nature of teacher-initiated research, classroom observation, interviewing, and analysis of classroom interaction.

Module web page

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.

Week 1
Reflecting on the principles of action research; becoming reflective practitioners; establishing teaching partners/groups; lesson design workshops.
Week 2
Teacher talk; teacher questioning; giving instructions; meeting the mentors & sharing lesson ideas.
Week 3 (Peer teaching 1)
Students deliver & video record their first peer teaching lesson; peer feedback; follow-up meetings with mentors.
Week 4
Reflective teaching through a critical incident approach; becoming teacher researchers: lesson transcription and transcript analysis; classroom observations & research interview skills; identifying a research focus; developing research questions.
Week 5 (Research week)
Students engage in research work through lesson observations of experienced teachers, conducting teacher interviews/questionnaires, doing library based research, lesson transcript analysis.
Week 6
Error correction feedback; planning for change/improvement; sharing insights gained from research / plans & rationale for change/improvement; 2nd peer teaching lesson design.
Week 7 (Peer teaching 2)
Students deliver & video record their second peer teaching lesson; peer feedback; follow-up meetings with mentors.
Week 8
Evaluating improvement; poster presentations of action research project; module reflection & preparation for action research assignment.

Learning outcomes

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

• By the end of the module, students should be able to critically evaluate and appropriately select a range of teaching techniques and practices appropriate for a specific group of learners and be able to demonstrate the practical application of these in their own teaching and lesson planning.
• By the end of the module, students should be able to draw on methodological principles and theories of language learning to develop their own and others’ teaching practice.
• By the end of the module, students should be able to develop a theoretical and practical understanding of the approaches, instruments and methodologies used in classroom research.

Indicative reading list

Allwright, D. and K. M. Bailey. (1991) Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge University Press
Brown, H. D. (2014) Principles of language learning and teaching: a course in second language acquisition. Sixth edition. White Plains, NY: Pearson Education
Burns, A. (2003) Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
Chaudron, C. (1988) Second Language Classrooms: Research on Teaching and Learning. Cambridge: Cambridge University Press
Cross, D. (1999) A Practical Handbook of Language Teaching. Harlow: Longman
Edge, J. (ed) (2001) Action research: Case studies in TESOL. Alexandria, VA
Gower, R., D. Phillips and S. Walters. (1995) Teaching Practice Handbook. Oxford: Heinemann
Johnson, K. (2017) An introduction to foreign language learning and teaching (3rd ed.). Harlow: Longman
Koksal, D. (ed) (2017) Researching ELT: Classroom Research and Beyond. Lang: Frankfurt
McDonough, J., & McDonough, S. (2014). Research methods for English language teachers. London: Routledge.
Nunan, D. (1989) Understanding Language Classrooms: A Guide for Teacher-initiated Action. New York: Prentice Hall
Richards, J. C. and C. Lockhart. (1994) Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press
Richards, J. C. (2015) Key Issues in Language Teaching. Cambridge: Cambridge 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: 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
Wajnryb, R. (1992) Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers. Cambridge: Cambridge University Press

Research element

Students engage in practitioner research which follows an action research model.

Subject specific skills

• Develop confidence in delivering a language lesson;  Develop principled approaches to the organisation of classroom activities and interaction;  Acquire skills of classroom research;  Appreciate the complex nature of putting methodological principles into classroom practice;  Develop the skills necessary to analyse and develop their own and others’ classroom practice through engaging in an action research project.

Transferable skills

• Reflect on personal, academic and professional development through a reflective learning process;
• Participate constructively in collaborative tasks and group discussions;
• Structure and communicate ideas effectively in speaking and writing;
• Plan and manage time and workload to meet deadlines;
• Effectively engage in research and dissemination of research findings.