Unit name | Pedagogy and Curriculum in TESOL |
---|---|
Unit code | EDUCM5902 |
Credit points | 20 |
Level of study | M/7 |
Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
Unit director | Dr. Sharples |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This unit introduces the frameworks which inform an exploration of teaching methodology and curriculum/materials development and evaluation in TESOL. It provides opportunities to investigate the factors which affect teaching, learning, and assessment in the classroom, including the role of language, the roles of teachers and learnerssituated within educational systems, and the roles of learning and interaction in the development of teaching methodology. Personal reflection on and a critical evaluation of participants’ own pedagogical assumptions will be guided by a historical perspective on how views about teaching and learning have evolved over time, linking these back to theories of second language acquisition, instructional syllabi or materials, and to empirical research on fostering the development of learners’ language proficiency. Strategies and techniques for targeting the four skills (speaking, listening, reading and writing), including through the use of integrated tasks, will feature in the content coverage, with consideration of both individual differences among learners, and contextual factors that come into play in different instructional settings and which could lead to differential learner attainment. Pervading the unit is an examination of how teaching and learning activities link to classroom assessment (including the use of corrective feedback) curricular goals, and instructional materials and techniques.
Aims:
By the end of the unit, participants will have developed their understanding of:
By the end of the unit participants will be able to:
Formative assessment:
The formative assessment for this unit will consist of the instructors' oral and written feedback on students' work including through tutorials, guiding comments on assignments, and informally through classroom discussions or following presentations. Peer and self-reflection with respect to understanding and critiquing pedagogical assumptions and identifying the theoretical principles or theories that underlie them or policies that support/perpetuate them will be encouraged.
Summative assessment
A 10 minute individual presentation of the student’s critical evaluation of a pedagogical approach to teaching English to speakers of other languages. The evaluation will draw on the relevant literature and the student’s experience as a language teacher and/or language learner. ILO 1, 2, 3, 4, 5 (50%)
A 2000 word written critique of a policy decision relevant to TESOL pedagogy and/or curriculum in a chosen instructional context. With reference to the relevant literature and the student’s professional experience, the assignment will reflect critically on the significance of the chosen policy for TESOL practice and/or the TESOL industry more broadly. ILO 1, 2, 3, 4, 6 (50%)
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Essex: Longman.
Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching pedagogic tasks: Second language learning, teaching, and testing. Harlow, UK: Longman.
Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. London: Routledge.
Hedge, T. (2002). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford: Oxford University Press.
Lightbown, P. M., & Spada, N. (Eds.). (2013). How languages are learned (4th ed.). Oxford: Oxford University Press.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design, New York: Routledge.
Richards, J. C., & Rodgers, T. (2001) Approaches and methods in language teaching, Cambridge: Cambridge University Press.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and research. Amsterdam: John Benjamins.