Module EFPM280 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM280: Developing Practical Knowledge for TESOL Teaching
This module descriptor refers to the 2019/0 academic year.
Module Aims
- To provide students with a thorough understanding of the relationship between theoretical perspectives and different TESOL classroom practices.
- To provide an introduction to key concepts associated with the practice of foreign or second language teaching.
- To familiarize students with the core competencies associated with successful practice in TESOL classrooms from both a theoretical and practical perspective.
- To develop students’ capacity to successfully apply conceptual and practical knowledge about foreign or second language practice to the realities of their own current and/or future teaching contexts.
- To develop students’ capacity to reflect critically on their own teaching as well as their peers’.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. Demonstrate a comprehensive understanding of the key aspects of classroom practice including the organisation of activities, classroom management, and classroom interaction; 2. Demonstrate a critical application of these skills and knowledge in the preparation and teaching of a language class; 3. Demonstrate the ability to successfully apply conceptual and practical knowledge and skills to teaching activities in the TESOL classroom in a rigorous and systematic way; 4. Reflect critically upon observed teaching and microteaching in relation to key principles covered in the module; |
| Discipline-Specific Skills | 5. Demonstrate the knowledge, understanding and skills for students required in order to analyse TESOL policy, theory and practice; 6. Demonstrate the ability to analyse data for teaching purposes; 7. Evaluate complex TESOL issues drawing on national and international perspectives; 8. To provide students with knowledge and skills needed to apply theory to practice in TESOL; |
| Personal and Key Skills | 9. Engage in independent study and group/pair work, including the microteaching and evaluation of peers' teaching and their own; 10. Digest, select and organise material to produce, to a deadline, a coherent, thoughtful and creative analysis of theory to particular professional and socio-cultural situations; 11. Undertake a critical analysis of the teaching skills, knowledge and techniques developed in the module through personal reflection. |
Module Content
Syllabus Plan
15 weekly sessions of two hours in length:
Week 1
Introduction to the concept of teaching and learning and implications for teacher and learners' roles.
Week 2.
Observations of language classes.
Week 3.
Introduction to lesson planning.
Week 4.
Techniques for introducing and practising new language (1).
Week 5:
Techniques for introducing and practising new language (2).
Week 6 and 7.
Micro teaching (focusing on the practical application of content covered in weeks 1-4).
Week 8.
Types of language classroom activities.
Week 9.
Observations of language classes
Week 10.
Micro teaching (focusing on the practical application of content covered in weeks 1-9)
Week 11.
Classroom management 1: giving instructions, questioning techniques and facilitating student input.
Week 12.
Classroom management 2: giving feedback, error analysis and correction.
Week 13.
Classroom management 3: dealing with classroom issues including discipline, large class size and a differentiated student body.
Weeks 14-15.
Micro teaching ( group presentations of a whole lesson)
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 150 | 150 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Learning and teaching activities | 30 | Lectures, seminars, tutorials and workshops |
| Learning and teaching activities | 30 | Directed reading |
| Guided independent study | 80 | Assignment preparation |
| Guided independent study | 150 | Independent study |
| Learning and teaching activities | 10 | Language classroom observation |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Microteaching | 30 minutes for each group of 4-5 students | 1-7 | Verbal comment and review from tutors and fellow students |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| A Portfolio which includes details of the microteaching experiences and the observed classes. Students also reflect on themes that have emerged from these experiences and critically comment on them in relation to the module contents and their own contexts. | 100 | 7,000 words | 1-11 | Written summative feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Portfolio | Portfolio resubmission | 1-11 | 6 weeks |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Bailey, K., A. Curtis & D. Nunan 2001. Pursuing Professional Development: the self as source. Boston: Heinle & Heinle.
Johnson, K. 2001. An Introduction to Foreign Language Teaching and Learning. Harlow: Pearson Education.
Johnson, K. E. 1995. Understanding Communication in Second Language Classroom. Cambridge: Cambridge University Press. Johnson, K. E. 1999. Understanding Language Teaching: Reasoing in action. Boston: Heinle & Heinle.
Kelly, G. 2000 How to Teach Pronunciation. Harlow: Longman.
Larsen-Freeman, D. 2000. Techniques and Principles in Languaege Teaching (2nd Edition). Oxford: Oxford University Press. Nunan, D (ed). 2003. Practical English Language Teaching. New York: McGRaw-Hill.
Omaggio H. A. 2001. Teaching language in context. New York: Heinle.
Scrivener, J. 2003. Teaching Grammar. Oxford: Oxford Univeristy Press.
Thornbury, S. 1997. About Language: Tasks for Teachers of English. Cambridge: Cambridge University Press.
Thornbury, S. 1999. How to Teach Grammar. Harlow: Longman. Thornbury, S. 2001. Uncovering Grammar. Oxford: Heinemann. Thornbury, S. 2002. How to Teach Vocabulary. Harlow: Longman. Thornbury, S. 2005. How to Teach Speaking. Harlow: Longman
Ur. P. 1996. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
Woodward, T. 2001. Planning Lessons and Courses. Cambridge: Cambridge University Press.
