Module EFPM280 for 2021/2
- 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 2021/2 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
The syllabus plan is subject to change, but is anticipated to include the following:
Introduction to the module: What does language teaching involve? Total immersion/ESL versus drip feed EFL contexts. Learning theories.
Communicative Competence & implications for teachers’ and learners’ roles.
Review of language teaching methods; terminology for TESOL; preparation for observations of language classes.
The role of error in language learning.
Techniques for introducing and practicing new language (1) & (2)
Micro teaching practice (1), focusing on the practical application of content covered in the module.
Teaching reflection; classroom management; giving instructions; questioning techniques; dealing with large classes and mixed ability.
Individual presentations on students’ observations of language classes; identifying key topics.
Task based Learning
Micro teaching practice (2)
Round up & summary of course; individual presentations to report on topics chosen for module assignment.
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 |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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.
Cook, V. 2016. Second Language Learning and Language Teaching (5th Edition) Routledge: Oxford.
Lightbown, P. & Spada, N. 2013. How languages are learned. Oxford Handbooks for Language Teachers (4th edition) Oxford University Press: Oxford.
Hall, G. Exploring English Language Teaching. 2018. (2nd Edition) Routledge: London.
Hall, G. The Routledge Handbook of English Language Teaching. 2016. Routledge: London.
Scrivener, J. 2011. Learning Teaching (3rd Edition, with DVD) Macmillan.
Harmer, J. 2015. The Practice of English Language Teaching (3rd Edition). Harlow: Longman.
