Run by School of Languages, Literatures and Linguistics
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Ms Claire Quinn
Overall aims and purpose
The module will review current teaching methodologies and approaches employed in teaching English as a foreign language (TEFL) with a focus on and the implementation of popular methodologies including Communicative Language Learning and Task-Based Learning. It offers a foundation in the practical issues of teaching EFL covering teacher role, lesson planning, assessment and teaching grammar and the four skills.
The lectures will provide the input on practical teaching issues and the key theories in the field of TEFL. The tutorial sessions will offer practical opportunities to explore the nature of TEFL through microteaching and peer observations including post-teaching/ post-observation reflection and analysis.
Students will also engage in teaching and observation of real EFL learner groups by teaching and observing a minimum of 5hrs of teaching sessions with a teaching mentor. The tutorial sessions will provide an opportunity to reflect on these observation sessions through practice and discussion with the course convener and peers. To gain maximum benefit from the module, students will be expected to engage fully in tutorial sessions through practice and analysis.
Please note that this module does not replace the professional development training courses in teaching English to other speakers, namely the CELTA (Certificate in Teaching English to Speakers of Other Languages) or the Trinity TESOL Certificate (certificate in Teaching English to Speakers of Other Languages). However, it will provide a firm foundation in English language teaching (ELT) and should provide you with the confidence to apply for a place on a CELTA or Trinity Certificate course, should you wish to do so.
This module provides an introduction to the teaching of EFL through practice and theory and by examining a range of contexts in which English language teaching and learning takes place.
Topics will include the following:
1. The nature of EFL teaching contexts.
2. Methodologies employed in the EFL classroom.
3. The role of the EFL teacher.
4. Strategies used teaching vocabulary, grammar, writing, speaking, reading & listening.
5. Factors affecting lesson planning and materials choice/design.
6. Reflective practice – evaluating teaching and lesson aims.
The answer must involve the critical analysis of existing research into TEFL and/or research from a Foreign language Learning perspective .
The answer must show evidence of some background study of primary sources going beyond material discussed in lectures.
The answer must be relevant to the research topic chosen.
Critical reflection and a review of literature must be presented, organized, and analysed with care and an appreciation must be shown of some of the problems involved with preparing a review of literature.
The answer must show a better-than-average standard of knowledge and understanding.
The answer must show evidence of background of primary sources.
Assertions must be supported by reference to a theory and/or empirical research.
The answer must show evidence of analytical thinking. The answer must have a coherent structure that is adhered to in the most part; relationships between successive parts must be generally easy to follow.
Critical reflection and a review of literature must be evaluated in a logical manner.
The answer must have an originality of exposition and understanding; the author’s own thinking should be readily apparent.
The answer must show clear evidence of extensive reading of primary sources.
The answer must show clear evidence of understanding TEFL methodology.
The answer must show a clear line structure in which each successive stage is explicitly linked and the reader is explicitly told why these parts are relevant to the study.
Students will be able to identify, critically evaluate and apply different methodologies and approaches adopted in teaching English as a foreign language (TEFL).
Students will be able to reflect critically on and consider in detail key factors underlying TEFL.
Students will be able to reflect on, evaluate and apply different teaching strategies used in teaching key language skills in EFL
Students will be able to reflect on and explain how the principles of a methodology can be applied to lesson planning.
Students will be able to critically evaluate the teacher role in TEFL.
Students will be able to reflect on the basic principles of effective practice in ELT.
Students will be able to apply and adapt a teaching methodology to a classroom situation.
Students will be able to apply the principle of the reflective model to teaching practice.
Students will understand and be able to discuss in detail key facts, theoretical issues and approaches underpinning the teaching of EFL.
|ESSAY||Essay (2000 words)||30|
|ESSAY||Report of Teaching Practice (3000 words)||50|
Teaching and Learning Strategy
Students are encouraged to see the lecturer on a one-to-one basis during published office hours (or by appointment) to discuss issues with the module content, seek clarification on topics and discussions, and discuss feedback on assessments and class exercises.
Directed Reading - students are given required reading each week (of about 2 hours) on the topic of that week's lecture.
Fortnightly two hour lectures over both semesters
Observations of EFL lessons – minimum of 5 hours teaching observations with feedback from teaching mentor and additional reflective feedback during bi-weekly tutorials.
Monthly one hour seminar (5 over both semesters). The tutorial sessions will provide an opportunity for in-depth reflection with both peers and the module convener on teaching practice and teaching observation sessions, offering a forum for discussion of teaching issues and related EFL teaching strategies. The basis of the discussion will be students’ in-depth reflection on teaching observation as well as peer led micro-teaching held in tutorial time.
In their own time, students will be expected to do further reading, go through materials covered in class and do further research on the topics, and prepare assignments.
- Literacy - Proficiency in reading and writing through a variety of media
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
Resource implications for students