Overview

This module offers a foundation in the practical issues of teaching EFL. The module will be very exciting for students who want to explore the nature of TEFL in practice. Students will be involved in several micro-teaching practices with your student peers and real EFL / ESL classes’ observations. The module is assessed through a summative essay, and a teaching observation reflective report.

Please note that this module DOES NOT replace the professional development training courses in teaching English to other speakers, namely the Cambridge 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.

Assessment Strategy

Threshold –D (40%): 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.

Good –C/B: 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.

Excellent -A: 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.

Learning Outcomes

• Analyse different teaching strategies used in teaching key language skills in EFL.

• Explain how the principles of a methodology can be applied to lesson planning.

• Explain how the principles of a methodology can be applied to lesson planning.

• Identify different methodologies and approaches adopted in teaching English as a foreign language (TEFL).