Overview

The aim of this module is to survey current research and approaches to the study of Teaching English as a Foreign Language (TEFL).

The lectures will provide students with an overview of key issues in TEFL and the tutorials will examine and critically evaluate research studies in multilingualism, and foreign language teaching.

Students will be expected to prepare work (e.g. dual language texts analysis, curriculum / teaching materials evaluation, etc.) in order to critically engage in discussions in tutorials.

The module is exciting because it provides students the necessary knowledge and strategies to critically reflect on the teaching of English to non-native speakers in a theoretical context. Students will be equipped with the necessary framework in readiness for entering the classroom.

The module is assessed through a research article critique review and a summative essay.

This module provides an overview of TEFL theory by examining a wide range of contexts in which language teaching and learning takes place.

Topics will include the following: 1. The use of English within a global context. 2. Language awareness in the classroom. 3. English teaching methodologies in the classroom context. 4. Awareness of teachers’ cognition in classroom teaching. 5. Analysis of teaching English to speakers of other languages based on research articles and online available DVD materials. 6. Implementing and evaluating curriculum change. 7. Researching EFL.

Assessment Strategy

Threshold –C (50%): 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 –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 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

• Assess how teachers' beliefs about language, learning, and teaching have an effect on lesson planning and delivery.

• Justify a range of methods and methodologies used in TEFL and the principles underlying them.

• Recommend material selection, curriculum design, and other TEFL related options.

• Synthesize approaches to the study of and processes involved in foreign language learning.