Run by School of Languages, Literatures, Linguistics and Media
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Ms Claire Quinn
Overall aims and purpose
This module will review teaching methodologies and approaches commonly employed in teaching English as a foreign language (TEFL) with a focus on and the implementation of the two popular methodologies 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. Students will benefit from the opportunity to observe EFL classes (4.5hrs minimum) and will explore the nature of TEFL through microteaching with peers in seminars as well as teaching in real EFL classes, both of which require post-teaching reflection and analysis.
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 teacher of EFL.
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 and evaluate different methodologies and approaches adopted in teaching English as a foreign language (TEFL).
Students will understand and be able to reflect on key factors underlying TEFL.
Students will demonstrate knowledge of different teaching strategies in teaching key language skills in EFL.
Students will understand how the principles of a methodology apply to lesson planning.
Students will understand and be able to evaluate the teacher role in TEFL.
Students will understand and be able to apply 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 present key facts, theoretical issues and approaches underpinning the teaching of EFL.
|ESSAY||Essay (1500 words)||
The main purpose of this assignment is to explore the range of methodologies available to the ELT teacher and discuss the factors involved in choosing a method (s) to apply, according to specific aims of language learning.
|CLASS PARTICIPATION||Teaching Practice||
Teaching practice assessment entails one specific assessed lesson, based on a prescribed English language teaching focus and materials.
|REPORT||Report of Teaching Practice (2500 words)||
Assignment 2 comprises two parts: • Part 1is your assessed 30-minute teaching practice session (20%). The Report of Teaching Practice is the essay: this is a written, critical evaluation of your specific assessed teaching practice with reference to the teaching context, lesson plan, lesson aims and rationale, materials analysis and post-lesson reflection (your teaching and how the lesson unfolded) (50%).
Teaching and Learning Strategy
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.
Monthly one hour seminar (5 over the 2 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.
Observations and teaching of EFL lessons – approx. 5 hours teaching observations (observing three lessons) with opportunities for feedback from the module tutor on issues observed by the students. You will also teach approx 3 separate lessons of 30minutes each, with a student teaching partner.
Fortnightly two hour lecture over both semesters
Students are encouraged to see the lecturer on a one-to-one basis during published office hours (or by appointment) to discuss any issues with the module content, and to seek clarification on topics and discussions, and discuss feedback on assessments and class exercises. You will also meet to discuss your teaching practice and get help planning your teaching.
Directed Reading - students are given required reading each week (of about 2 hours) on the topic of the coming lecture.
- 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
- Information retrieval - Able to access different and multiple sources of information
- 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
- 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
- Proficiency in the use of English in reading, writing, speaking and/or listening - students will demonstrate proficiency in their ability to use and understand English in a range of different contexts and via different media.
- Understanding of the nature and organization of language - students will demonstrate familiarity with observations and findings relating to various aspects of linguistic phenomena and organization.
- Understanding the nature of commonalities and differences across languages - students will demonstrate familiarity with phenomena and findings relating to universals and diversity exhibited by and across languages.
- Knowledge of the nature of language origins, change and use - students will demonstrate familiarity with phenomena and findings relating to the nature of language origins, the way language changes, and factors involved in and affecting language use.
- Knowledge of EFL (English as a Foreign Language) theory and practice - students will demonstrate familiarity with core terms, issues, principles, aspects and best practices related to the teaching of English as a foreign language.
- Understanding of the nature of bi/multilingualism - students will demonstrate familiarity with phenomena and findings relating to the nature of bilingual and multilingual individuals and communities.
- Writing & scholarly conventions - students will be able to present data, argumentation, findings and references in written form in keeping with the conventions current in language science and English language and EFL studies.
- Oral presentation skills & scholarly conventions - students will be able to present data, argumentation, findings and references in oral form in keeping with the conventions current in language science and English language studies.
- Analysis & interpretation skills - students will be able to analyse, interpret data accurately, and draw appropriate conclusions based on the application of appropriate analytic and theoretical frameworks available in linguistics and English language and EFL studies.
- Evaluation & reflection - students will be able to critically evaluate a particular position, viewpoint or argument in relation to a specific area of investigation. They will be able to reflect on the efficacy of a particular approach, practice or performance, and moderate these as a consequence in order to achieve specific goals.
- Fluency, confidence and proficiency in the use of English -students will demonstrate their ability and proficiency to use and understand and instruct others in English in a range of academic and classroom contexts.
- Effective communication - students will develop the ability to communicate effectively, appropriately and confidently, in a range of contexts, to different audience types, and making use of a range of supporting materials
- Learning to learn - students will learn to reflect, modify and improve their learning strategies
- Awareness of and appreciation for linguistic and cultural differences - students will develop an awareness of and an appreciation for the range and nature of linguistic and cultural diversity
Resource implications for students
All photocopies of materials for teaching will be provided - there should be no cost incurred by the student.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/qxl-3329.html
A reading list is available on the module Blackboard site.
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- Q315: BA English Language for TEFL year 3 (BA/ELT)
- Q314: BA International English Language for TEFL year 3 (BA/IELT)
Optional in courses:
- WQ93: BA Creative Stds & English Lang. year 3 (BA/CSTEL)
- Q301: BA English Language year 3 (BA/EL)
- QQ3M: BA English Language & Cymraeg year 3 (BA/ELC)
- T123: BA English Language and Chinese year 4 (BA/ELCH)
- 8G55: BA English Language with Creative Writing (with Int Exp) year 4 (BA/ELCIE)
- Q3WL: BA Eng Lang with Creat Writ year 3 (BA/ELCW)
- QR3C: BA English Language and French year 4 (BA/ELFR)
- Q3WP: BA Eng Lang with Film Studs year 3 (BA/ELFS)
- QR3F: BA English Language and German year 4 (BA/ELG)
- Q312: BA English Language (with International Experience) year 3 (BA/ELIE)
- QR3H: BA English Language and Italian year 4 (BA/ELIT)
- PQ53: BA English Language & Journalism year 3 (BA/ELJO)
- QQC3: BA English Lang and Lit year 3 (BA/ELLIT)
- QQCF: BA English Language & English Lit [with Foundation Year] year 3 (BA/ELLITF)
- Q3P3: BA English Lang with Media Stds year 3 (BA/ELMS)
- CQ83: BA English Language & Psychology year 3 (BA/ELPSY)
- LQ3J: BA English Lang. & Sociology year 3 (BA/ELSOC)
- QR3K: BA English Language and Spanish year 4 (BA/ELSP)
- Q3Q2: BA English Language w English Lit year 3 (BA/ENGEL)
- PQ3J: BA Film Studies and English Language year 3 (BA/FSELAN)
- Q1Q3: BA Ling with Eng Lit year 3 (BA/LEL)
- Q140: BA Ling & the Eng Lang year 3 (BA/LELA)
- Q100: BA Linguistics year 3 (BA/LING)
- Q104: BA Linguistics (with International Experience)) year 4 (BA/LINGIE)
- QQ31: BA Linguistics & the English Language with International Exp year 4 (BA/LWEL)
- Q101: MArts Linguistics year 3 (MARTS/LING)