University of the West of England

MODULE SPECIFICATION

(Template revised October 2005)

Code: UPLQ9L-30-3 Title: Teaching of English to speakers of other languages (TESOL)

Version: 3 Level: 3 UWE credit rating: 30 ECTS credit rating: 15

Module type: Standard

Owning Faculty: Humanities, Languages and Social Sciences

Field: Languages and Linguistics

Valid from: September 2008 Discontinued from:

Contributes towards: Awards up to BA (Hons) (nb: HALF AWARDS ONLY)

Pre-requisites: None

Co-requisites:

Excluded combinations:

Learning outcomes:

On successful completion of this module, students should be able to:

• demonstrate a sound knowledge of the main grammatical and lexical features of the language including their application to the classroom (Comps. A & B);

• demonstrate a sound knowledge of the main phonological features of the language(Comp. B);

• produce an effective and coherent lesson plan (Comp. B);

• teach English as a Foreign Language in an effective and communicative way demonstrating an ability to reflect upon the experience and evaluate their performance realistically (Comp. B);

• use effectively an appropriate range of classroom and teaching aids (Comp. B);

• produce effective and stimulating learning materials (Comp. B);

• demonstrate an awareness of learner needs (Comp. B).

Syllabus outline:

• Language awareness sessions covering the grammatical areas of: past, present, and future tenses, conditionals, passives, the perfect aspect, modal verbs, the use of articles, reported speech and question tags;

• Phonology sessions introducing students to the various segmental and supra-segmental features of the English language, involved in the production of connected speech. It will also consider the types of errors made by students (particularly French, German, Spanish, and EFL students) and introduce activities used to help such non-native speakers deal with some of these problems in a practical classroom context;

• The theory and practice of classroom management, particularly in the 1-1 context;

Syllabus design;

• The production of appropriate teaching and learning materials;

• Evaluation and exploitation of course books;

• Using audio-visual aids;

• Testing in language learning/teaching contexts;

• An examination of learner needs and motivation;

Describing teachers and learners;

• The relationship of linguistic form and function and its impact on teaching and learning.

Teaching and learning methods:

The syllabus is covered using, as appropriate, practical demonstrations, lectures, tutor-led group discussions, participant-led group discussions, seminars, individual tutorials, peer teaching and videoed lessons.

Reading Strategy: (to be added)

Indicative Reading list:

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.

Bailey, K.M., & Nunan, D. eds. Voices from the Language Classroom, CUP, 1996

Bowen, T. & Marks, J. The Pronunciation Book, Longman, 1992

Brumfit, C. Individual Freedom in Language Teaching, OUP, 2001.

Cunningsworth, A. Choosing your Coursebook, Macmillan Heinemann, 1995

Candlin (Ed.), The Communicative Teaching of English, Longman, 1981.

Carrell, P., Devine, J, &

Eskey D. (Eds.) Interactive Approaches to Second Language Reading, CUP, 1988.

Cobuild English Language Dictionary, Collins and Birmingham University, 1987.

Dalton, C & Seidlhofer, B Pronunciation, Longman, 1994

Grellet, F. Developing Reading Skills, CUP, 1981.

Hadfield, J. Classroom Dynamics, OUP, 1993

Hall, D.R. and

Hewings, A. (eds.) Innovation in English Language Teaching, Routledge, 2001.

Harmer, J. The Practice of English Language Teaching, Longman, 2001

Johnson and Morrow Communication in the Classroom, Longman, 1981

Kennedy, C. , Doyle P.

and Goh C. (eds.) Exploring Change in English Language Teaching, Macmillan Heinemann, 1999.

Kenworthy, D. Teaching English Pronunciation, Longman, 1987

Laroy, C. Pronunciation, OUP, 1995

Munby, J. Communicative Syllabus Design, CUP, 1978.

Morgan and Rinvolucri Vocabulary, OUP, 1989

Morrow, K.E. and Johnson K Communicate, CUP, 1979.

McKay, S.L. Teaching English Overseas: An Introduction, OUP, 1993.

Nunan, D. Designing Tasks for the Communicative Classroom, CUP, 1989.

Nunan, D. The Learner-Centred Curriculum, CUP, 1988.

Rivers, W.M.(Ed.) Interactive Language Teaching, CUP, 1987.

Rosner, R. &

Bolitho R. Currents of Change in English Language Teaching, OUP, 1990.

Rivers, W.M. &

Temperley, M.S. A Practical Guide to the Teaching of English as a Second or

                  Foreign Language, OUP, 1978.

Scrivener, J. Learning Teaching, Macmillan Heinemann, 1994.

Swan, M. Practical English Usage, Oxford University Press, 1995

Swan, M and Smith, B. Learner English, CUP, 1987.

Swan,M & Walter,C. How English Works, OUP, 1997

Underhill,A Sound Foundations, Heinemann, 1994

Willis, J and D. Willis Challenge and Change in Language Teaching, Macmillan Heinemann, 1996.

Assessment

Weighting between components A and B (standard modules at levels 0-3 only) A: 30% B: 70%

First Assessment Opportunity

Component A

1.5 hour test of English grammar 30%

Component B

1 Production of a Language Learner Profile

(approximately 3000 words) 70%

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

1.5 hour test of English grammar 30%

Component B

Production of a Language Learner Profile 70%

(approximately 3000 words)

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.

Specification confirmed by …Approved at VARSC meeting *………Date ……15.03.06…………

(Associate Dean/Programme Director)

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