ULTD30031 TESOL Part 3
Language Analysis for Teaching English to Speakers of Other Languages (TESOL).
- Credits: 10
- Pre-requisite: IELTS 7.0 (or equivalent) for those who do not have English as a first language. Students are normally expected to have successfully completed TESOL Part 1 and Part 2. Exceptions may be made where students can show evidence of having worked, and developed, as a language teacher in their year abroad. Applicants in the latter category need to submit a written statement to explain what they have gained during their teaching experience (Email: firstname.lastname@example.org). Please note that priority will be given to 2nd year Applied English Language Studies students.
- Taught during: Semester 1
- Timetable: Timetable for the course
This course builds on TESOL 1 and 2. The focus is on the grammatical, lexical and phonological features of English, and the importance of language awareness in terms of informing what we teach and how we teach. The issues of language variation and development will also be covered. It is suitable for anyone considering temporary work or a career in teaching English as a Second Language.
- Explore English grammar, lexis and phonology, consolidating and extending what you learnt in TESOL 1 and 2;
- Examine different varieties of English;
- Analyse learner errors;
- Develop sensitivity to language and analytical skills;
- Access resources to find out what you need to know about the English language;
- Assess published materials and authentic texts;
- Plan an effective language lesson.
- As part of the course, you will create a lesson plan based on published materials.
On successful completion of this course unit, students should:
- have a deeper understanding of English grammar;
- have a deeper understanding of English lexis;
- have a deeper understanding of English phonology;
- have an awareness of different varieties of English;
- have an awareness of changes in English over time;
- be able to analyse learner errors;
- be equipped to analyse how language works;
- know how and where to find knowledge and materials required by ESOL teachers;
- be able to qualitatively assess published materials and authentic texts;
- be able to plan an effective language lesson using published materials;
- be prepared to apply language awareness to teaching practice in terms of content and method.
On successful completion of the course unit, students will have developed further their ability to:
- assess their own learning needs and identify the resources necessary to meet these;
- contribute to a collaborative learning environment;
- write effective essays according to standard academic conventions;
- operate within constraints of time and resources.
Teaching and Learning methods
2 hour weekly seminar. Individual tutorials to be arranged with individual.
Language of teaching
- Lesson plan (20%), to be submitted in week 12.
- 1,000-word essay (30%), to be submitted in week 12.
- One 1-hour language awareness exam (40%).
- Contribution to collaborative working environment in seminars (10%).
Nature of feedback
Oral feedback given during class discussions regarding relevance and coherence of student responses and level of participation; formative feedback given on non-assessed written tasks; global feedback given on assessed essay; feedback given on individual progress in tutorials.
- Scrivener, Jim (3rd ed. 2011), Learning Teaching. London: Macmillan, ISBN: 978-0230729841;
- Crystal, David (2002) The English Language. London: Penguin, ISBN:978-0141003962;
- Parrott, Martin (2010) Grammar for English Language Teachers. Cambridge: Cambridge University Press, ISBN: 978-0521712040;
- Underhill, Adrian (2005) Sound Foundations. London: Macmillan
- ULTD30032, TESOL Part 4, Theories of language learning and teaching for Teaching English to Speakers of Other Languages