Evaluating ESOL Classroom practice - EDU00011M

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  • Department: Education
  • Module co-ordinator: Dr. Bill Soden
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2017-18
    • See module specification for other years: 2019-20

Module summary

This module introduces a range of language teaching activities, materials and techniques and raises awareness of how methods and approaches can be used to plan classes and stage activities. Students will develop an understanding of task design and the role of classroom management in staging language learning activities together with an understanding of task type and task design in language learning activities.

Module will run

Occurrence Teaching cycle
A Autumn Term 2017-18

Module aims

  • To introduce a range of language teaching activities, materials and techniques
  • To raise awareness of how methods and approaches can be used to plan classes and stage activities
  • To develop an understanding of task design and the role of classroom management in staging language learning activities
  • To develop an understanding of task type and task design in language learning activities.

Module learning outcomes

Subject content
Students who complete the course successfully should be able to:

  • plan lessons using standard ESOL approaches;
  • carry out effective classroom management appropriate to varying teaching contexts;
  • design effective tasks, activities and exercises for specific groups of learners;
  • evaluate materials in relation to methodology and teaching context;
  • relate practical issues of classroom teaching to relevant research and literature on teaching methodology

Academic and graduate skills

  • Engage critically with academic and language teaching publications
  • Formulate critical and balanced arguments orally and in writing
  • Participate in groupwork and problem-solving activities
  • Undertake and report appropriately short, empirical data collection and analysis work
  • Demonstrate effective planning and time management
  • Word-process, use a concordancer, manage files, use e-mail, VLE and the Web

Assessment

Task Length % of module mark
Essay/coursework
Essay
N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
Essay
N/A 100

Module feedback

Written and video feedback on mini assignment (mid-term) returned within 7 - 10 days. Written feedback on summative assignment report sheet (within 6 weeks) and face to face feedback in supervisions

Indicative reading

Batstone, R., & Ellis, R. (2009). Principled grammar teaching, System, 37(2), 94-204

Eales, F. (2006). Task-based learning. International House Trust Limited.

Harmer, J. (1998). How to teach English: An introduction to the practice of English language teaching. Harlow : Longman

Harmer, J. (2001). The practice of English language teaching. Harlow: Longman.

Kelly, G. (2000). How to teach pronunciation. Longman.

Larsen Freeman, D. (1986). Techniques and principles in language teaching, Oxford University Press.

McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh University Press.

Nunan, D.(1991). Language teaching methodology. Malaysia: Longman.

Nunan, D.(2004). Task-based language teaching. Cambridge University Press.

Richards, J.C., Renandya, A. (2002). Methodology in English language teaching. Cambridge CUP

Scrivener, J. (1994). Learning teaching: a guidebook for English language teachers. Oxford: Macmillan Heinemann.

Spratt, M.,Pulverness, A., & Williams, M.(2006). The TKT course: Teaching Knowledge Test.

Cambridge : Cambridge University Press.

Tomlinson, B. (2003). Developing materials for language teaching. Continuum.



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.