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Teaching and Learning a Second Language - EDU00070I

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  • Department: Education
  • Module co-ordinator: Mrs. Heather Buchanan
  • Credit value: 20 credits
  • Credit level: I
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2023-24

Module summary

The module will explore principles of first and second language teaching and learning. While drawing on some theoretical and methodological issues, this module will have a strong practical component, aiming to develop students' understanding of needs-based learner-centred teaching in various educational contexts. It will draw on recent research into the field.

Module will run

Occurrence Teaching period
A Semester 2 2024-25

Module aims

The module will explore principles of first and second language teaching and learning. While drawing on some theoretical and methodological issues, this module will have a strong practical component, aiming to develop students' understanding of needs-based learner-centred teaching in various educational contexts. It will draw on recent research into the field.

Module learning outcomes

Subject content

By the end of the module, students will have:

  • critically examined and reflected upon contemporary issues related to first and second language teaching and learning in various educational contexts

  • raised their awareness of theories related to first and second language acquisition and second language learning

  • become more aware of learner needs and critically reflected on appropriate ways to address these needs

  • learnt how to plan and deliver a teaching activity

  • developed their critical awareness of principles, approaches and methods in second language teaching

  • raised their awareness of theories and practices associated with grammar, vocabulary and skills teaching and with second language assessment

Academic and graduate skills

  • Develop skills of communication

  • Become proficient in searching for sources

  • Develop the skills to critically analyse issues and ideas

  • Learn to plan and deliver short teaching activities

  • Engage in short presentations to the whole group

Module content

The module will be structured as follows:

  • Contemporary issues in second language teaching and learning

  • First and second language acquisition

  • Second language learning and individual differences

  • Approaches, methods and principles in second language learning

  • Lesson planning for second language teaching

  • Teaching second language grammar and vocabulary

  • Teaching listening and reading skills

  • Teaching speaking and writing skills

  • Culture and language teaching

  • Second language assessment; careers in second language teaching

  • Microteaching

Assessment

Task Length % of module mark
Essay/coursework
Rationale plus lesson plan		 N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
Rationale plus lesson plan		 N/A 100

Module feedback

Individual written feedback reports, with follow-up tutor meeting, if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Brown, H. D. (2006). Principles of language learning and teaching (5th ed.). London: Pearson.

Driscoll, P., Macaro, E, & Swarbrick, A. eds. (2014) Debates in modern languages education. London : Routledge.

Ellis, R. (2005) Principles of instructed language learning, System, 33(2), pp. 209–224.

Hall, G., ed. (2016) The Routledge Handbook of English Language Teaching, London: Routledge.

Harmer, J. (2007). The practice of English language teaching (4th ed.). London: Longman.

Hughes, A. and Hughes, J. (2020) Testing for Language Teachers (3rd ed.) Cambridge: Cambridge University Press.

Garton, S. & Copland, F, eds. (2018) The Routledge handbook of teaching English to young learners. London : Routledge.

Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching (3rd ed.). Oxford: Oxford University Press.

Lightbown, P. M., & Spada, N. (2015). How languages are learned (5th ed.). Oxford: Oxford University Press.

Richards, J.C. and Rodgers, T.S. (2001) Approaches and Methods in Language Teaching (2nd ed.) Cambridge : Cambridge University Press.

Rifkin, B. (2003) Guidelines for Foreign Language Lesson Planning, Foreign language annals, 36(2), pp. 167–179.

Scrivener, J. (2011). Learning teaching (3rd ed.). Oxford: Macmillan Education.

Woodward, T. (2001). Planning lessons and courses: Designing sequences of work for the language classroom. Cambridge: Cambridge University Press.


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.