Teaching English as a Foreign Language I - LAN00002I

«Back to module search

  • Department: Language and Linguistic Science
  • Credit value: 20 credits
  • Credit level: I
  • Academic year of delivery: 2022-23

Module will run

Occurrence Teaching period
A Autumn Term 2022-23

Module aims

The aim of the module is to introduce students to teaching English as a Foreign Language, covering:

  • language learning methods used in TEFL, including theories of second language acquisition and psychological approaches
  • controversial topics such as the spread of World Englishes, the development of a Lingua Franca Core and the appropriate model of English to be used in the classroom
  • learner profiles and the aspects of English that pose difficulties

Module learning outcomes

At the end of this module, students will typically have a sound knowledge of

  • TEFL methods and approaches throughout the 20th century to the present day
  • the political controversies arising from English as a world language, including language death and linguistic imperialism
  • World Englishes - which model(s) of English are / should be taught.
  • models of language learning
  • theories of language acquisition as relevant to the language classroom, including sociocultural and psychological considerations
  • the language system, i.e. be able to describe features of English and so explain mistakes
  • the typical linguistic problems that learners experience

Module content

The module covers:

  • the history of TEFL from 1880 to the present day
  • the political controversies arising from English as a world language, including language death and linguistic imperialism
  • World Englishes - which model(s) of English are/should be taught
  • models of language learning
  • theories of language acquisition as relevant to the language classroom
  • sociocultural considerations in the EFL classroom
  • the language system, i.e. be able to describe features of English and so explain mistakes

In addition, you will gain experience in creating a written ‘learner profile’. This task (which is part of the summative assessment) mirrors an assessment task required for the University of Cambridge’s Certificate of English Language Teaching to Adults (CELTA), an internationally-recognised teaching qualification.

NOTE: this module does not provide a qualification in teaching English as a foreign language. However, it is excellent preparation for professional TEFL qualifications.

Indicative assessment

Task % of module mark
Essay/coursework 30
Online Exam -less than 24hrs (Centrally scheduled) 70

Special assessment rules

None

Indicative reassessment

Task % of module mark
Essay/coursework 30
Online Exam -less than 24hrs (Centrally scheduled) 70

Module feedback

Feedback on formative work

  • Formative exercises to be assigned during the teaching period.
  • Feedback will be provided within two weeks of submission.

Summative assessment and feedback

  • Essay (learner profile) worth 30% of module mark.
  • 24-hour online examination worth 70% of module mark, in Spring Term week 1.
  • Written feedback to be provided within 25 working days of submission date.

Indicative reading

The following is a sample reading list:

  • Brown, H. D. (2006). Principles of Language Learning and Teaching. 5th ed. New York: Longman.
  • Crystal, D. (2003). English as a Global Language. 2nd ed. Cambridge: CUP.
  • Dornyei, Z. (2002). Motivational Strategies in the Language Classroom. Cambridge: CUP.
  • Harmer, J. (2007). The Practice of English Language Teaching. 4th ed. Harlow: Pearson Longman.
  • Jenkins, J. (2003). World Englishes: a resource book for students. London: Routledge.
  • Phillipson, R. (1992). Linguistic Imperialism. Oxford: OUP.
  • Richards, J. C. & T. S. Rodgers (2001) Approaches and Methods in Language Teaching. 2nd ed. Cambridge: CUP.
  • Scrivener, J. (2005) Learning Teaching. Oxford: Macmillan Heinemann.
  • Schneider, E.W. (2011) English Around The World - An Introduction. Cambridge: CUP.