Teaching English as a Foreign Language

Learning Outcomes

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• describe how the learner’s own approach to the language class affects the learning outcomes
• evaluate a current programme and say whether it meets certain criteria
• apply theoretical models to practical classroom situations
• plan a language programme based on sound pedagogical principles and on an analysis of students’ needs

Transferable and Generic Skills

Having successfully completed this module you will be able to:

• plan and organise your own learning schedule

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

• the content of language teaching and how it can be organised
• the role of the teacher and the learners
• principles of syllabus design, needs analysis and classroom organisation
• some of the fundamental principles, issues and activities involved in the teaching of a foreign language, with particular reference to English.
• communicative language teaching

In this module, you will learn about key issues, concepts and methods involved in teaching English as a second/foreign language. Topics to be covered will range from the broader aspects of the place of English as a world language through more specific teaching issues of the roles of the teacher and learner in the language classroom, the nature of communicative competence and its relationship to communicative language teaching, and programme design and the needs of language students. By the end of the module, you will have a good overview of the field and be in a position to relate your knowledge of the central concerns of teaching and learning to your subsequent study of language.

Teaching and learning methods

Teaching methods include

seminars

workshops

Learning activities include

individual study

preparing presentations and discussions in small groups

conducting interviews and small research projects

Resources & Reading list

Textbooks

Harmer, J. (1998). How to teach English. Harlow: Longman.

Graddol, D (1997). The future of English?. London: British Council.

Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press.

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

Carter, R. & D. Nunan (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.

Assessment strategy

Assessments designed to provide informal, on-module feedback

guidance on oral presentations

discussion of written assignments (in advance and after completion)

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Repeat Information

Repeat type: Internal & External