The University of Southampton
Courses

LING6010 Language Teacher Education

Module Overview

Participants will become familiar with the more experiential and reflective approaches to teacher education current in international ELT, and also with the standards based approaches which dominate teacher education in many mainstream school systems.

Aims and Objectives

Module Aims

The overall aim of this module is to provide an introduction to the principles and practice of language teacher education, within a framework of reference to wider debates about the nature of teaching and teacher development, and the relationship of theory and practice in education.

Learning Outcomes

Knowledge and Understanding

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

  • major current models and philosophies of teacher education;
  • some examples of current programmes for language teacher education;
  • a range of skills relevant to teacher education, including: 1. designing components of teacher education programmes 2. selecting and evaluating materials for teacher education 3. evaluating and providing feedback on classroom performances.
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • communicate applied linguistic and educational work in a variety of written formats;
  • communicate your response to applied linguistic and educational work orally, in discussion and in formal presentations;
  • identify, select and draw upon a wide range of reference resources, printed and electronic;
  • develop and maintain a personal bibliography;
  • use information technology appropriately to support and present your research;
  • demonstrate interpersonal skills whilst working with others in the investigation of problems, and in the presentation of arguments and evidence;
  • take appropriate ethical issues into account in linguistic and educational work
Subject Specific Practical Skills

Having successfully completed this module you will be able to:

  • apply current theories of language learning, language in use, and language education to teacher education;
  • design components of teacher education programmes;
  • select and evaluate materials for teacher education;
  • evaluate and provide feedback on teachers’ classroom performance.
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • recognise and critique principles in education and module design.

Syllabus

Participants will become familiar with the more experiential and reflective approaches to teacher education current in international ELT, and also with the standards based approaches which dominate teacher education in many mainstream school systems. The major components of language teacher education programmes will be reviewed, including: developing teachers’ knowledge about language; developing teachers’ pedagogic knowledge and skills; the role of mentoring, field placements and teaching practice; the assessment of trainee teachers’ skills.

Learning and Teaching

Teaching and learning methods

Teaching methods include • Seminars; • Lectures; • Workshops; • Virtual learning environment (Blackboard). Learning methods will include: • Literature searches, shared and individualised reading; • Practical data-based activities; • Practical classroom technique sessions ; • Analysis of philosophical positions.

TypeHours
Independent Study126
Teaching24
Total study time150

Resources & Reading list

Ur, P (1996). A Course in Language Teaching: Practice and theory. 

Freeman, D (2001). Second language teacher education. Chapter 10 in Carter, R and Nunan, D eds The Cambridge Guide to Teaching English to Speakers of Other Languages. 

Bailey, K M (2006). Language Teacher Supervision: A case based approach. 

Richards, J C (1998). Beyond Training: Perspectives on language teacher education. 

Harmer, J (2007). How to Teach English. 

Richardson, V ed (1997). Constructivist Teacher Education. 

Scrivener, J (2005). Learning Teaching.. 

Hagger, H, Burn, K and McIntyre, D (1995). The School Mentor Handbook : Essential skills and strategies for working with student teachers. 

Assessment

Summative

MethodPercentage contribution
Essay  (3000 words) 60%
Workshop Report Assessment  (1500 words) 40%

Referral

MethodPercentage contribution
Coursework 100%

Repeat Information

Repeat type: Internal & External

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