028253 TESOL: Methodology

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013958 Language Teaching Methodology AND 015421 Language Teaching Methodology

Description

This subject provides students with an introduction to the theory and practice of teaching English to speakers of other languages (TESOL), in a variety of contexts in Australia and internationally. Students develop an understanding of those strategies that promote purposeful and communicative language use in relation to specific contexts for language teaching and learning, applying ideas to their own working context, or one they envisage working within.

Subject learning objectives (SLOs)

a.	Demonstrate an understanding of how approaches to teaching English as an additional language/dialect (including as a foreign language) support particular learners.
b.	Identify particular learners’ needs in terms of language, motivation, social, educational or other pertinent elements.
c.	Analyse a range of teaching resources and curricula for language learning in relation to the appropriate approaches and methodologies.
d.	Design language learning sequences that address particular learner needs, building explicit knowledge of English language elements and language uses.
e.	Demonstrate knowledge of academic theory and research to justify approaches taken in the teaching of English as an additional language/dialect.
f.	Produce professional and academic writing that is cohesive and accurate.

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Graduates have specialised skills and knowledge of linguistics, pedagogy and curricula to teach English to speakers of other languages in their chosen context. teach English to speakers of other languages in their chosen context. (1.1)
Graduates have appropriate communication skills for relevant academic and professional contexts. (6.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness

1.1. Graduates have specialised skills and knowledge of linguistics, pedagogy and curricula to teach English to speakers of other languages in their chosen context. teach English to speakers of other languages in their chosen context.

6. Effective communication

6.1 Graduates have appropriate communication skills for relevant academic and professional contexts.

Teaching and learning strategies

This subject uses a range of teaching and learning strategies for both in-class and off-campus learning. The weekly workshop includes input on the theory and research into TESOL as well as the opportunity to discuss ideas from the input and readings, analyse documents, explore strategies and other activities as identified, particularly as applicable to an identified workplace of interest to the student. Most work in-class involves group activity, using the opportunity to ask questions, share insights, work collaboratively and with input from the lecturer. Materials is posted on-line at the conclusion of the workshop, but students are urged to attend the workshops to derive benefit from the face-to-face activity.

Between workshops, it is expected that students complete the set reading and any small tasks required to prepare for the workshop, such as viewing video clips, locating and reviewing documents, observing practice or language use. These activities assist students to participate fully in the workshops and build the knowledge needed to understand subsequent ideas and the assessment tasks.

Content (topics)

The focus of this subject is on the development of knowledge of TESOL methodology in a range of language learning contexts that will enable practitioners to make appropriate teaching choices. The topics include:

an overview of trends in TESOL methodology and the ensuing understanding of teacher and learners roles in the approach
analysis of classroom language teaching materials and how materials might be strengthened through thoughtful use
approaches to lesson planning and task design
exploration of strategies to teach spoken and written language (including grammar and vocabulary)

Assessment

Assessment task 1: Analytical Report: Matching teaching resources to students

Objective(s):

a, b, c, e and f

Weight:

40%

Length:

1500 words, plus references + appendices as needed

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Comprehensiveness of identification of the needs of a particular group of learners	25	b	1.1
Clarity of explanation about how a particular resource is designed to address the needs of the chosen students	25	c	1.1
Appropriateness of the choice of approach to language teaching and strength of justification of why it is appropriate for the context	20	a	1.1
Integration of relevant academic readings to support analysis and resource choice	20	e	6.1
Coherence and persuasiveness of discussion throughout the task	10	f	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Design of teaching activities

Objective(s):

a, c, d and f

Weight:

60%

Length:

2500 words, plus references + appendices if needed

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Clarity of explanation of approaches to TESOL teaching that are appropriate to learner needs	30	a	1.1
Appropriateness of the sequence of activities to build explicit knowledge of the English language and how to use it in a variety of ways (reading, speaking etc)	30	c, d	1.1
Depth of integration of relevant academic readings to support analysis and activity choice	30	a	6.1
Coherence and depth of discussion throughout the task	10	f	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Required texts

Harmer, J. (2015). The Practice of English Language Teaching. Pearson Education Limited. (Available on-line through UTS Library)

Recommended texts

The following texts will be used throughout the subject and can be accessed through UTS library. It is recommended that you bookmark these for the semester.

Cook, V. & Singleton, D. (2014). Key Topics in Second Language Acquisition. Multilingual Matters

Cummins, J., & Davison, C. (2007). International Handbook of English Language Teaching (1st ed. 2007.). Springer US. https://doi.org/10.1007/978-0-387-46301-8

You should also consult the journal TESOL Quarterly (online through the library) for relevant articles.

References

Suggested reading

This list contains texts used as weekly readings as well as others that would be of use in the subject. Students are encouraged to read widely to develop deep knowledge in the area.

Anderson, J. (2015). Affordance, learning opportunities, and the lesson plan pro forma. ELT Journal, 69, 228 – 238.

Ansary, H. & Babaii, E. (2002). Universal Characteristics of EFL/ESL Textbooks: A Step Towards Systematic Textbook Evaluation. The Internet TESL Journal, 8. http://iteslj.org/Articles/Ansary-Textbooks/

Bailey, K.M. (2005). Practical English Language Teaching: Speaking. McGraw-Hill .

Batstone, R. (2012). Language form, task-based teaching, and the classroom context, ELT Journal, 66, 459 -467.

Block, D. & Cameron, D. (Eds.). (2002). Globalization and Language Teaching. LRoutledge.

Bowering, M. & Foster, D. (2006). Using learner assessment for speaking tasks. Adult Migrant English Program Research.

Brown, H.D. (2007). Teaching by Principles. New York, NY: Pearson Longman.

Candlin, C. & Mercer, N. (Eds.). (2002). English language teaching in it social context. Routledge.

Conteh, J. (2015). The EAL Teaching Book: promoting success for multilingual learners (2nd edition). Sage.

Dudeney, G. & Hockly, N. (2012). ICT in ELT: how did we get here and where are we going?, ELT Journal, 66, 533-542.

Firkins, A., Forey, G. & Sengupta, S. (2007).Teaching writing to low proficiency EFL students. ELT Journal, 61(4), 341 – 352.

Forman, R. (2014). How Local Teachers respond to the culture and language of a global English as a Foreign Language textbook. Language Culture and Curriculum, 27, 77-88.

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

Helgesen, M. and Brown, S. (2007). Practical English Language Teaching: Listening. McGraw-Hill.

Hughes, N. & Schwarb, I (Eds.). (2010). Teaching Adult Literacy: principles and practice. Open University Press.

Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. Yale University Press.

Kumaravadivelu, B. (2011). Analysing in Language Teacher Education for a Global Society. Routledge.

Lightbrown, P. & Spada, N. (2013). How languages are learned. Oxford University Press.

McConachy, T. & Hata, K. (2013). Addressing textbook representations of pragmatics and culture, ELT Journal, 67, 294-301.

Nation, P. & Gu, P. Y. (2007). Focus on vocabulary. National Centre for English Language Teaching and Research.

Nation, I. S. P. & Newton, J. (2009). Teaching ESL / EFL Speaking and Listening.Routledge.

Nunan, D. (2005). Practical English language teaching: grammar. McGraw-Hill.

Pang, M. (2016). Companion guides for lesson planning: a planning template and the lesson plan pro forma. ELT Journal, 70, 444–454.

Paton, A. & Wilkins, M. (Eds.). (2009). Teaching Adult ESOL: principles and practice. Open University Press.

de Silva Joyce, H. & Feez, S. (2012). Text-based language and literacy education. Phoenix Education.

Ur, P. (2012). A Course in English Language Teaching. Cambridge University Press

Waters, A. (2012). Trends and issues in ELT methods and methodology, ELT Journal, 66, 440-449.