Unit information: Pedagogy and Curriculum in TESOL in 2015/16

Unit name	Pedagogy and Curriculum in TESOL
Unit code	EDUCM5902
Credit points	20
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Dr. Isaacs
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit introdcuces the frameworks which inform an exploration of teaching methodology and curriculum development in TESOL. It provides opportunities to investigate the factors which affect teaching, learning and assessment in the classroom: the role of language, the roles of teachers and learners, and of learning and interaction in the development of methodology for TESOL. These is a consideration of issues and policy frameworks which guide curriculum planning, implementation and evluation decision in terms of syllabus, test and task design, and TESOL perspectives on ICT and programme management. The curricular framework is broadly communicative, exploring strategies and techniques for the development of speaking, listening, reading and writing skills in English. The unit introdues the activities of assessment, evaluation and learning materials evaluation in TESOL, aspects of the curriculum which can be explored in great depth in optional units.

Aims:

• To recognise and build on participants’ professional experience in the TESOL field;

• To develop professional and research perspectives in relation to language teaching and curriculum development for TESOL;

• To promote an ability to critique and develop TESOL curriculum ends and means.

Intended Learning Outcomes

By the end of the unit, participants will have developed their understanding of:

• factors affecting teaching, learning and assessment in the TESOL classroom;

• the role of language, learning and interaction in the development of methodology for TESOL links to second language acquisition theory and research, and implications for educational stakeholders;

• issues and considerations guide pedagogical planning in terms of syllabus test, or task design, including educational policy and resource implications;

• the range of options available in terms of goals, methods/approaches in language teaching

By the end of the unit participants will be able to:

• to reflect on professional practice in TESOL;

• critique curricular or instructional materials and policy decisions relevant to English language teaching.

Teaching Information

• Lecture input
• Online learning support (Blackboard)
• Presentations,
• Small group work,
• Seminars/workshops,
• Tutorials.

Assessment Information

Formative assessment:

The formative assessment for this unit will consist of the instructors' oral and written feedback on students' work including through tutorials, guiding comments on assignments, and informally through classroom discussions or following presentations. Peer and self-reflection with respect to understanding and critiquing pedagogical assumptions and identifying the theoretical principles or theories that underlie them or policies that support/perpetuate them will be encouraged.

Summative assessment:

The summative assessment for the unit will consist of a 4000 word assignment which encourages reflection on aspects of language teaching and/or learning with which the participant is familiar and with reference to the relevant research literature. This will consist of a critique of current practice in a particular instructional context with which the participant is familiar, a proposal for a pedagogical or curricular innovation, and a discussion of practical implications, including the feasibility of implementation.

Reading and References

• Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Essex: Longman.
• Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching pedagogic tasks: Second language learning, teaching, and testing. Harlow, UK: Longman.

• Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. London: Routledge.

• Hedge, T. (2002). Teaching and learning in the language classroom. Oxford: Oxford University Press.

• Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford: Oxford University Press.

• Lightbown, P. M., & Spada, N. (Eds.). (2013). How languages are learned (4th ed.). Oxford: Oxford University Press.

• Nation, I. S. P., & Macalister, J. (2010). Language curriculum design, New York: Routledge.

• Richards, J. C., & Rodgers, T. (2001) Approaches and methods in language teaching, Cambridge: Cambridge University Press.