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 |
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:
By the end of the unit, participants will have developed their understanding of:
By the end of the unit participants will be able to:
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.