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| 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;
- issues and policy frameworks which guide planning in curriculum in terms of syllabus, test and task design;
- perspectives on the use of ICT in TESOL contexts;
- TESOL programme management.
By the end of the unit participants will be able to:
- use theoretical frameworks to reflect on professional practice in TESOL;
- critique curriculum and policy decisions relevant to teaching English as an international language.
Teaching Information
- Lecture input
- Online learning support (Blackboard)
- Presentations,
- Small group work,
- Seminars/workshops,
- Individual tutorials and supported self study.
- Individualised and supervised studies to include on-line discussion, supervision and directed reading
Assessment Information
The unit will be assessed through the completion of a range of tasks (4000 words or equivalent) which encourage reflection on aspects of TESOL policy and practice. These will assess learning in the areas of methodology and curriculum development in TESOL.
Reading and References
- 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.
- 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.
