MA TESOL / Course details

Methodology is central to the discussion of classroom practices in language teaching. While reviewing key theoretical conceptualisations of language teaching methodology, and the techniques associated with these, this course units considers the concept of ‘appropriate methodology’ and how this might help teachers develop approaches to teaching that are context-sensitive, but at the same time consistent with current research and thinking. It achieves this through a reflective practitioner stance, encouraging teachers to draw on past teaching experiences and their own beliefs about teaching and learning to develop their praxis – aware, informed, committed action.

This unit has a pre-requisite of a minimum two years of language teaching experience

The unit aims to:

• develop language teachers’ personal practical knowledge allowing them to make  informed and appropriate contributions to practice in the educational contexts in which they  find themselves;
• facilitate critical reflection on language education experiences in the light of relevant research in the methodology of teaching languages, and thus encourage the theorisation of such experience;
• introduce past and current research into language teaching methodology and to relate such research appropriately to particular educational contexts;
• facilitate participants’ development of their own praxis via small-scale action planning
   

The reflective practitioner and contexts of practice
Critical review of communicative language teaching in contexts of practice
Exploring tasks and task-based learning
Reflective engagement with research to interrogate personal teaching realities and make pedagogical choices, with specific focus on:

• the language system: grammar and lexis;
• skills-based teaching (reading, listening, speaking, writing): 

Developing personal practical knowledge: situating, focussing and responding to contextualised puzzles of practice

Weekly seminar type sessions providing input and opportunities for experiential learning and reflection; group and individual activities to explore possibilities for practice arising from each session; reflection on ongoing puzzles in teachers’ own contexts supported by padlets and discussion fora for sharing and rehearsing ideas. Weeks 10-12 change dynamic from plenary exploration to smaller group focussing on puzzles in teachers’ own teaching realities. Teachers choose whatever focus is relevant to them, and work with colleagues in a co-operative approach to understand and develop action plans.

• To identify insights from research into TESOL-related methodologies which shape understandings of the pedagogic area they decide to focus on
• To articulate their understanding of TESOL-related research as shaped by appropriate methodology thinking
• To relate their pedagogical beliefs to TESOL-related research through the process of theorisation.

• To problematise their practice and develop their ability to interrogate their teaching  in an educational context with which they are familiar;
• To theorise previous and current language learning and teaching experience as the basis for future planning
• To engage critically with research, theory, professional knowledge as the basis for problematisation, theorisation and future planning

• To plan for pedagogic action relating to the teaching of English in their contexts
• To design relevant teaching material to support their pedagogic planning
• To articulate their informed planning and reflect critically on what they have learned
• To engage with their professional practice with enhanced technical expertise, socio-cultural sensitivity, and increased motivation.
   

• To draw on their developing academic and digital literacy to presentaacademic work and teaching materials,  navigate and utilise online tools and resources for study and professional purposes, process information process (on- and off-line)
• To demonstrate the value of reflection as a tool for developing professional practice.
• To demonstrate autonomy and metacognitive strategies with regard to study skills and further professional development. 
   

In Turnitin as per Faculty guidelines

Core texts

Hall, G. 2018. Exploring English Language Teaching Second Edition.  London: Routledge
Hedge, T. 2000. Teaching and Learning in the Language Classroom. Oxford: Oxford University Press
Larsen-Freeman, D. 2011. Techniques and Principles in Language Teaching Third Edition. Oxford: Oxford University Press.

Indicative texts

Edwards, C. and Willis, J. 2005. Teachers Exploring Tasks in English Language Teaching.  Palgrave MacMillan
Ellis, R. and Shintani, N. 2014. Exploring Language Pedagogy through Second Language Acquisition Research. London: RoutledgeEllis, R.  2003. Task-based Language Learning and Teaching.  Oxford: Oxford University Press.
Flowerdew, J. 2005. Second Language Listening: Theory and Practice. Cambridge: CUP
Goh, C. and Burns, A. 2012. Teaching Speaking: A Holistic Approach. Cambridge: CUP
Hinkel, E. and Fotos, S. 2001. New Perspectives on Grammar Teaching in Second Language Classrooms. Routledge.
Hyland, K. 2020. Second Language Writing Second Edition. Cambridge: CUPLightbown, P. and Spada, N. 2021. How Languages are Learned (45h ed.) Oxford: Oxford University Press. 
Rost, M. 2011. Teaching and Researching: Listening 2nd Edition. Harlow: Longman.
Grabe, W. and Stoller, F. 2011. Teaching and Researching: Reading 2nd Edition. Harlow: Longman.
Watkins, P. 2017. Teaching and developing reading skills. Cambridge: CUP
Widodo, HP, Wood, A, Gupta, D, & Winnie, C (eds) 2017, Asian English Language Classrooms : Where Theory and Practice Meet, Taylor & Francis Group, London.
Willis, D. and Willis, J. 2007. Doing Task-Based Teaching. Oxford: Oxford University Press.

Lectures 12 weeks x 2 hours = 24 hours
Directed independent and group activity 40 hours
Independent reading and exploration 50 hours
Tutorial preparation and attendance  6 hours
Assessment activity and writing 30 hours