This unit of study provides an introduction to second language teaching methodology and the concept of language proficiency. Study of the nature of language teaching to younger learners, adolescents and adults is followed by an examination of current research and its implications for the teaching of speaking, listening, reading and writing in the second language classroom. Learner variables and cultural factors which impinge on communication and language learning are analysed, while integration of the four macro-skills with syntax, lexis, pragmatics and non-verbal communication is discussed. Other topics to be treated include language needs analyses, the assessment of communicative competence and language proficiency, language testing, second language acquisition theory and research, language teachers as researchers, continuous evaluation practices, action research for classroom-based language teachers, the politics of language teaching and curriculum renewal.

Unit details

Location:
Study level:
Postgraduate
Credit points:
24
Unit code:
AEG5123

Prerequisites

Nil.

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Critically review and theorise their understanding of fundamental principles of recent and applied language teaching and learning in a TESOL environment;  
  2. Evaluate, implement and analyse English as a second or additional language current curricula and pedagogical programs that are locally, nationally and internationally applicable;  
  3. Investigate and conceptually map English as a second or additional language learning programs that are underpinned by researched principles of language teaching and a thorough knowledge of the systems of the English language;  
  4. Plan and execute substantial research and/or implement capstone experience relevant to their professional responsibilities and interests in the area of TESOL;  
  5. Investigate and assess the role of social and cultural contexts in the English language teaching and learning , and generate adaptable solutions to complex problems in such contexts, and advocate the role of TESOL teachers for social responsibility; and  
  6. Develop and apply critical and analytical skills in relevant research projects, and communicate and transmit these ideas to peers.  

Assessment

Assessment type Description Grade
Journal Academic Essay 10%
Presentation Lesson Plan 30%
Creative Works Develop a Curriculum Document 60%
Students are expected to attend mentoring sessions as advised at the beginning of semester

Required reading

Teaching by Principles 4th
Brown, HD and Lee, H 2015
New York: Pearson Education

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