Overview

Since learning English is now a key part of education programmes across most of the world, this module provides students with an overview of cutting-edge research into this field, allowing students to explore how people learn English grammar (speaking, reading, writing and comprehension) and gain insights into the skills teachers need in order to teach learners from different backgrounds.

This module will be of interest to students studying linguistics, the English language, modern languages and cultures, or related subjects. It will be of particular relevance to students who have an interest in teaching English (or other languages) and developing their knowledge of the field.

This module aims to encourage the understanding of key principles related to best practice in teaching English, stimulating critical analysis and reflection of the teaching of English and use of linguistics in primary and secondary schools, as well as English as a Foreign Language (EFL), and to provide a guide to the major issues and available literature on the teaching of English.

The module is assessed through a short summative essay, a micro teaching practice (a 5 min recorded presentation and a short reflection), and a final exam.

This module allows students to explore how people learn English grammar (speaking, reading, writing and comprehension) and gain insights into the skills teachers need in order to teach learners from different backgrounds.

Students will learn about topics such as the following:

• Teaching grammar
• Spelling and phonetics
• Reading skills and reading comprehension
• Microteaching
• Teaching literature
• Teaching English in EAL and EFL classrooms
• Bi-Multilingual/Heritage education
• Teaching English to pupils with developmental disorders or disabilities
• Research methods in applied linguistics

Assessment Strategy

Threshold –D (40%): The answer must involve the critical analysis of existing research into TEFL and/or research from a Foreign language Learning perspective. The answer must show evidence of some background study of primary sources going beyond material discussed in lectures. The answer must be relevant to the research topic chosen.

Good –C/B: Critical reflection and a review of literature must be presented, organized, and analysed with care and an appreciation must be shown of some of the problems involved with preparing a review of literature. The answer must show a better-than-average standard of knowledge and understanding. The answer must show evidence of background of primary sources. Assertions must be supported by reference to a theory and/or empirical research. The answer must show evidence of analytical thinking. The answer must have a coherent structure that is adhered to in the most part; relationships between successive parts must be generally easy to follow.

Excellent -A: Critical reflection and a review of literature must be evaluated in a logical manner. The answer must have an originality of exposition and understanding; the author’s own thinking should be readily apparent. The answer must show clear evidence of extensive reading of primary sources. The answer must show clear evidence of understanding TEFL methodology. The answer must show a clear line structure in which each successive stage is explicitly linked and the reader is explicitly told why these parts are relevant to the study.

Learning Outcomes

• Breakdown and analyse major issues in research on English language teaching.

• Experiment English language teaching in classrooms in an informed manner on approaches to this subject.

• Illustrate appropriate use of specialist terminology associated with the subject.

• Relate theoretical aspects of teaching English in primary and secondary schools as well as teaching English as an additional/second or foreign language.