Modules For English Language Teaching Pdf

[Dagny Westall]

Thismodule is useful for anyone who may be considering teaching languages to second language/foreign language learners in the future, with particular emphasis on English for Speakers of Other Languages (ESOL), although it provides a rich variety of transferable skills for any participant. It raises awareness of the English language, introduces lesson planning, classroom organisation, language teaching and feedback. There will be an opportunity to observe ESOL teaching and plan and prepare a lesson. Guidance will be given on writing a lesson plan, using resources and creating materials for foreign language learners The emphasis is on building strategies and techniques for foreign language teaching and understanding what makes good practice.

The University is committed to ensuring that core reading materials are in accessible electronic format in line with the Kent Inclusive Practices. The most up to date reading list for each module can be found on the university's reading list pages:

The intended subject specific learning outcomes.

On successfully completing the module students will be able to:

1Demonstrate an understanding of advanced theoretical and practical principles, in the content, methodology, materials, organisation and practice of foreign language

classroom teaching;

2Demonstrate refined linguistic awareness;

3Assess student foreign language competence and needs in the skills of reading, writing, listening and speaking;

4Demonstrate systematic knowledge of the academic, theoretical and pedagogical issues involved in devising a syllabus, plan lessons and select materials and teaching

strategies appropriate to the needs and interests of the foreign language learners they teach;

5Demonstrate a cogent appreciation, through critical classroom observation of experienced ESOL teachers and personal reflection, of the content, methods, strategies

and organisation of classroom work.

The intended generic learning outcomes.

On successfully completing the module students will be able to:

1Communicate the results of their study and pedagogical practice with others, both orally and in writing, in a variety of contexts;

2Demonstrate confident and efficient problem-solving skills;

3Select, present and analyse material in a logical and structured manner;

4Demonstrate time-management skills;

5Demonstrate various IT and library skills and continue to engage in developing an independent learning style.

University of Kent makes every effort to ensure that module information is accurate for the relevant academic session and to provide educational services as described. However, courses, services and other matters may be subject to change. Please read our full disclaimer.

We welcome you to ORELT and hope that you will find the resources useful and relevant to your classroom activities. Our aim is to provide you- i.e teachers in junior secondary schools (JSS) with a range of resources that you can adapt and use in your classrooms to promote effective communication among your students. Please remember that THIS IS NOT A COURSE but a bank of resources you can adapt and use. You do not have to move around the modules in a sequential manner and you may decide to use a whole module or only a unit of a module or only a section of a module. You may decide to do only some or all of the activities in the modules.The choice is yours. You are also free to modify any module or unit or section to suit the needs and circumstances of your students.

If you are a teacher educator, ORELT provides a variety of open content support resources which you can easily adapt and use in your activities as you prepare your students for the onerous task of teaching at JSS level.

The Open Resources for English Language Teaching (ORELT) portal is intended to support the classroom activities of teachers of junior secondary schools (JSS). The aims of ORELT are to:

We hope these resources will be useful to teachers and teacher educators. We urge all users of ORELT to register an account on this site so you may post your comments on the discussion forum and submit your own resources related to each learning module.

Modules in the Routledge E-Modules on Contemporary Language Teaching series are short, easily accessible introductions to a variety of issues that form the foundation of language-teacher knowledge and practice: the nature of language and communication, second language acquisition, interactive tasks, assessment, focus on form, vocabulary development, technology in language teaching, among many others.

Welcome! I'm Tom Garza, an Associate Professor in the Department of Slavic and Eurasian Studies, and the Director of the Texas Language Center at the University of Texas at Austin. Besides coordinating the program in Russian here at UT, my research interests are primarily focused on incorporating culture and cultural information into language teaching. While the two seem to be inextricably connected, we somehow forget, as teachers, that language without culture is not communication.

So, what have the last two decades told us about the cultural quotient in our teaching? First, when the American Council on the Teaching of Foreign Languages introduced the first-ever provisional proficiency guidelines in 1984, they included guidelines for cultural competence. And even though these guidelines were eventually scrapped, they left a lasting impression on the subsequent thinking and research that followed on the place of culture in the overall foreign language proficiency.

Now, there now seems to be agreement that culture should be regarded as an essential component of all competency-based language instruction, a kind of "fifth skill," if you will. Indeed, we know that even with superior knowledge of the grammatical structure of a language, and mastery of a large basic vocabulary, without cultural competence to give relevant meaning and significance to otherwise "correct" utterances, communication does not occur. We all know examples of the cultural faux pas that our students and we blunder into, even when the linguistic content of their speech is correct! How often do we find ourselves wondering why the native speakers are looking at us with disbelief and non-comprehension after we think we've made a perfectly correct statement? But there is more to cultural competence than merely talking about it in our classes. We need also to consider how best to integrate cultural information into our already over-committed hours of language instruction.

So second, we need to understand how much time we realistically have for instruction, what our goals are for a given level of instruction, and then, finally, what we can do to maximize each and every minute to get the most benefit in teaching not just the language, and not just the culture, but "linguoculture." We need to begin to embrace the power that certain educational applications of technology can have on what we can do in the classroom. In this module, I will suggest to you that the incorporation of video, internet, and digital technology may hold a key to getting more out of the precious minutes we have with our students in class, and even transform what they do with the language when they're not in class. While teaching culture cannot be a "one-size-fits-all" proposition, I will suggest that there are certain guidelines and models that might help us all to bring the languages that we teach closer to the languages that are actually used around the world.

Thomas Jess Garza, is a University Distinguished Teaching Associate Professor in the Department of Slavic and Eurasian Studies and the Director of the Texas Language Center at the University of Texas at Austin. He teaches Russian language at all levels, applied linguistics and pedagogy, and courses on contemporary Russian culture.

These modules are an ongoing TeCHS project aiming to provide relevant information and resources to promote, expand and celebrate heritage Spanish teaching and learning. Each self-paced module includes two to four lessons, presenting video clips from the workshops, reading assignments, activities, and resources, as well as self-graded quizzes.

Introduction to Oral Proficiency Levels is a free open educational resource that can help Spanish teachers gain a foundational understanding of how to evaluate Spanish speakers. The resource includes 17 video-based practice modules designed to strengthen your understanding of the ACTFL Speaking Proficiency Guidelines and to help you evaluate the speaking levels of your language students.

An online, video-based methods course focusing on best practices for foreign language instruction at the high-school and college levels. It features 12 interactive media-rich modules taught by different professors from the University of Texas at Austin. Modules include Listening, Speaking, Reading, Writing, Vocabulary, Grammar, Pragmatics, Culture, The Language Learner, Technology, Classroom Management, and Assessment.

Be able to evaluate the strengths and weaknesses of these language teaching ideas, in terms of a) the main assumptions underlying them b) the theories of learning underpinning them c) the research evidence which is related to them d) their practical implications for the classroom;

The session will begin by briefly introducing the concepts of approach and method. Criteria for critically examining approaches and methods of language teaching will then be introduced, with a particular emphasis on the theories of (language) learning which under-pin the different approaches and methods. The session will conclude with a brief introduction to the history of language teaching and the examination of some of the earliest approaches to language teaching.

In this practical session, we will continue to explore the history of language teaching through practical demonstrations of the most significant developments in the field. In week 2, students will be put into groups and each group will be assigned a method of language teaching which they will be asked to demonstrate to the rest of the group in this session. Each of the demonstrations will be followed up with a reflection on the theoretical underpinnings of the method, the roles of teacher and students in the method, and its strengths and limitations, with an emphasis on considering what is worth retaining or developing from the methods discussed.

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