EDUC 5421 - TESOL Methodology
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code EDUC 5421 Course TESOL Methodology Coordinating Unit School of Education Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Course Description This course focuses on practical methods of language teaching specifically the four macro skills of reading, writing, speaking and listening and the rationale behind lesson staging/scaffolding when presenting these skills. Students will be introduced to techniques for teaching vocabulary, pronunciation and form as well as learn how to design effective tasks and practice situations. It looks at strategies to check meaning and correct errors. Students are encouraged to adopt a critical and reflective approach to practice through peer teaching and develop an informed view of teaching and the learners.
Course Coordinator: Mrs Paula Dimmell
Ms Paula Dimmell
Location: 115, Grenfell Street, Adelaide, 5000 SA
The full timetable of all activities for this course can be accessed from Course Planner.Workshops: 3 hours per week
Course Learning Outcomes
1 Develop an understanding of historical and current TESOL Methodologies 2 Familiarise students with classroom management techniques 3 Increase students’ awareness of different types of learners 4 Enable students to select appropriate materials and activities based on lesson aims and learner needs 5 Familiarise students’ with planning different lesson types and corresponding staging 6 Introduce different types of formal and informal assessment in TESOL 7 Access resources effectively necessary to complete set tasks 8 Demonstrate self-evaluation skills through critical reflective practice 9 Interact and network effectively with peers
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 4, 5, 6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 4, 5, 8, 9 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
6, 8, 9 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1, 3, 8, 9 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Ur, P. (2012) A Course in English language teaching, Cambridge University press. UK
Scrivener, J. (2011) Learning Teaching, 3rd edition. Macmillan, UK
Students will be required to read selected literature on key research design processes covered in the course and disciplinary texts as appropriate.
Online LearningAdditional course-related material is available through MyUni.
Learning & Teaching Activities
Learning & Teaching ModesThe course is built around a series of seminars introducing how the English Language works and how this understanding can assist in learning and teaching a second language. The seminars aim to give a balance between ‘input’ and ‘practice’ with an expectation that students will actively engage with the material through small group activities and discussion. Related assignments are designed to consolidate the learning of key principles and development of skills by addressing the practical application of these concepts.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 3 hour seminar per week (x12) 36 hours Reading per week (x12) 40 hours Peer Teaching & preparation 5 hours Preparation for Assignment 1 20 hours Preparation for Assignment 2 20 hours Preparation for Assignment 3 35 hours Total = 156
Learning Activities Summary
Seminars Week 1 English Teaching Today Week 2 Classroom management Week 3 Introduction to TESOL Lesson Planning Week 4 Teaching Vocabulary Week 5 Presenting new language Week 6 Checking meaning of new language Week 7 Teaching Receptive Skills Week 8 Teaching Speaking Week 9 Teaching Writing Week 10 Tools, Techniques and Activities Week 11 Assessment and Testing Week 12 Teacher Development
Specific Course RequirementsNote that attendance at seminars is compulsory
Small Group Discovery Experience
- 1 hour lecture and 2 hour tutorial combined to form a 3 hour seminar.
- Participant numbers capped at 25
- Group size ranges from pairs to groups of 6
- Activity types –collaborative lesson planning and material design, peer teaching and feedback, task based learning, peer-instruction, Socratic Method
- Flipped teaching – lecture available online prior to seminar (MyUni – Articulate software).
- 1 lecturer per seminar – leading, guiding and facilitating activities
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryThis course follows criterion-based assessment. This means that student grades are determined by the standard of work in terms of meeting a number of criteria that represent the requirements for a particular course. In other words, work is judged according to a pre-determined standard of task completion rather than by comparing it to the work of other students undertaking the same course.
• Assignment 1: Presenting and checking meaning of language, 1500words, 30%
• Assignment 2: Oral presentation, equivalent to 1000 words, 20%
• Assignment 3: Skills and language development lesson plan and rationale, 2500 words, 50%
Assessment Task Word Count Due Date Weight Learning Objectives Assignment 1
Week 7 30% 1,2,3,4,5 Assignment 2 1000 words Week 11/12 20% 1,3,4,5,7,9 Assignment 3 2500 words Week 13 50% 1,3,4,5,6,7,8,9
Assessment Related RequirementsStudents who are unable to provide justification for non-attendance will fail the course.
Assignment 1: 30%
Presenting and Checking meaning of language
Due Date: Week 7
Word Count: 1,500 total words
Assignment 2: 20%
Oral Presentation. Choose 1 skill (language or receptive) that you will focus on with your authentic text. Briefly describe your methodology, what skills you are focussing on and conduct the task with the class
Due Date: Week 10 & 11
Word Count: 1,000
Assignment 3: 50%
Skills and language development. Choose an authentic text and develop a lesson around it that focuses on a skill and a language point. A rationale of the method/approach used, as well as a rationale for each of the stages and activities is needed.
Due Date: Week 12
Word Count: 2,000
SubmissionAll assignments must be submitted electronically either as discussion posts or as email attachments to the lecturer by 12:00 midnight of the due date, late penalties will apply.
Please use the assignment cover sheet which can be accessed from My Uni//Assignments/Assignment Cover Sheet
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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