EDUC 5421 - TESOL Methodology

North Terrace Campus - Semester 1 - 2016

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.

  • General Course Information
    Course Details
    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
    Assessment Short answer assignment 30%; Oral presentation 20%, Report 50%
    Course Staff

    Course Coordinator: Mrs Paula Dimmell

    Ms Paula Dimmell
    Location: 115, Grenfell Street, Adelaide, 5000 SA

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Workshops: 3 hours per week 
  • Learning Outcomes
    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
    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
    8, 9
  • Learning Resources
    Required Resources

    Ur, P. (2012) A Course in English language teaching, Cambridge University press. UK
    Scrivener, J. (2011) Learning Teaching, 3rd edition. Macmillan, UK

    Recommended Resources

    Students will be required to read selected literature on key research design processes covered in the course and disciplinary texts as appropriate.

    Online Learning
    Additional course-related material is available through MyUni. 
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The 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
    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 Requirements
    Note 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

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    This 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

    1500 words

    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 Requirements
    Students who are unable to provide justification for non-attendance will fail the course.
    Assessment Detail

    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

    All 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
    Course Grading

    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
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