ED4U010 - TESOL: Designing Language Learning and Teaching 01 Sep 2019 - 31 Aug 2027 | Version 2

Associated Module Information

Module Code: ED4U010
Module Title: TESOL: Designing Language Learning and Teaching
Faculty: Faculty of Life Sciences and Education
Faculty Group: Professional Learning in Education
Faculty Sub Group: Social Work
Module Leader: Matthew Hutt
Module Team:
First Intended Intake: SEP 2017 Final Year of Intake: 2022
Date Closed:
Credit Value: 30 Credit Level: 7
Language: English
Percentage of Module Taught in Welsh: 0
Equivalent Module:
HECOS codes: 100513 - teaching English as a foreign language
HECOS Code Weighting: 100

Document Version Information

Version 2
Valid From 01 Sep 2019
Valid To 31 Aug 2027

Module Aims

1. To critically analyse and evaluate contemporary methodologies and perspectives in English Language learning and teaching.

2. To develop critical and reflective skills in observing others’ practice for the purposes of their own professional development

3. To develop critical awareness of the diversity of learner histories, circumstances, identities and imagined futures, and how this can inform and enrich language learning and teaching.

4. To develop practice in designing effective English Language learning and teaching events and courses within particular institutional or other contextual constraints

Content Summary

• The learners: diverse starting points and aspirations
• Critical approaches to Communicative Language Teaching
• Critical approaches to Task-Based Learning
• Methods and approaches for diverse contexts
• English for Specific and Academic Purposes
• Content and Language Integrated Learning
• Principles of course design
• Critical approaches to assessment and evaluation

Learning and Teaching Methods

Activity Type Hours
Lecture 25
Seminar 5
Tutorial 1
Independent Study 200
Directed Study 69
Total Hours Selected 300

Learning Outcomes

# Learning Outcome
LO1 Critically analyse and evaluate language learning events from a methodological perspective.
LO2 Reflect critically on own ELT context and practice in order to improve professional practice and demonstrate critical awareness of learner needs and aspirations in planning and assessing learning.
LO3 Demonstrate ability to plan innovative and effective learning events within institutional or other contextual constraints.

Module Requisites

N/A

Assessment Criteria

Assessment Category Assessment Type Description Duration Word Count Weight (%) Best of? Pass Mark
Portfolio Portfolio 1 Written Assignment: Students write a critical evaluation of TESOL observations, focussing in particular on pedagogic approaches, methods and resources used, and how far this contributed to learner motivation, engagement and learning (1500). Presentation: A peer presentation which critically reflects on TESOL observations (10 minutes). Course Design and Rationale: An outline plan for a short course with a written rationale. (2500). 0 N/A 100 No 40

Assessment Matrix

Assessment Type Learning Outcomes
LO1 LO2 LO3
Portfolio 1 ✔ ✔ ✔

Reading List

Cooke, M. and Simpson, J. (2008) ESOL: A Critical Guide Oxford: Oxford University Press. [focuses on teaching ESOL in English-speaking countries]

Hedge, T. (2000) Teaching and Learning in the Language Classroom Oxford: OUP

Paton, A. and Wilkins, M. (eds) (2009) Teaching Adult ESOL: principles and practice Maidenhead, Berks: McGraw Hill [focuses on teaching ESOL in the UK].

Scrivener, J. (2005) Learning Teaching 2nd Edition Macmillan ELT 

Second language learning methods and approaches

Cooke, M. and Roberts, C. (2007) Developing adult teaching and learning: practitioner guide - ESOL Leicester: NIACE/NRDC

Dean Brown, J. (ed) (2015) The Cambridge Guide to Research in Language Teaching and Learning Cambridge: CUP

Ellis, R. and Shintani, N. (2014) Exploring Language Pedagogy through Second Language Acquisition Research London: Routledge

Hall, G. (2011) Exploring English Language Teaching: language in action London: Routledge

Hyland, K. (2006) English for Academic Purposes: An advanced Resource Book. Abingdon: Routledge

Kumaravadivelu, B. (2001) Toward a Postmethod Pedagogy TESOL Quarterly 35(4) 537-560

Lewis, M. (1998) Implementing the Lexical Approach: putting theory into practice Hove: Language Teaching

Nunan, D. (2004) Task-based Language Teaching Cambridge: Cambridge University Press

Pitt, K. (2005) Debates in ESOL teaching and learning: culture, communities and classrooms London: Routledge

Richards, J. (2001) Beyond Methods in C.N. Candlin and N. Mercer English Language Teaching in its Social Context: a reader London: Routledge

Richards, J. and Rodgers, T. (2014) Approaches and Methods in Language Teaching 3rd Ed. Cambridge: CUP

Smidt, S. (2014) Introducing Freire: a guide for students, teachers and practitioners London, New York: Routledge

Course design for diverse learners

Barton, D., Ivanic, R., Appleby, Y., Hodge, R. and Tusting, K. (2007) Literacy, Lives and Learning London: Routledge

Dubin, F. and Olshtain, E. (2000) Course Design Cambridge: Cambridge University Press

Fulcher, G. (2010) Practical Language Testing Oxford: Oxford University Press

Graves, K (2000) Designing Language Courses: a Guide for Teachers London: Heinle and Heinle/Newbury House

Kiely, R. and Rea-Dickins, P. (2005) Program Evaluation in Language Teaching London, New York: Palgrave Macmillan

Nation, I.S.P. and Macalister, J. (2009) Language Curriculum Design Abingdon: Routledge

Nunan, D. (1988) Syllabus Design, Oxford: Oxford University Press