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2019/20 Taught Postgraduate Module Catalogue

LING5460M Language Teaching in Practice

15 creditsClass Size: 24

Module manager: Niamh Mullen
Email: n.mullen@leeds.ac.uk

Taught: Semester 2 View Timetable

Year running 2019/20

Pre-requisites

LING5440MApproaches to Linguistics and Language Acquisition

This module is not approved as an Elective

Module summary

This module extends questions of linguistic theory to the practice of language teaching. The emphasis is on the development of teaching tools such as lesson plans, syllabus and assessment tools. Students are asked to explore how their own understanding of linguistic theory informs both what they teach and how they teach. This understanding emerges both from the development of materials and observation of language teaching.

Objectives

The aim of this module is to explore practical questions of language teaching in light of linguistic theory, language acquisition research findings and understanding of methodological approaches to language teaching. Students gain experience with specific teaching tools including course and syllabus design, lesson planning, materials creation and assessment. The module is balanced between evaluating samples of existing teaching tools and developing new ones, and incorporates classroom observation of real language teaching classes.

Learning outcomes
On completion of this module, students should:
1. have a general understanding of the main issues involved in developing teaching tools such as syllabus, lesson plans, and assessment
2. be able to design their own lesson plans
3. be able to identify principles of theory which underlie teaching tools, whether their own or existing materials
4. be able to consider both questions of theory and practical constraints within language classrooms

Skills outcomes
This module develops students’ skills in:
1. writing a principled lesson plan
2. identifying the theoretical principles which underlie their own lesson plans
3. identifying the relevant points of theory in existing teaching materials, language textbooks, and language classes that they observe
4. teaching a specific language activity and articulate the rationale behind the language activity


Syllabus

This module covers issues around lesson planning, course design, needs analysis, syllabus design and assessment. It also covers approaches such as ‘reflective teaching’ and ‘teaching the four skills’. As part of this module, students are required to observe language classes in the Language Centre or other teaching units within the School of Languages, Cultures and Societies.

Teaching methods

Delivery typeNumberLength hoursStudent hours
presentation12.002.00
Fieldwork41.004.00
Lecture71.007.00
Practical12.002.00
Seminar71.007.00
Private study hours128.00
Total Contact hours22.00
Total hours (100hr per 10 credits)150.00

Private study

Students are expected to devote 128 hours of independent study time to this module. The main work of this module is for students to explore the application of the theory they learned in the pre-requisite module (Approaches to Linguistics and Language Acquisition) to language teaching. They are assigned tasks which require the evaluation of methods, and creation of teaching materials and tools. Work on these tasks requires approximately 33 hours. The reading that will support the lectures requires approximately 25 hours. Students also observe language classes, and need to devote time to making connections between the observations and the concepts being explored in the course; this requires approximately 20 hours (5 hours per observation). It is expected that 50 hours are required to complete the assessment tasks.

Opportunities for Formative Feedback

The seminars and practical sessions provide a forum for supporting and monitoring students’ progress; these require students to evaluate lesson plans, teaching materials and present their own materials and tools. As part of this module, students also develop skills in self-monitoring as a way of developing their own reflective skills as a teacher. Students receive formative feedback on one of their observation proformas before they submit their portfolio assessment. They will also receive feedback on a 10 minute segment of the lesson plan they have developed and should use this feedback to re-draft elements of or the whole lesson plan as required.

Methods of assessment


Coursework
Assessment typeNotes% of formal assessment
PortfolioPedagocic Practice Portfolio (1,800-2,500 words excluding lesson plan)100.00
Total percentage (Assessment Coursework)100.00

The assessed portfolio will include the following elements: • 2 completed observation proforma (1,000-1,500 words total) • a lesson plan developed by the student (up to 3 pages) • an 800-1,000 word rationale outlining the needs of the target cohort for whom the lesson plan is designed and how the lesson designed meets these needs. This must include links to relevant theory on language acquisition and English language teaching

Reading list

The reading list is available from the Library website

Last updated: 30/04/2019

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