2022/23 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 (Jan to Jun) View Timetable

Year running 2022/23

Pre-requisites

LING5440M

Approaches 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.

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.

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’.

Teaching methods

Delivery type	Number	Length hours	Student hours
presentation	1	2.00	2.00
Lecture	7	1.00	7.00
Practical	1	2.00	2.00
Seminar	7	1.00	7.00
Private study hours			132.00
Total Contact hours			18.00
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. 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 type	Notes	% of formal assessment
Portfolio	1,800 to 2,500-word pedagocic practice portfolio	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: 29/04/2022 15:25:36

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