Module LANG43215: Classroom Methods

Department: Durham Centre for Academic Development

LANG43215: Classroom Methods

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To equip students with an understanding of core theories and methodologies from the field of applied linguistics that underpin the teaching of both skills and language knowledge in second-language classrooms.
• To enable students to recognise theories and methodologies that underpin different lesson sequences and consider which approaches are suitable for use in their own teaching context.
• To inform current and future teaching practice and enable students to provide a theoretical rationale for choices made in their English language classrooms.

Content

• An introduction to the theories, methods and approaches that underpin the teaching of the four skills (reading, listening, writing, speaking) and language knowledge (lexis, grammar and chunks of language) in second-language classrooms. Students will be encouraged to consider how the theories we look at can be applied to their various teaching contexts.

Learning Outcomes

• By the end of the module the students will:
• Have an awareness of the key second language teaching and learning theories and methodologies that underpin classroom practice for teaching the four skills
• Have an awareness of the key second language teaching and learning theories and methodologies that underpin classroom practice for teaching language.
• Have an understanding of the relationship between this theory and classroom practice.

• By the end of the module the students will be able to:
• Demonstrate an understanding of appropriate lesson sequences for teaching both skills and language.
• Apply an understanding of the key theories and methodologies to lesson sequences in different teaching contexts
• Consider what adaptations may need to be made for theories and methodologies to work practically in different teaching contexts
• Provide a theoretical rationale for different lesson sequences in different teaching contexts.
• Ability to use subject specific lexis to describe classroom events

• Ability to make the connections between theory and the practice of language teaching
• Ability to communicate analysis and arguments clearly and in an appropriate style

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Pre-recorded lectures will be used to deliver key areas of knowledge and develop understanding of central concepts in relation to the theories and approaches used in English language teaching.
• Group work both in seminars and outside of class time will build on these lectures and encourage students to begin considering the application of the theory to practical teaching, understanding that there is not always a clear adaptation of theory to practice in second language teaching.
• In seminars students will consider different classroom materials, activities, lesson sequences and discuss how these are underpinned by theory and also to what extent this can be transferred to different learning contexts.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

No formative assignment but there will be drafts with peer feedback and generalised tutor feedback for each of the assessments.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University