Module LANG43615: Teaching English in Other Contexts

Department: Modern Languages and Cultures

LANG43615: Teaching English in Other Contexts

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• Understand the theoretical principles that inform English language teaching and learning in varying contexts.
• Understand the characteristics of different learner individuals and groups in order to inform teaching and learning in different contexts.
• Be familiar with a range of teaching methods, materials and classroom management approaches appropriate for teaching young learners and in other specific contexts.

Content

• This module explores language teaching and learning in particular environments such as teaching young learners and teaching English for specific purposes such as working in business, oil, the medical field etc..
• Some classes will focus on teaching the underlying theoretical principles that underpin teaching and learning in different contexts, in particular, contexts involving teaching young learners and the various areas covered by the notion of English for Specific Purposes.
• Some classes will consider practical classroom techniques to enable students to teach at an initial level in these different contexts.
• Students will consider the design of a needs analysis tool from which they will then design a lesson in an English for Specific Purposes context.
• Students will consider storytelling, specific materials and activities for teaching young learners aged from 4-16.

Learning Outcomes

• Knowledge and understanding of needs analysis as it relates to different groups of learners and contexts.
• Knowledge of parameters tied to describing and understanding different learner groups.
• Knowledge of the learning characteristics of adult and child learners of the English language.
• Knowledge of different approaches to teaching and learning in different contexts with different learners.
• Knowledge of specific language variation between different professional, academic and other groups of specialist language learners.
• Knowledge and understanding of the different needs of different learner groups.

• Critically assess the strengths and weaknesses of various teaching methodologies in light of different needs.
• Critically assess the strengths and weaknesses of various teaching materials suitable for teaching contexts.
• Consider lessons with the specific needs and potential of young learners in mind.
• Distinguish between general English language teaching and English for Academic Purposes, Business Purposes and other Specialised courses.
• Further develop skills in using authentic resources in the classroom.
• Assess the merits of skills-based teaching vs. a holistic approach.
• Create an effect needs analysis instrument.
• Develop curriculum appropriate for a specialised context.

• Ability to critically evaluate and apply theories and principles of teaching and learning in different contexts.
• Ability to identify learner needs.
• Ability to implement specialist teaching.
• Ability to read and understand research papers linked to teaching English in different contexts.
• Design capacities in relation to teaching and needs analysis tools.

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

• Lectures in this module will introduce students to theories, principles and issues in teaching in different English language contexts.
• In-class discussion during lectures will provide students with opportunities to think about and discuss approaches to identifying needs and delivering teaching and learning lessons and programmes to varying groups of learners.
• Workshops will be used for putting design principles into practice, for teaching and learning planning and simulations tied to delivering programmes to specific learner groups.
• Ultra resources and formative assessment will provide support for the course assessment and help students research and reflect on how theory relates to practice.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative work will include discussions about teaching contexts, lesson planning and theories of teaching and learning in class. Seminars will have some practice similar to summative work. A draft from different sections will be submitted for feedback.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.