Guided, collaborative examinations of pertinent issues in student-presented sessions, focusing on student needs, motivation, teaching grammar, teacher and learner actions in the classroom, lesson planning, assessment and technology use.
Knowledge and skills acquired in LING 231 are developed in this advanced TESOL paper. Topics include: classroom management, classroom resources and materials, classroom dynamics, teacher actions in the classroom, learner actions in the classroom, needs analysis, project-based learning, assessment, using computers and technology in the second-language classroom, teaching grammar, teaching reading and teaching writing.
|Paper title||Advanced TESOL: Branching Out|
|Teaching period||Second Semester|
|Domestic Tuition Fees (NZD)||$886.35|
|International Tuition Fees (NZD)||$3,766.35|
- Pre or Corequisite
- LING 231
- Schedule C
- Arts and Music
Suitable for students taking the TESOL minor and the Graduate Diploma in Second Language Teaching and other students interested in teaching a second or foreign language. It is recommended that students taking the TESOL minor also take LING 332 (TESOL practicum). LING231 is a prequisite or co-requisite for this course.
- More information link
- View more information on the Department of English and Linguistics' website
- Teaching staff
- Dr Moyra Sweetnam Evans
- Paper Structure
This interactive paper covers practical issues in the teaching of English as a second language. In this paper, students present the course material (in pairs or groups of three) to their peers each week, starting in the third week of the semester. Guidance and materials are provided, and after each hour of student teaching, the lecturer provides an hour of follow up. These presentations are observed and evaluated by the lecturer each week. Peer feedback is provided via Blackboard. Collaboration is encouraged in these presentations and also in the assignments, which include a co-operative project. Assignments include peer- and self-evaluation, journals of weekly reading, lecture presentations and the construction of a teaching statement.
- Teaching Arrangements
One 2-hour lecture and one 1-hour tutorial per week.
- H. Douglas Brown and Heekyeong Lee (2015). Teaching by principles. 4th edition. Pearson
Recommended: Tessa Woodward. (2002). Planning Lessons and Courses. Cambridge Handbooks for Language Teachers
- Course outline
The course outline may be obtained by emailing Dr Moyra Sweetnam Evans
- Graduate Attributes Emphasised
- Global perspective, Interdisciplinary perspective, Lifelong learning, Scholarship,
Communication, Critical thinking, Cultural understanding, Ethics, Research, Self-motivation,
View more information about Otago's graduate attributes.
- Learning Outcomes
- Advanced second-language teaching skills
- Theoretical and practical
- Task-based learning and teaching
- Project-based learning
- Grammar teaching and learning
- Vocabulary teaching and learning
- Classroom management
- Classroom interaction
- Materials design
- CALL and
- Teaching the four domains (reading, writing, listening and speaking)