Theory and Practice in English Language Teaching
Language and Linguistics
Undergraduate: Level 4
Monday 15 January 2024
Friday 22 March 2024
10 October 2023
Requisites for this module
BA QX31 Teaching English as a Foreign Language (TEFL),
BA QX41 Teaching English as a Foreign Language (TEFL) (Including Foundation Year),
BA QX51 Teaching English as a Foreign Language (TEFL) (Including Placement Year),
BA QXH1 Teaching English as a Foreign Language (TEFL) (Including Year Abroad),
BA R8T8 Modern Languages and Teaching English as a Foreign Language (5 Years Including Foundation Year),
BA RX91 Modern Languages and Teaching English as a Foreign Language,
CTFLX162 Teaching English as a Foreign Language,
BA R116 Language Studies and Teaching English as a Foreign Language,
BA R117 Language Studies and Teaching English as a Foreign Language (Including Foundation Year)
The purpose of this module is to provide a sequence of readings and learning experiences that will introduce a broad range of theories that inform and underpin second language teaching and learning in the classroom. A critical review and practical applications of these theories will assist you in designing classroom learning experiences, developing a classroom learning community, and assessing progress towards the expected student learning outcomes. We will cover the primary theories and perspectives related to second language learning including behavioral, developmental, cognitive, social cognitive, sociocultural, and constructivist learning theories. In addition, we will examine how different theories conceptualize language learning and address students' motivation and self-regulation as well as classroom management.
This module is designed to provide opportunities for students to learn and reflect upon a range of different theories that have fed language teaching practices. The readings and assignments in this module intend to:
• enhance students’ knowledge of theories underlying second language (L2) teaching methods
• review the practical implications of different theories for L2 teaching, learning, and assessment
• develop students’ skills for developing effective lesson plans by drawing on theories of language learning
In this module, you will become familiar with the antecedents and basic tenets of the language learning theories developed by scholars and employed by practitioners, and which are reflected in textbooks and other instructional materials for English language teaching. The assignments and learning experiences for this module are intended to provide a developmental sequence grounded in a sociocultural pedagogy that will enable candidates to progress from academic knowledge of theoretical perspectives on language learning, to recognition and application and, finally, to problem solving in the English language classroom.
The summative assessment (i.e., the essay) provides an opportunity for students to demonstrate that the course objectives have been met. It is a written project that focuses on the implementation of what you have learned about second language learning theories to the planning of second language instruction. The students will conduct an analysis of a teaching context and design a lesson plan utilizing at least two different theoretical perspectives that have been reviewed in this module. The students will design instruction, motivational, and assessment practices and demonstrate their alignment with each other and the chosen theories. This assignment must be submitted online to Faser by 16:00 on April 19, 2021. A completed cover page should be attached to the front page of the assignment.
The module will run for ten weeks. It will involve two contact hours, including an-hour lecture and an-hour seminar. Lecture sessions will be dedicated to introducing concepts and theories of second language (L2) teaching/learning and their implications for classroom teaching. During seminars, the class will focus on student-centered activities through pair/group-work and discussions. The success of this module relies heavily on class interactions and active participation in discussions and activities. Given the module's interactive nature, class participation and regular attendance are essential for students to benefit from what this module offers. The weekly readings listed on Moodle and the syllabus are compulsory as preparation for the lecture and seminar sessions. All materials for the module will be uploaded in advance on Moodle, and all sessions will be recorded and made available through Listen Again portal.
This module does not appear to have a published bibliography for this year.
Assessment items, weightings and deadlines
|Coursework / exam
|Essay 2000-2500 words
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Module supervisor and teaching staff
Dr Stamatia Savvani, email: email@example.com.
Dr Stamatia Savvani
firstname.lastname@example.org, Office: 4.206, Number: 4267
Mr Conrad Hechter Heyns
Goldsmiths, University of London
Director - Centre for Academic Language and Literacies
Available via Moodle
Of 10 hours, 10 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
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