Theory and practice of TESOL
Ms M-T Jensen
12 points
* 3 hours per week
* First semester
* Clayton
Objectives Upon successful completion of this subject, students should have developed an understanding of the concept of proficiency in a second language; an understanding of the history of second language teaching; an understanding of listening, speaking, reading and writing skills in a second language; familiarity with a range of methodologies for teaching English to speakers of other languages; familiarity with learner needs in adult and child educational contexts in Australia.
Synopsis This subject examines the notion of language proficiency, and surveys second language education, particularly the teaching of English to speakers of other languages, over the last forty years. It refers to current research on the nature of speaking, writing, reading and listening; implications are drawn for the teaching of these four macroskills in the second language classroom. The subject also includes sessions on the following aspects of second language teaching: vocabulary, grammar, integration of language and content (mainstream subject) teaching, and computer-assisted language learning (CALL). A range of methodological approaches is reviewed. The role of the ESOL teacher in primary, postprimary and adult teaching contexts is considered. This subject is required as a preliminary to the completion of the TESOL practicum and is the foundation and core subject for both GradDipTESOL and MTESOL. Students enrolled in these two courses will have priority when places are offered for this subject.
Assessment Report (2000 words): 30%
* Research paper (3000 words):
45%
* Participation: 25%
Recommended texts
Ur P A course in language teaching CUP, 1996
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