Course
Discontinued
No
Course Code
TESL 1101
Descriptive
Foundations of Teaching English to Adult Speakers of Other Languages
Department
Teaching English as a Second Language
Faculty
Language, Literature & Performing Arts
Credits
3.00
Start Date
End Term
Not Specified
PLAR
No
Semester Length
15 Weeks
Max Class Size
25
Course Designation
None
Industry Designation
None
Contact Hours
Lecture: 2 hours/week
and
Seminar: 2 hours/week
Method(s) Of Instruction
Lecture
Seminar
Learning Activities
This course is offered in the hybrid format. Some or all of the following methods will be used:
- lecture/demonstration, both in person and online
- large- and small-group discussion
- pair work
- microteaching to a small group of peers
Course Description
This is one of a group of five courses that together lead to a Douglas College Certificate in Teaching and Tutoring English to Adult Speakers of Other Languages. This course provides students with both methodological and linguistic foundations for teaching and tutoring English as an additional language (EAL). Methodological foundations include learning about the key concepts in EAL learning and teaching, the historical and current approaches to teaching a language, and intercultural communication in the language classroom. Linguistic foundations include learning about the basic components of the English grammatical system and the principles of teaching them in various EAL teaching contexts, helping students to bridge the gap between being a speaker and being a teacher of English. The course emphasizes the practical implementation of the foundations in a learner-centered classroom setting. It is delivered in the hybrid format, with 2 hours/week in the classroom and 2 hours online.
Course Content
Methodological Foundations
- the global context of teaching EAL today
- key concepts in EAL learning and teaching (skill-based learning, language practice, noticing, input/output, accuracy/fluency, TESL terminology, etc.)
- historical and current approaches to teaching EAL, with an emphasis on communicative and task-based language teaching
- language as a component of culture
- intercultural communication in the EAL classroom
- the English grammar and syntax system: morphemes, words, phrases, clauses, and sentences
- the verb group: tense and modality
- methodology for teaching English grammar to EAL learners
- metalanguage and principles for communicating the elements of English grammar to EAL students
Learning Outcomes
Upon successful completion of this course, students will be able to:
- employ language teaching methodologies appropriate for a specific context.
- demonstrate an understanding of various intercultural exchanges and ways of responding to them in the language classroom.
- identify elements of the English linguistic subsystems of morphology and syntax.
- communicate the features of the English grammatical system orally and in writing to EAL learners.
- apply methodological and linguistic knowledge to practical applications of teaching English as an additional language.
Means of Assessment
Assessment will be in accordance with the Douglas College Evaluation Policy. It will be based on learning outcomes and course content, and it will include, but need not be limited to, the following tasks:
- regular topic reflections and/or online discussions
- at least one group project
- at least two in-class quizzes
- at least one grammar microteaching assignment
Sample grade breakdown:
- Topic reflections or online discussions worth up to 15% (total)
- Project(s) worth up to 20% (total)
- Quizzes worth up to 30% (total)
- Grammar microteaching assignment(s) worth up to 25% (total)
- Participation worth up to 10%
- Total: 100%
Students in the program Teaching English as a Second Language are required to attain a minimum of 60% (C letter grade) in all courses.
Textbook Materials
A list of required and optional textbooks and materials will be provided for students at the beginning of the semester. Students may be required to purchase one or more of the following materials:
- coursepacks
- textbooks such as Pearson’s Teacher Knowledge by Harmer, Oxford’s Teaching ESL in Canada by Li et al., MacMillan’s Teaching English Grammar by Scrivener, or Cambridge’s About Language by Thornbury