English 2; English Teaching Methodology 2 (5.-10.) (MGL2034)

Content

The main focus for students this semester will be the deepening of their knowledge and skills about pupil learning of EFL through the use of Lesson study. During the weeks leading up to practice, students will study various elements of English language teaching (such as cooperative learning, language learning strategies, multiple intelligences…). Based on this work and within these topics, students will plan for the research to be done as a Lesson study project, carried out both cooperatively and independently during practice.  

Learning outcome

Knowledge

At the end of the course the student will have knowledge of:

• How teachers can scaffold learner autonomy and use of learning strategies, both inside and outside the language classroom, to support pupils' development of learning-to-learn skills;
• How language learners differ in their strategies and abilities in English and the role that focused observation has in understanding their needs;
• How the four skills of English (speaking, listening, reading, writing) and the Basic skills (as defined in the current curriculum), can be taught in an integrated creative manner which learners find meaningful and purposeful;
• How (inter)cultural competence can be enhanced by the use of approaches such as drama, CLIL and storytelling;
• How Lesson study can be used to build a deeper knowledge of pupil learning.  

Skills

At the end of the course the student will be able to:

• Plan, carry out and critically evaluate their language lessons with a focus on pupil learning and with Lesson study as a tool;
• Integrate the four EFL skills and the Basic skills (from the current curriculum) in meaningful lessons that support the development of pupil EFL language skills, strategies and life-long learning;
• Adapt and create age-appropriate language learning tasks with regards to student needs, keeping in mind diverse learning styles and multiple intelligences;
• Competently use the current curriculum, the CEFR and the European language portfolio as the basis for their learning aims and their lesson plans;
• Design, undertake and evaluate a lesson study project in order to build better understanding of learning processes amongst their practice classes;
• Use English orally and in writing, confidently and functionally.

General competencies

At the end of the course the student will be able to:

• Reflect critically on his/her own learning and teaching practice
• Apply English language teaching knowledge in a varied, inclusive and creative manner to promote pupil in-depth learning;
• Reflect systematically on and assess pupil learning;
• Work individually and together with others to identify the challenges of the language classroom by applying classroom enquiry as a means to address them;
• Use relevant subject material and communicate in English at a level (B2 or above) which is suitable for both university and teaching practice classes;
• Maintain and develop his/her own linguistic and didactic competence and contribute to academic development and innovation.

Required prerequisite knowledge

One of the following alternatives:
GLU2032 English 1; English Linguistics for Teachers for grades 5.-10., GLU2033 English 1; English teaching Methodology for Young Learners ( 5.-10)
MGL2032 English 1: English Linguistics for Teachers for grades 5.-10., MGL2033 English 1; English Teaching Methodology for Young Learners (5.-10.)

The student should have taken English teaching methodology 1 or a similar course from another tertiary institution in order to be accepted into English teaching methodology 2.

Exam

Coursework requirements

Attendance, Assignment

1. It is expected that students attend all lectures as discussion are not only important for the building of student knowledge in but in their practice and development of their own language abilities.  If, however, they are unable to do so then 70% attendance will be required for qualification.
2. FoU-related obligatory assignments:

 

• Group assignment: theory draft (in the Kyozai kenkyu form) and TBL-lesson plan draft to be submitted before practice (pass/ fail) 
• Three short group summaries after each supervision during practice (pass/fail)
• Group oral presentation on the practice assignment, 20 minutes with question-and-answer session (pass/fail)

These must be approved before the students can be examined.

Students who have one or more assignments not approved at first submission, will be given one more submission opportunity in a new and improved version.

Method of work

This course will utilise a combination of lectures, individual, pair, group work, discussions and demonstrations. Much of this content is not age-specific and for that reason topics will be presented to both groups at the same lecture/ workshop/ demonstration. However, opportunities for contextualisation for grades 1-7 &/or 5-10 and discussion at a deeper level will occur throughout all group work, examination & obligatory assignments.

Recommended division of work:

• Lectures & preparation for lectures: 60hrs + 24hrs = 84hrs
• Lesson study project preparation, realization and presentation: 62hrs
• Drafts and summaries: 35hrs
• School practice, 15 days: 135hrs
• Self-study: 100hrs (around 8 hours a week)

Total: 416hrs

Practice

The practice period is 15 days.

Should students have completed their practice they must still take part in the Lesson study project. This will require them to take part in the group discussions and planning sessions. They must also be present at the practice school for the supervision sessions and lessons. 

Course assessment

There must be an early dialogue between the course coordinator, the student representative and the students. The purpose is feedback from the students for changes and adjustments in the course for the current semester.In addition, a digital course evaluation must be carried out at least every three years. Its purpose is to gather the students experiences with the course.

Literature