Module manager: Niamh Mullen
Email: n.mullen@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2024/25
This module is not approved as an Elective
This module extends questions of linguistic and language teaching theory to the practice of language teaching. The emphasis is on developing an understanding of how theory translates to practice. Students will develop their knowledge of classroom-based approaches to language teaching that best support language learning.
The aim of this module is to explore theories of language teaching and how this translates to practice. Students gain experience in evaluating teaching materials and lessson plans in a theory-informed way. They will also develop their own theory- and context-informed lesson plan.
On completion of this module, students will be able to:
1: develop an understanding of principles of theory which underlie best practice in language teaching
2: demonstrate an understanding of the main teaching approaches and issues involved in developing learners’ language abilities in classroom settings
3: engage critically with questions of theory versus local, socio-cultural and practical constraints within language classrooms
4: design their own theory-informed, context-relevant lesson plans
Skills Learning Outcomes
On completion of this module students will be able to:
5: work effectively in a group
6: communicate effectively in both oral and written form
7: Evaluate information and question norms in an informed way
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 8 | 1 | 8 |
| Practical | 4 | 1 | 4 |
| Seminar | 8 | 1 | 8 |
| Private study hours | 130 | ||
| Total Contact hours | 20 | ||
| Total hours (100hr per 10 credits) | 150 | ||
The seminars and practical sessions provide a forum for supporting and monitoring students’ progress; these require students to evaluate lesson plans, teaching materials and present their own materials and tools.
Peer and tutor formative feedback are designed into this module at different stages. Students receive formative peer feedback on their draft lesson plans. They will also receive peer and tutor feedback on a section of their lesson plan that they teach during a micro-teaching session and should use this feedback to re-draft elements of or the whole lesson plan as required. Students receive formative feedback from their tutor on their critical reflection and lesson plan before they submit their final portfolio assessment.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Portfolio | portfolio | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Students will submit a portfolio of work that will include one critical academic reflection, a lesson plan that they have designed and an academic rationale on the key feature(s) of this lesson plan.
The reading list is available from the Library website
Last updated: 01/02/2024
Errors, omissions, failed links etc should be notified to the Catalogue Team