Teaching English to Speakers of Other Languages Worldwide |
|
|
This Course Guide has been taken from the most recent presentation of the course. It would be useful for reference purposes but please note that there may be updates for the following presentation.
EDU E809
Teaching English to Speakers of Other Languages
Introduction |
|
Welcome to EDU E809 Teaching English to Speakers of Other Languages Worldwide, a 20-credit, post-graduate level course. The course materials have been adapted from course E821 of the same name which is one of the UK Open University's MA in Education modules and also three units of the MA in Applied Linguistics of Macquarie University, Sydney.
As a student on this course, we expect that you are either a teacher of English as a foreign or second language, or someone who expects to be involved with English language education in some other way.
Your work on the course will ask you to take on the role of an explorer of the world of English language teaching and learning (a role that is echoed in the title of one of the course texts: Using Functional Grammar: an explorer's guide). Explorers have traditionally kept journals or logs of their observations as they undertake their travels. In this course, we will ask you to keep records and make notes as you go along, and we will refer to these records as your 'journal'. You will probably have your own preferences about what this journal should look like. It could be a notebook or a loose-leaf folder, or you may prefer to record and store your notes on a computer. However you choose to keep your journal, it should be used whenever you are asked to carry out an activity which requires making notes or responding to particular questions. This journal will, we hope, become part of a mental map or plan which will help you to deepen your knowledge as you navigate the teaching of English with your own students in your own teaching situation.
Course aim |
|
The main aim of the course is to help you develop your understanding of the English language and how it is used, taught and learned. It deals with language in two rather different, but complementary, ways. First, we consider language as the topic of teaching -- 'the English language' which is taught and learned in TESOL classrooms; and second, we look at language as the medium of teaching and learning the communicative tool with which TESOL gets done (and which may involve the use of other languages besides English).
Course objectives |
|
Upon completion of this course, you should be able to:
-
Understand how and why English has come to be an international 'lingua franca';
-
Demonstrate how social and technological factors are giving rise to new forms and functions of English;
-
Analyse the structure and use of English, using systemic functional analysis;
-
Analyse the processes of teaching and learning a language, drawing on socio-cultural theory;
-
Understand recent issues in curriculum and syllabus design;
-
Critically assess how contextual and historical factors influence curriculum and syllabus design;
-
Locate your own role and practices within a global context.
Overview of the course |
|
The course has three main areas of content, represented by each of the three 'blocks' of the course:
- Block 1 is primarily concerned with the English language: its structure and use as a world language. Your work on the course will supplement and refine your existing knowledge as a teacher of the language; and in examining the English language itself we aim to help you gain a better understanding of its nature and structure as a functional communicative system. This is done in Block 1 by introducing and explaining one particular linguistic method for the analysis of language: systemic functional linguistics (SFL).
We will explain why we believe this analytic method, and the theoretical model of language upon which it is based, is particularly relevant to English language education. You will gain a working knowledge of how to use systemic functional grammar for analysing the structure of English and how it is used. We would like you to treat SFL as a useful tool, taking what seems relevant to your professional needs while recognizing that it may need to be complemented by other approaches and methods.
- Block 2 deals with the process of teaching and learning a language. This includes the critical consideration of theories of language learning and ways of teaching English. You will also learn how to analyse the interactive process of teaching and learning as it takes place in classrooms and other similar settings. We discuss the value of particular methods and approaches to English language teaching, leading to a consideration of how teachers can make the best use of the variety of methods and experience of using them which are now available in the TESOL world.
In the later part of Block 2, we introduce an approach to analysing and evaluating the communicative process of teaching and learning which is based on socio-cultural research in psychology. As with SFL, we will help you relate this approach to the practical consideration of the quality of teaching and learning in the language classroom. We also begin to consider ways in which electronic communications can be incorporated into language teaching (a theme which is continued in Block 3).
- Block 3 is about the English language curriculum, its relationship to theories and findings of applied research, and how curriculum changes can be introduced into classrooms and other English teaching environments. The block considers matters of policy and practice which constrain or facilitate change, and picks up from Block 2 issues of the assessment of teaching and learning, and the use of information technology in English language education. The overall aim of Block 3 is to enable you to make considered evaluations of the TESOL curriculum in action in your own professional environment.
Course materials |
|
The course materials for EDU E809 consist of this Course Guide, the Study Guide, three readers, Supplementary Material for Hong Kong Students, two audio CDs, two VCDs, a brief glossary and a Project and Assignment Guide all of which are provided by the OUHK. In addition, there is a set book which you must obtain yourself:
Course Guide
The Course Guide tells you briefly what the course is about, what it contains, and how you can work your way through it. It also gives you information about the tutors and face-to-face sessions, the online elements, and assessment. Remember to refer to this Course Guide throughout the course to help clarify important points about EDU E809.
Study Guide
The Study Guide leads you through the course, indicating when to use the other course materials (described below), posing questions and activities, and offering interpretation and discussion.
Readers and set book
There are three readers, each of which corresponds to a particular block of the course:
Reader 1: BURNS, A. and COFFIN, C. (eds) (2001) Analysing English in a Global Context, London, Routledge.
Reader 2: CANDLIN, C. N. and MERCER, N. (eds) (2001) English Language Teaching in its Social Context, London, Routledge.
Reader 3: HALL, D. R. and HEWINGS, A. (eds) (2001) Innovation in English Language Teaching, London, Routledge.
There is also a set book:
BUTT, D., FAHEY, R., FEEZ, S., SPINKS, S. and YALLOP, C. (eds) (2009) Using Functional Grammar: an explorer's guide, second edn, Macmillan Education Australia Pty Ltd. This book is mainly used in connection with Block 1.
Audio-visual material
Audio CDs
The two audio CDs include interviews and discussions of important course themes. Items on the CDs relate to particular parts of the course, but when you are studying those parts you will normally be able to make good sense of the relevant CD items without having to read the Study Guide at the same time.
Video CDs
The two VCDs contain examples of language in use in classrooms and other settings, to be used in activities throughout the course. All the audio-visual material has been produced in partnership with the BBC, and the video also contains a BBC TV programme on the English language in the world today, called 'English, English Everywhere'.
Supplementary Material for Hong Kong Students
The Supplementary Material for Hong Kong Students has been specially written for EDU E809 in an effort to relate some of the themes covered in the Study Guide and readers to the Hong Kong context. You should read this material at the points indicated in the Study Guide.
Glossary
Important technical terms in the field of English language teaching and learning are printed in bold in the Study Guide at the point where they are first defined (either in the Study Guide itself, or in the reading being discussed). The glossary at the end of each block lists these terms alphabetically and provides the Study Guide page numbers on which they are defined.
Project and Assignment Guide
The Project and Assignment Guide provides an overview of the nature and requirements of course assignments, including the Project Report.
Course organizer |
|
The following table suggests the amount of time it may take to complete each section of the course. However, we all have our own pace of learning and approaches to study, so this schedule is only a guide. You can adjust it to fit your own personal needs more closely.
The important point is to plan your study schedule carefully. The estimated time, on average, that you need to spend on this course is about 15 hours per week. This estimate includes time for reading the Study Guide, readers, set book and Supplementary Material for Hong Kong Students; completing the activities; listening to the audio CDs and watching the VCDs; writing your assignments; attending tutorials and day schools; and reviewing the study material.
Study weeks |
Study Guide |
Assessment |
Weeks 1 -- 13 |
Block 1: Context, use and analysis of the English language: a global perspective |
Assignment 1 |
Weeks 14 -- 26 |
Block 2: English language teaching in its social context |
Assignments 2 and 3 |
Weeks 27 -- 40 |
Block 3: Innovation in English language teaching |
Assignments 4 and 5 |
Tutors and support |
|
To supplement your self-study, there are 10 two-hour tutorials, three three-hour day schools and two 'surgeries' throughout the year. In addition, at the beginning of the semester, there will be a student orientation and a talk on the OUHK Library for new students.
In the tutorials and day schools, your tutor will answer your questions about any problems you might face during self-study and hold other activities, such as small-group discussions, to facilitate your learning. 'Surgeries' are sessions in which you can consult a tutor individually. In addition to these face-to-face sessions, you can also have telephone tutorials with your tutor.
As soon as your tutorial group is confirmed, we will give you the name and phone number of your tutor and notify you of the dates, times and location of the face-to-face sessions. To help you to participate actively in these sessions, you are provided with a Tutorial and Day School Manual which indicates what you should prepare for each session, and suggests some activities and questions for discussion. You are strongly recommended to go through the Tutorial and Day School Manual before each tutorial or day school. All face-to-face sessions are optional, but attendance and active participation in them will enhance your learning.
Besides supporting you through the face-to-face sessions and telephone tutoring, your tutor marks and comments on your assignments, and keeps a close watch on your progress. When your assignments are returned, pay particular attention to the comments your tutor has written on the TMA Form and the assignment.
Online communication |
|
Students enrolled in EDU E809 will have an additional means to communicate and discuss with their peers, tutors and Course Coordinator issues arising from course materials through the OUHK Online Learning Environment.
Strategy for working through the course |
|
The following is a recommended strategy for working through the course.
-
Organize a study schedule. Refer to the section 'Course organizer' in this Course Guide and to the Study Schedule provided by your Course Co-ordinator. Note the time suggested for you to spend on each section and how the assignments relate to the sections. You will receive by mail details of your face-to-face sessions and, later in the year, your examination. Once you have decided on your own study schedule, do everything you can to stick to it. The major reason that students fail is that they fall behind with their course work. If you get into difficulties with your schedule, please let your tutor know before it is too late to help you.
-
Work on your course by reading through the Study Guide. When you come to an activity, follow the instructions and read the assigned article(s) and/or answer the questions. Then return to the Study Guide. At the end of each block, you will also be directed to the relevant sections of the Supplementary Material for Hong Kong Students.
-
In reading materials from the readers and set book, try to focus on the main points and not get bogged down in the details. Also, read carefully any commentaries in the Study Guide on the readings to guide or reinforce your learning.
-
Listen to the audio CDs and watch the VCDs when you are directed to do so. If necessary, you may need to listen to/watch parts of them more than once in order to grasp the main points.
-
Use the Project and Assignment Guide to identify the pieces of work you are required to submit for assessment during the course of the year and ensure that your pattern of study will allow you to meet the criteria listed there.
-
Review your work at the end of each section. When you have completed Block 3 and TMA5, review the course and prepare yourself for the final examination. Look at the Specimen Examination Paper, which you will receive later in the year, to see what kinds of questions you will be expected to answer in the examination.
Course assessment |
|
EDU E809 has two methods of assessing your progress: continuous assessment (tutor-marked assignments) and a final examination.
Tutor-marked assignments
There are five tutor-marked assignments (TMAs) for continuous assessment purposes in the course. All assignments will be counted and contribute 60% to your final course result.
TMAs 1, 2 and 4 comprise a critical review, a text analysis and an essay, which together count for 34% of your final course score.
TMAs 3 and 5 relate to a smallscale investigation of an issue(s) in the course. This project is completed in two stages. Initially you are asked to prepare a project proposal setting out your plans. This proposal is an important opportunity to receive your tutor's comments and guidance on how to improve the design of the project. Once you have completed your project you will be asked to prepare a final Project Report. Your project proposal (6%) and report (20%) count for 26% of your final course score.
Details of the assessment regulations, questions and guidance, general guidance on the project, cutoff dates for all assessed work, etc. can be found in the Project and Assignment Guide.
Examination
The examination for EDU E809 will last for three hours and has a value of 40% of the total course result.
Use the time between finishing the last section of the Study Guide and sitting the examination to review the entire course. You might find it useful to review also your tutor-marked assignments and comments on them before the examination.
The Specimen Examination Paper will be similar in format to the final examination, although the questions will be different. To earn a pass for the course, you must pass in both the continuous assessment (TMAs) and your final examination.
Conclusion |
|
We hope that, by studying EDU E809 Teaching English to Speakers of Other Languages Worldwide, you will develop your understanding of the English language and how it is used, taught and learned.
We wish you every success in the course.
Beginning work on the course |
|
For your first study activity on the course you will need an audio CD player.
Introductory activity: audio (allow about 45 minutes) Track 1 of audio CD 1 consists mainly of short extracts, or 'vignettes', from interviews conducted by members of the course team with TESOL teachers in various parts of the world. You will hear teachers from Argentina, Australia, Brazil, Mexico, Hong Kong, Malaysia and Sweden talking about aspects of their working lives. These 'vignettes' provided by teachers are introduced on the CD by members of the course team, who also then discuss some of the issues raised which relate to the contents of the course. Now listen to the whole of audio CD 1, track 1. You may find it useful to note how the topics discussed relate to your own professional experiences. |
A note on the adapter |
|
Terence Lo
Terence Lo is an Assistant Professor in the Department of English at the Hong Kong Polytechnic University. He graduated with a BA(Hons) in Sociology from the North East London Polytechnic, an MA in Sociology of Education and Mass Communication from the University of Leicester, a DipEd from the Chinese University of Hong Kong, an MA in Language Studies from the University of Hong Kong, and a PhD on the social semiotics of English in Hong Kong from Macquarie University.