Module 1: Understanding Language, Methodology and Resources for Teaching
This module focuses on the background to teaching and learning English in a range of contexts.
- Theoretical perspectives on language acquisition and language teaching
- Different approaches and methodologies, including current developments
- Language systems and learners’ linguistic problems
- Language skills and learners’ problems
- Knowledge of resources, materials and reference sources for language learning
- Key concepts and terminology related to assessment.
This is assessed through a written exam taken at the end of the course in June. It is comprised of two 90-minute papers taken on either side of a 30 minute break. Candidates are prepared for this throughout the course. In both papers, candidates are given authentic texts and ELT texts to comment on and evaluate. There are a variety of tasks, including defining terminology, commenting on students’ written work and evaluating ELT material in light of learners and principles.
Module 2: Developing Professional Practice
- The language learner and the language learning context
- Preparation for teaching English to language learners
- Evaluating, selecting and using resources and materials for teaching purposes
- Managing and supporting learning
- Evaluation of lesson preparation and teaching
- Observation/evaluation of other teachers’ lessons
- Professionalism and opportunities for professional development.
During the course, candidates gradually build up a portfolio of their work, the guidelines for which are provided at the beginning of the course. Altogether there are 5 assignments, one of which has two parts of equal weight:
- 4 Language Systems/Language Skills assignments each submitted in two parts—a background essay summarising the candidate’s research in the given area; and a lesson plan, observed lesson, and post-lesson analysis. The assignments vary in their focus: 2 look at a separate aspects of language systems (grammar, lexis, phonology, discourse), and 2 at separate aspects of language skills (one receptive – reading or listening; and one productive – writing or speaking). Three of these are assessed by course tutors, while one is assessed by an external assessor.
- 1 Professional Development Assignment comprised of two main parts:
Part A: Reflection and Action. This is worked on throughout the course. The candidate reflects on strengths and weaknesses in their teaching, and identifies an action plan for development. They then comment on developments they have made over the course.
Part B: Experimental Practice. Candidates select a lesson approach or teaching technique with which they are unfamiliar; they research and write about it, and then teach a lesson based on it. They then reflect on the experimental lesson and develop action points for future practice in this area.
Module 3: Extending Practice and ELT Specialism
This module focuses on needs analysis, syllabus design, course planning and assessment in the context of a selected specialism.
- Research into specialist areas
- Principles of syllabus design and implications for specific learning contexts
- Designing syllabus and teaching programmes to meet the needs of learners in the specific context of the selected specialism
- Course design and development in the specific context of the selected specialism
- The principles and practice of testing and assessment and their application to the candidate’s specialist area
- Monitoring and evaluating the effectiveness and quality of courses and programmes of study.