This seminar-based course aims to provide you with an opportunity to explore and discuss contemporary issues in the field of Teaching English to Speakers of Other Languages (TESOL). You will be guided through approaches to exploring and structuring discussions on a range of issues. Potential topics include teacher psychology and wellbeing and translanguaging, and you will select perspectives related to your own specific interests and teaching contexts.

The course is organised in a student-led seminar format. You will work in small groups to research and present an evidence-based discussion on a TESOL-related issue along with practical applications for specific teaching contexts. Following short presentations, others will contribute by engaging in discussion and providing peer feedback through critical questioning.

This course supports learning in relation to research, critical thinking, communication and employability.

2 hours a week, 10 weeks

Written assignment in two parts:

Part 1). Annotated bibliography (1000, 25%)

Part 2) Essay based on exploration of an issue, practical applications and personal reflection   (3000 words, 75%)

The course aims to give you the opportunity to develop your understanding of TESOL-related issues by reviewing literature, developing a position by weighing evidence and argument. It will provide you with opportunities to consider the implications of specific practical applications for varied teaching contexts. This will be done orally and in writing.

By the end of this course students will be able to:

By the end of the course, students are expected to have demonstrated the ability to:

1. Access, select and critically evaluate academic literature on a contempoary issue in TESOL

2. Present a critical, evidence -based evaluation of selected issues with relevance to a specific teaching context (current or future).

3. Select and justify evidence-informed approaches for teaching in a specific context

4.  Present their position via seminar presentation and in writing and respond to questions and counter arguments 

Contribute to group discussion and peer feedback

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.