The field of TESOL is both a growing industry and a growing field of study - and one that is continually growing with the global demand for English proficiency and TESOL practitioners. This course examines key concepts and theories introduced in semester one core courses within the context of the TESOL curriculum. The field is often preoccupied with teaching methods and second language acquisition theories. Teaching methods are often seen as being the single most important factor in ensuring the success of an education programme. However, it is also essential to look at how the various factors in the teaching-learning process interact with each other. This is especially important when designing, evaluating and innovating curricula.  The Course Design and Practice option focuses on course design and course books. TESOL Curriculum focuses on the evaluation of the interlinked elements of curriculum: needs, aims/objectives, syllabus, methodology, assessment and evaluation. Students will explore familiar TESOL contexts as either a language learner or practitioner. In taking a curriculum-based approach to language teaching, we will survey key issues and practices within language curriculum development. This aims to provide a basis for more effective planning and decision making in language programme development, implementation, and review which will help our students in their future careers as ELT practitioners and or/curriculum planners.

Blended Learning

Weekly 1 hour lecture for 10 weeks = 10 hours, plus 2 hour seminar for 5 weeks = 10 hours. 20 hours contact

Students cannot take Course Design and Practice and curriculum

None

Breakdown of tasks:

Assessment 1. Portfolio (40%): 1500 words

Assessment 2. Written assignment (60%): 2500 words

Assessment 1:

Students are given a worksheet with questions guiding their critical reading of their weekly assigned reading. For the Assessment 1 portfolio, students choose 3 of those worksheets to submit for grading. Responses on each worksheet should amount to approximately 500 words, and the entire portfolio about 1500 words (+/- 10%).

Assessment 2:

Students choose a TESOL teaching context and evaluate the curriculum. They focus on a particular curriculum element (e.g. syllabus, assessment) and analyse its interrelationship and/or misalignment with other curriculum elements. Based on their evaluation, they propose changes to the curriculum and consider ways to evaluate the changes. The word limit for the written assignment is 2500 words (+/- 10%).

They do not need to pass both to pass the course. 

The course aims to raise awareness of the importance of all elements in the TESOL curriculum and how they are interlinked. By evaluating curricula and suggesting improvements, students will gain an understanding of key issues and practices within language curriculum development. This aims to provide a basis for more effective planning and decision making in language programme development, implementation, and review which will help our students in their future careers as ELT practitioners and or/curriculum planners. Introducing students to different case studies will illustrate how curriculum design is approached in different contexts. It also aims to illustrate that curriculum design is readily adaptable to different educational systems and contexts.

By the end of this course students will be able to

■ ILO1 - analyse concepts and principles in TESOL curriculum development and evaluation

■ ILO2 - evaluate critically on the literature and research in TESOL curriculum development

■ ILO3 - analyse how all the elements of curriculum development in a particular teaching context fit together

■ ILO4 -  evaluate critically how to evaluate and innovate a curriculum

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