This subject is offered in the Minor in Linguistics so that students who have a special interest in the teaching of English as a foreign language are acquainted with the principles, theories, practices and procedures that sustain the learning and teaching of English. It also provides teaching and observation practice as well as engagement with the Currículo de la Educación Básica de la Comunidad Autónoma del País Vasco and the generation of a didactic unit (groups work).It presents concepts on second language acquisition and learning, especially in Module 2, which will be later in the year developed in the English language acquisition course.



The students will be able to become acquainted with the profession of teaching English as a foreign language (TEFL), the regulations and certifications demanded to work in the public sector and private sectors locally and internationally. The course develops an active methodology by which the learners experience the main roles of an EFL professional: lesson delivery, unit programming and observation.

This subject belongs to the Module M05 English Linguistics. Specifically, it contributes to the achievement of module competence CM01:

- M05CM01 To become acquainted with the principles, theories, practices and procedures that sustain the learning and teaching of English in order to reflect about them critically and to elaborate and implement the activities and/or cooperative projects in the classroom designed to develop the students’ pedagogical capabilities.



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



- To interpret and explain the principles, practices and procedures that sustain the learning and teaching of English as a foreign language nowadays. This goal will be assessed via a portfolio development task, a peer observation task and a progress test.

- To elaborate a didactic unit upon regulations that sustain the learning and teaching of English in the BAC. This goal will be achieved through group work and assessed upon the aspects included in the rubric provided by the lecturer.

- To deliver an authentic English language lesson unit by exhibiting concern for learner needs and classroom management. This tasks is accomplished in tandem. This goal will be assessed upon the aspects included in the rubric provided by the lecturer.

- To observe an on-going lesson from classroom management and interaction perspectives and provide constructive feedback upon it. This task is carried out individually and assessed against a rubric provided.

- To keep records of the learning, teaching and observing individual experiences and critically reflect upon such experiences, being able to identify own strong points/actions and those that need further improvement in the practice of English Teaching as Foreign Language.

Module 1

1. Foreign Language teaching: Introduction

1.1. Language teaching approaches/views and methods

1.2. The History of teaching English as a Foreign Language

(Howatt & Smith, 2014-provided)

1.3. Language teaching contexts

1.4. Focus on the language learner and language learning process

1.5. Focus on the teacher:

1.5.1. Profession: local and international certifications and regulations

1.5.2. Observation, innovation and ongoing training



Module 2 (in Harmer, 2015)

2. Focus on the classroom

2.1. Classroom management (Units 7, 9 and 10)

2.2. Teaching grammar (Unit 14)

2.3. Teaching vocabulary (Unit 15)

2.4. Teaching pronunciation (Unit 16)

2.5. Teaching the productive skills: speaking and writing (Units 17, 20 and 21)

2.6. Teaching the receptive skills: listening and reading (Units 17, 18 and 19)

2.7. Providing feedback (Unit 8)

2.8. Assessment (Unit 22)

2.9. Planning (Unit 12)

2.9.1. Curriculum and syllabus design

2.9.2. Models of curriculum design

2.9.3. Unit planning: planning levels and structure

2.9.4. Lesson planning

2.10. The use of technology (Unit 11)

2.11. Task-based language teaching (Unit 9 in Richards and Renandya, 2001-provided)

2.12. Project work (Unit 10 in Richards and Renandya, 2001-provided)

The course is designed in three working modules with different learning and teaching strategies:



Module 1 (September) consists of 5 analytical and illustrative sessions which frame language teaching and learning within pedagogy and applied linguistics, presenting fundamental notions on human learning, language learning and foreign language learning. It also presents a historical review of language teaching and learning approaches and methods and the different contexts that shape the teaching experience are discussed. It reviews the profile of a foreign language learner, listing the linguistic and extralinguistic factors that shape such identity. Finally, it introduces the role of the foreign language teacher as a professional, the need for training and current career paths.

The sessions will be illustrated in analytical lectures that promote learner autonomy as well as active participation as these lessons are supported with handouts which summarize the main concepts in the lesson and also incorporate frequent mini tasks/awareness activities so that learners actively interact in such lectures.



Module 2 (October until Mid-November) consists of 15 workshop-type sessions in which the learners become acquainted with basic teaching procedures such as classroom management, dealing with language aspects such as vocabulary or pronunciation and the four language skills: speaking, reading, writing and listening. Unit as well as single lesson planning guidelines, feedback provision types and assessment procedures are also covered in this module.

Workshop sessions are grounded on out-of-class learner’s reading activity. These sessions are designed as discussion and consolidation sessions on the material that the learners have PREVIOUSLY READ in out-of-class time. The handouts incorporate a battery of key questions that allow the learners to consolidate and discuss the concepts and ideas in each of the topics in Module 2. Learners will, at times, be encouraged to perform collaborative tasks.



Module 3 (November-December) consists of around 8 EFL practice sessions in which the students will i) program and deliver ii) observe and iii) receive an authentic EFL lesson by their peers. This module consists on a hands-on teaching experience in which they will have to deliver authentic 50’ EFL lessons in a tandem (two teachers) teaching format. During this module the learners develop several tasks:

- Design and deliver an approved (by the tutor) teaching plan.

- Produce peer observing notes on classroom management and lesson staging and interaction, which will be shared with the teaching team observed (feedback) and the tutor (for assessment purposes; see below).

- COMPULSORILY ATTEND ALL THE SESSIONS. These will have been designed for their own learning interests; attendance to these sessions is understood as being able to become part of a collaborative learning experience. More than ONCE non-justified absences will mean the withdrawal from 20% teaching mark.

- Build a portfolio with their learning and teaching experience in which they will eventually have to incorporate a reflective review of their experience in all the aspects/roles covered in the course.

- Start the design of a Didactic unit (teamwork).



Alternative learning/teaching strategies on account of possible restrictions affecting in-class attendance:



Modules 1: lecture-type lessons in ‘mixed’ interaction according to UPV/EHU regulations or in virtual rooms in BBCollaborate.

Modules 2: workshop-type lessons in ‘mixed’ interaction according to UPV/EHU regulations or in virtual rooms in BBCollaborate.

Module 3:

a) ‘mixed’ interaction scenario: all TASKS described above sustained

b) fully on-line teaching: The sessions will become ‘guided tutorials’ with the following sequence:

Stream 1: guided tutorials for lesson plan development

Session X: peer assessment of lesson plan

Stream 2: guided tutorials for Didactic Unit development



Working interactions (individual, tandem or group) will be decided upon the teaching circumstances of the time and upon teacher-students consensus.

• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 25
  • Realization of Practical Work (exercises, cases or problems) (%): 20
  • Team projects (problem solving, project design)) (%): 20
  • Portfolio (%): 25
  • LESSON OBSERVATION (%): 10

he type of assessment is continuous. Students will be assessed acording to their performance in the following testing tasks:





Withdrawal from the Continuous Assessment: All students have the right to be evaluated according to the final evaluation procedure independently of whether or not they have participated in the continuous assessment module. In order to withdraw from the continuous assessment, they must write the instructor responsible for the course expressing their desire to do so. Students can withdraw within the first 9 weeks of the course, according to the academic calendar of their centre. The form that has to be filled in is available at the website of the faculty http://www.ehu.eus/eu/web/letrak/idazkaritza

Withdrawal from a call: all students can withdraw from a call until at least one month before the date of the end of the teaching schedule of the corresponding course. This withdrawal must be submitted in writing to the instructor responsible for the course.



Tasks which fail to exhibit the English language command appropriate to the subject contents (deficient use of the language and/or inaccurate choice of lexicon) will be penalized with a maximum of 10% of the final mark.



The use of mobile or electronic devices, notes, books is not allowed in sitting tasks.

Home-assignments: the work submitted by the students must be their own work and must have been written completely by themselves. The students must identify and include the source of all facts, ideas, opinions and viewpoints of others through in-text referencing and the relevant sources should all be included in the list of references at the end of their work. Direct quotations from books, journal articles, internet sources or any other source must be acknowledged and the sources cited must be identified in the list of references.



The regulation about assessment can be found at the following link:

http://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia

RETAKE (CONVOCATORIA EXTRAORDINARIA). The mark will be based on an ORAL exam (50%) in the form of the Progress Test and a Didactic Unit (50%) described above. The Didactic Unit requires supervision (one round of feedback) hence, it is advisable that the students contact the lecturer at least one month before submission date.



Tasks which fail to exhibit the English language command appropriate to the subject contents (deficient use of the language and/or inaccurate choice of lexicon) will be penalized with a maximum of 10% of the final mark.



The use of mobile or electronic devices, notes, books is not allowed in sitting tasks.

Home-assignments: the work submitted by the students must be their own work and must have been written completely by themselves. The students must identify and include the source of all facts, ideas, opinions and viewpoints of others through in-text referencing and the relevant sources should all be included in the list of references at the end of their work. Direct quotations from books, journal articles, internet sources or any other source must be acknowledged and the sources cited must be identified in the list of references.



The regulation about assessment can be found at the following link:

http://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia

Harmer, J. (2007) The Practice of English Language Teaching (5th ed.). Harlow: Pearson Longman.

Basic bibliography

BOPV/EHAA Nº 2007218, Decreto 175/2007. Currículo de la Educación Básica de la Comunidad Autónoma del País Vasco. Disponible en www.euskadi.net/bopv/indice_c.htm

Decreto 23/2009, de 3 de febrero, por el que se establece el currículo de Bachillerato y se implanta en la Comunidad Autónoma del País Vasco. (BOPV 27-02-09). Disponible en www.hezkuntza.net

Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116.

Consejo de Europa/Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. (Versión española: (2002) Marco Común Europeo de Referencia para las lenguas: aprendizaje, enseñanza, evaluación. Madrid: M.E.C. y Anaya).

Consejo de Europa/Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. (Versión española: (2002) Marco Común Europeo de Referencia para las lenguas: aprendizaje, enseñanza, evaluación. Madrid: M.E.C. y Anaya).

Harmer, J. (1998). How to teach English: An introduction to the practice of English language teaching. Longman.

Howatt, A. P. R. & Smith, R. (2014). The history of teaching English as a Foreign language, from a British and European perspective. Language & History, 57(1), 75-95.

James, P. (2001). Teachers in action. Tasks for in-service language teacher education and development. Cambridge: Cambridge University Press.

Johnson, K. (2008). An Introduction to Foreign Language Learning and Teaching (2nd edition). Harlow: Pearson Education.

Johnson, R. K. (1989). The second language curriculum. Cambridge University Press.

Kelly, A. V. (2009). The curriculum: Theory and practice. Sage.

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.

Lightbown, P. & Spada, N. (2006). How Languages are Learned. Oxford: Oxford University Press.

Nunan, D. (1988). The learner-centered curriculum: A study in second language teaching. Cambridge University Press.

Pérez Llantada, M.C. (2012). Enseñar Inglés en el siglo XXI. Saarbrücken: Editorial Académica Española.

Richards J.C. & Lockhart, C. (1994). Reflective teaching in Second language Classrooms. Cambridge: Cambridge University Press.

Richards, J. & Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Richards, J. C. (2001). Curriculum development in language teaching. Ernst Klett Sprachen.

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge university press.

Scrivener, J. (1998). Learning Teaching. Oxford: Macmillan Heineman.

Stern, H.H. (1983). Fundamental Concepts of language Teaching. Oxford. Oxford University Press.

White, R. (1988). The ELT curriculum: Design, management and innovation. Oxford. Blackwell

Yalden, J. (1984). Syllabus design in general education: options for ELT. ELT Documents, 118, 13-22.

Journals

English Language Teaching Journal (ELTJ) (www.oup.co.uk./eltj)
TESOL Quarterly
Modern English Teacher (MET) (www.onlinemet.com)
English Teaching Professional (ETP) (www.etprofessional.com)
Humanising Language Teaching (www.hltmag.co.uk)
The Internet TESL Journal (http://iteslj.org)

Web addresses

www.btinternet.com
www.clilconsortium.jyu.fi
www.hezkuntza.net
Center of Applied Linguistics (http://www.cal.org)
Council of Europe (www.coe.int)
ELT Cambridge University Press (www.cup.es/elt)
ERIC/CLL Resource Guides Online: Second Language Teaching
Methodologies (http://www.cal.org/ericcll/faqs/RGOs/methods.html)
ERIC/CLL Resource Guides Online: Internet Resources for Foreign Language Teachers (http://www.cal.org/ericcll/faqs/rgos/flint.html)
Expolingua (www.expolingua.com)
Instituto Cervantes: www.cervantes.es
Macmillan ELT website (www.macmillaneducation.com/resource.htm)
(www.macmillanelt.es)
Oxford University Press. English Language Teaching (www.oup.com/elt)
Pearson Longman English Language Teaching (www.pearsonlongman.com)
Wikipedia (http://en.wikipedia.org)