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Course Syllabus

Бакалавриат 2020/2021

Профессиональная деятельность преподавателя иностранного языка

Лучший по критерию «Полезность курса для Вашей будущей карьеры»
Лучший по критерию «Полезность курса для расширения кругозора и разностороннего развития»
Статус: Курс по выбору (Иностранные языки и межкультурная коммуникация)
Направление: 45.03.02. Лингвистика
Кто читает: Школа иностранных языков
Где читается: Школа иностранных языков
Когда читается: 4-й курс, 1-3 модуль
Формат изучения: без онлайн-курса
Преподаватели: Ершова Татьяна Андреевна, Кирсанова Мария Александровна
Язык: английский
Кредиты: 6
Контактные часы: 72

Course Syllabus

Full Syllabus

Abstract

This practice-oriented course is aimed at preparing students for effective teaching in different contexts both offline and online. The range of topics covered in this course includes, but is not limited to, instructional design, classroom management, teacher-student and student-student interaction, classroom assessment and feedback, teacher effectiveness and professional development. By completing a wide range of diverse individual and group activities throughout the course, students will not only get the opportunity to practice the core teaching skills, but will also develop a set of language teachers’ professional problem-solving and critical thinking skills. The collaborative learning environment will prompt students to practice reflective teaching and explore their own teaching style.
Learning Objectives

Learning Objectives

  • knowing the key terminology used in English language teaching, applying this terminology in planning and teaching
  • extending their knowledge and awareness of those aspects of language which are relevant to their professional practice
  • consolidate and refine their planning and their practical classroom skills
Expected Learning Outcomes

Expected Learning Outcomes

  • being able to demonstrate the knowledge of the role of a teacher
  • being able to use appropriate professional-to-professional discourse
  • using appropriate tools to elicit grammar and vocabulary items
  • asking concept building questions and concept checking questions
  • ability to use different correction strategies
  • knowing different strategies of feedback and the ability to use them
  • being able to dentify your strength and weaknesses and ability to minimize and overcome these weaknesses
  • being able to plan further professional development
  • being able to give clear, concise, yet specific enough instructions for different kinds of activities
  • being able to grade their language when giving complex instructions to learners
  • being able to give instructions to lower-level classes
  • being able to give instructions to higher-level classes
  • being able to effectively organise individual, pair and group work
  • being able to plan timing for different activities ahead and keep to it during the lesson
  • knowing and being able to employ different behavioural management strategies
  • being able to sort out small disruptions during the lesson
  • being able to reasonably use TTT during the lesson
Course Contents

Course Contents

  • The role of a teacher
    Student-led and teacher-led approaches. Analysis of different teacher roles
  • Classroom dynamics
    Setting up groups and pairs. Keeping to time. Maintaining Teacher Talking Time and Student Talking Time. Dealing with small disruptions and serious discipline issues.
  • Giving instructions
    Recognising elements of an instruction. Showing materials, doing worked examples and giving demonstrations. Being clear about specific details. Keeping TTT to a minimum when giving instructions. Giving instructions to lower-level classes. Giving instructions to higher-level classes.
  • Assessment and Feedback in ELT
    Error correction. Feedback on speaking and writing
  • Eliciting
    Principles and advantages of eliciting. Tools for eliciting.
  • Personal development
    Reflection. Identifying strengths and weaknesses. Creating an Action plan for future development.
Assessment Elements

Assessment Elements

  • non-blocking Continuous assessment
    Continuous assessment is conducted throughout the whole period of study and is made up of grades for quizzes, class participation, and regular home tasks.
  • non-blocking Assignment 1 (Lesson Analysis)
    If a student does not submit the assignment on a due date, they may submit it within a week after the due date, but they will lose three points off their final grade for this assignment.
  • non-blocking Assignment 2 (Giving Instructions)
    If a student does not submit the assignment on a due date, they may submit it within a week after the due date, but they will lose three points off their final grade for this assignment.
  • non-blocking Assignment 3 (Eliciting)
    If a student does not submit the assignment on a due date, they may submit it within a week after the due date, but they will lose three points off their final grade for this assignment.
  • non-blocking Assignment 4 (Assessment and Feedback)
  • non-blocking Assignment 5 (Reflective essay)
    If a student does not submit the assignment on a due date, they may submit it within a week after the due date, but they will lose three points off their final grade for this assignment.
  • non-blocking Exam
Interim Assessment

Interim Assessment

  • Interim assessment (3 module)
    0.1 * Assignment 1 (Lesson Analysis) + 0.1 * Assignment 2 (Giving Instructions) + 0.1 * Assignment 3 (Eliciting) + 0.1 * Assignment 4 (Assessment and Feedback) + 0.1 * Assignment 5 (Reflective essay) + 0.25 * Continuous assessment + 0.25 * Exam
Bibliography

Bibliography

Recommended Core Bibliography

  • Astrida Skrinda. (2019). Teaching English: Perspectives, Methods, and Challenges. Nova.
  • Ocak, G., & Karafil, B. (2020). Development of Teacher Feedback Use Evaluation Scale. International Journal of Progressive Education, 16(1), 287–299.
  • Ohashi, L. (2018). Self-Directed Learning and the Teacher’s Role: Insights from Two Different Teaching Contexts. Research-Publishing.Net.
  • Ragchaa, J. (2019). English Language Teachers’ View on Assessment and Their Reflection on Teaching Practices: A Mongolian Case Study. European Journal of Educational Sciences, 6(2), 1–14.

Recommended Additional Bibliography

  • E & E: English and Education: Учебное пособие / Беляева Н.А., Недосека Л.А., Скнарина И.И. - Ростов-на-Дону:Южный федеральный университет, 2016. - 116 с.: ISBN 978-5-9275-2227-9 - Режим доступа: http://znanium.com/catalog/product/996678
  • Eisenmann, M. (2019). Teaching English: Differentiation and Individualisation. Schöningh.
  • Johnson, D. (2017). The Role of Teachers in Motivating Students to Learn. BU Journal of Graduate Studies in Education, 9(1), 46–49.
  • Pekbay, C., & Koray, Ö. (2020). Alternative Assessment Tools Based on a Feedback Process: Perceptions of Pre-Service Science Teachers. Malaysian Online Journal of Educational Sciences, 8(1), 50–63.
  • Zhao, W. (2016). Academic English Teaching for Postgraduates Based on Self-Regulated Learning Environment: A Case Study of Academic Reading Course. English Language Teaching, 9(5), 214–224. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1099634