Foreign Language Teaching to Younger and Adult Learners in Different Contexts-1

Master 2024/2025

Type: Compulsory course (Foreign Languages and Intercultural Communication)

Area of studies: Linguistics

Delivered by: School of Foreign Languages

Where: School of Foreign Languages

When: 1 year, 3, 4 module

Mode of studies: distance learning

Online hours: 20

Open to: students of all HSE University campuses

Instructors: Alexey Bakulev

Master’s programme: Иностранные языки и межкультурная коммуникация

Language: English

ECTS credits: 6

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Abstract

The course is designed to enhance students' knowledge of the theory of teaching foreign languages in various contexts and skills of putting the obtained knowledge into practice. The key focus is on planning and teaching English lessons to undergraduate university students, although other adults audiences are not ignored. Special attention is paid to devising extended lesson plans that include language and skills analyses and teaching in simulated and real-life contexts including peer- and self-evaluation.

Learning Objectives

Development of foreign language teaching skills essential in teaching English to adults, specifically to college and university level students.

Expected Learning Outcomes

Students can analyze and professionally evaluate literature on education, psychology, and foreign language teaching
Students can plan and teach a lesson and a series of lessons within a course to an adult audience.
Students can reflect upon and self-evaluate the lesson(s) they have taught.
Students can take notes during lesson observation and prepare effective oral and written feedback comments
Students can design their own materials and activities appropriate for the current educational context.
Students can identify their learners' needs, wants, and lacks to be used for lesson planning and teaching
Students can perform language analysis to be used in a lesson and present the analysis as an exploration / background essay
Students can perform receptive and productive skills analysis to be used in a lesson and present the analysis in the form of an exploration / background essay.
Students can draft an extended lesson plan with a background essay that included language and/or skills analysis
Students can teach a full lesson to a group of real students and self-evaluate it.
Students can teach half of a double period in a simulated teaching environment

Course Contents

Conceptual approaches to teaching adults.
Language systems
Language skills
Lesson planning in the context of FLT to adults.
Lesson teaching, observation, feedback, and self-evaluation.

Assessment Elements

Lesson Plan
Students submit two drafts of the plan. The first draft shall be submitted at the beginning of February - mid February (TBA during the first classes). After receiving the feedback and discussing it with the professor, students submit the second draft of the plan in April or May (TBA). The grade is calculated in the following manner: 0.4 * First draft + 0.6 * Second draft
Lesson Observation and Reflection
Students observe live classes and evaluate them. Students will observe six live classes, each class taught by a different professor, three classes per module. The overall grade will be calculated as the mean value of all the grades for each evaluation.
Full Lesson Teaching and Self-Evaluation
Students teach a real, full-scale, 80-minute long lesson (double period) of English to a real group of undergraduate students. They then orally evaluaate their lesson instantly, receive feedback from the professor, and no later than three days after the lesson submit their detailed delayed self-evaluation in writing. The written self-evaluation is not graded, yet failure to submit it will result in losing 50 per cent of the grade for the lesson, i.e. the maximum possible grade for the lesson will be 5 out of 10.
Practice Teaching and Self-Evaluation
Students teach half a lesson (double-period) of English, their classmates serving as their students. They will then self-evaluate their teaching instantly, receive feedback from their professor and peers, and submit the delayed self-evaluation in writing no later than three days after teaching. The written self-evaluation is unaccessed, yet failure to submit it will result in the loss of the 50 per cent of the lesson grade, i.e. the maximum possible grade will be 5 out of 10.

Interim Assessment

2024/2025 4th module
0.3 * Full Lesson Teaching and Self-Evaluation + 0.2 * Lesson Observation and Reflection + 0.3 * Lesson Plan + 0.2 * Practice Teaching and Self-Evaluation

Bibliography

Recommended Core Bibliography

Мильруд, Р. П. Теория обучения иностранным языкам. Английский язык : учебник для вузов / Р. П. Мильруд. — 2-е изд., перераб. и доп. — Москва : Издательство Юрайт, 2021. — 406 с. — (Высшее образование). — ISBN 978-5-534-11977-0. — Текст : электронный // Образовательная платформа Юрайт [сайт]. — URL: https://urait.ru/bcode/476448 (дата обращения: 27.08.2024).

Recommended Additional Bibliography

Ellis, R. (2009). A typology of written corrective feedback types. https://doi.org/10.1093/elt/ccn023
Ellis, R. (2009). Corrective Feedback and Teacher Development.
Ellis, R. (2012). Language Teaching Research and Language Pedagogy. Malden, Mass: Wiley-Blackwell. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=430951
Ellis, R., & Shintani, N. (2014). Exploring Language Pedagogy Through Second Language Acquisition Research. Milton Park, Abingdon, Oxon: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=621962
Jeong-Bae Son. (2018). Teacher Development in Technology-Enhanced Language Teaching. Palgrave Macmillan.

Authors

BAKULEV Aleksey VALENTINOVICH

Course Syllabus