HO CHI MINH CITY OPEN UNIVERSITYGRADUATE SCHOOLCourse: LANGUAGE TEACHING PRACTICESemester offered: Summer 2015Schedule: Saturdays, 8:30 to 11:30 Room: 305 starting 04 July 2015

Instructor: Dr. Nguyen Thuy Nga nguyennga06@gmail.comParticipants: Candidates in TESOL 9

The principal aims of the course are to deepen students understanding of the pedagogical implementation of foreign language curricula; to provide students with opportunity to reflect on real teaching practices, lesson plans, and teaching materials; to help students develop classroom management skills, taking into account issues including big or multi-level classes and issues involved in the application and adaptation of ideas about methodology to contemporary EFL teaching in Vietnam.

Workload The student workload commitments are: Four/five-period contact time in class per week; Ten to fifteen hours of personal study per week for the reading and assignment expectations; Allocation up to 5 hours per week preparation for group presentation, newsgroups/discussion groups.

Teaching Approach The unit, which was designed for students with some previous pedagogical training and classroom practice, comprises mainly activities involving enquiry-based learning and sharing of professional experience.

Modes of instruction - Micro teaching - Oral presentation - Lecture

Course requirementsa. Micro teaching with written lesson plans and a self-assessment recorded in a teaching journal, b. Classroom observation. Observation of and participation in ESL/EFL classes, using a variety of techniques for analysis, c. Teaching demonstrations. Participation in several microteaching, videotaped sessions, each demonstrating an innovative ESL teaching technique, followed by peer and self-analysis, d. Teaching Journal. Completion of the assigned readings, including responses to specific articles in the teaching journal and teaching philosophy paper, e. Group Participation. Participation in groups, discussions, demonstrations and other activities. Attendance is expected at every class period. f. Final Paper/ Final Test.

Course assessment Attendance and participation 10% Teaching portfolio 20%. (3 observations, lesson plan reflections on teaching, peer feedback, response to readings) Oral presentation/ Micro teaching 30% Assignments / Final tests 40%

Required readingCrookes, G. (2003). A practicum in TESOL. Cambridge: Cambridge University Press. Gower, R., Phillips, D. & Walters, S. (2005). Teaching Practice Handbook. Oxford: HeinemannHarmer, J. (2007). The practice of English language teaching (4th ed.). Harlow, England: Pearson Education.Ur, P. (2012). A course in language teaching. Cambridge: Cambridge University Press

Reading materialsAdrian, D. (2009). Teach English. Cambridge: Cambridge University PressBrown, H.D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. London: LongmanBurns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: RoutledgeDudeney, G., & Hockly,N. (2007). How to teach English with technology. Harlow: Pearson Education Limited.Ewing, R, Groundwater-Smith, S, Le Cornu, R. (2003). Teaching Challenges and dilemmas: 2nd Edition. Sydney, NSW: Primary English Teaching Association. Harmer, J. (2007). How to teach English. England: Pearson Longman.Hedge, P. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.Hughes, G.S. (2001). A Handbook of classroom English. Oxford: Oxford University Press.Larsen-Freeman, D. (2011). Techniques and principles in language teaching. Oxford University PressLittlewood, W. (1981). Communicative Language Teaching. Cambridge: Cambridge. University Press.Nunan, D. (1999). Second language teaching & learning. Boston: Heinle & Heinle Publishers.Nunan, D., & Lamb, C. (2000). The Self-directed teacher. Cambridge: Cambridge University Press.Scrivener, J. (2005). Learning teaching. Oxford: Macmillan Education.Woodward, T. (2007). Planning lessons and courses: Designing sequences of work for the language classroom. United Kingdom: Cambridge University Press.Further ReadingCarliner, S., & Shank, P. (2008). The e-learning handbook: Past promises, present challenges. San Francisco: Jossey-Bass.Carter, Ronald and David Nunan (eds.). (2001). The Cambridge Guide to TESOL. Cambridge: CUP.Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.Farrell, T. S. C., & Jacobs, G. (2010). Essentials for successful English language teaching. London: Continuum International Publishing Group.Hedge, Tricia. (2000). Teaching and Learning in the Language Classroom. Oxford: OUPJones, Leo. (1998). Communicative grammar practice. Cambridge: CUPLiu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International, 2011, 1-8.Morrison, B. R., & Navarro, D. (2012). Shifting roles: From language teachers to learning advisors. System, 40(3), 349-359.Nieto, S. (2010). Language, culture, and teaching: Critical perspectives (2nd ed.). Hoboken: Taylor and Francis.Nunan, David. (1998). Designing tasks for the communicative language classroom. Cambridge: CUPRichards, J. C. (2006). Communicative language teaching today. Cambridge: Cambridge University Press.Richards, J. and Willy A. Renandya. (2002). Methodology in Language Teaching. Cambridge: CUP.Richards, J. C. & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (2nd Ed.).Cambridge, UK: Cambridge University Press.Tanner, R. and C. Green. (1998). Tasks for Teacher Education: A reflective Approach. Harlow: LongmanUr, Penny. (1981). Discussion that Work. Cambridge: CUP.Journals1 Teachers Edition A Publication of the English Language Institute, Hanoi, VN2 English Now The Magazine of Vietnams English Teacher and Trainer Network3 Guidelines SEAMEO Regional Language Center, Singapore4 ELT Journals5 TESOL QuarterlyONLINE RESOURCEShttp://www.macmillanenglish.com/Default.aspxhttp://www.cambridge.org/elt/resources/http://www.onestopenglish.comhttp://www.clas.ufl.edu/users/rthompso/tman.htmlhttp://www.teachingenglish.org.uk/index.shtmlhttp://tlc.eku.edu/tips/teaching_styles/http://members.shaw.ca/mdde615/tchstyles.htmhttps://sites.google.com/site/bichlanau/HomeHumanising Language Teaching www.hltmag.co.ukAttendance and participationCourse participants are expected to attend all classes and participate actively in class activities. Good attendance (including active participation in class activities and oral presentation) will be awarded 10% of the final mark.Oral Presentation, Microteaching (maximum 30 minutes/group)Course participants are required to read and discuss practical methodology-related reading from the articles selected for the course related to the main foci of EFL methodology (listed in the course outline). Although all participants are expected to read all of the readings for each occasion, each group (of 3 to 4 members) will be required to prepare an oral presentation of an EFL methodology issue which is presented and discussed in the suggested Focus/certain readings. The group should be divided into two sub groups; one to present on a selected topic of the week and one to conduct micro-teaching related to the topic, followed by a question-answer section (30 minutes in total).The focus should thereafter be on the questions, comments, and points for discussion prepared by the presenters, by the other course participants, as well as by the course lecturer.The presentation should focus on one specific issue of EFL methodology as assigned to each group. Each group has to present key points summarized from reading/research studies related to the topic (findings, consensus, and controversy) and its implications for the language classroom. The maximum time for each presentation and discussion is 30 minutes.

6

Unit schedule Week Topic Activities Readings

1 Introduction Participants needs analysis. Necessary adaptations of the course if needed. Focus 1: Basic Principles of Teaching and Learning Beliefs and philosophy of teaching and learning Introduction to Micro-Teaching Feedback on pre-course questionnaire Lecture Whole class activities Choice of group presentation topics and microteaching Summary of Principles in Language TeachingCrookes, G. (2003) Chapter 3Richards, J. & Lockhart, C. (2011). Chapter 2

2Focus 2: The effective teacher 1. Teacher as learner3. Communication in the educational environment 4. Managing the classroom learning environment

Micro teaching Conceptual framework Group Presentation(s) Micro teaching Question-Answer Feedback (Peer-Instructor) Lecture Review Teaching challenges and Dilemmas. Chapter 7

3 Focus 3: Change in ELT methodology1. Conceptual basis of EFL methodology 2. Grammar-translation and direct methods 3. Communicative competence and communicative language teaching 4. Appropriate methodology

Micro teaching Conceptual framework Group Presentation(s) Micro teaching Question-Answer Feedback (Peer-Instructor) Lecture Review Forty years of language teachingApproaches and methods in Language teaching. Chapter 5, chapter 4Toward a Postmethod PedagogyBeyond Methods: Macrostrategies for Language Teaching

4 Focus 4: Contemporary issues in EFL teaching and learning in Vietnam 1. Common issues and possible solutions 2. Multiple intelligence 3. Lesson Plan-Syllabus/course design

Micro teaching Conceptual framework Group Presentation(s) Micro teaching Question-Answer Feedback (Peer-Instructor) Lecture Review University English classrooms in Viet NamPlanning lessons and courses. Chapter 7Reflective teaching in second language classrooms. Chapter 6Teaching challenges and Dilemmas. Chapter 8Teaching Practice. Chapter 8

5 Focus 5: Classroom management 1. Classroom interactions 2. Pairing and grouping 3. Classroom culture and humour 4. Teaching big and multi-level classes

Micro teaching Conceptual framework Group Presentation(s) Micro teaching Question-Answer Feedback (Peer-Instructor) Lecture Review Teaching practice. Chapter 2Reflective teaching in second language classrooms. Chapter 7A course in ELT.Chapter 16, 17

6 Focus 6: Classroom techniques 1. Teaching integrated basic language skills (i.e. Listening, Speaking, Reading, Writing, Translation-Interpretation) 2. Teaching speaking and pronunciation

Micro teaching Conceptual framework Group Presentation(s) Micro teaching Question-Answer Feedback (Peer-Instructor) Lecture- Review Teaching Practice. Chapter 5Teach English

7 Focus 7: ICT in ELTClassroom techniques: Teaching integrated basic language skills: Teaching communicative grammar

Conceptual framework Group Presentation(s) Micro teaching Question-Answer Feedback (Peer-Instructor) Lecture-Review ICT in ELT: how did we get here and where are we going? ELT journal

8 Focus 8: Discourse analysis and EFL teaching-Learning - Issues of using textbooks and authentic materials Micro teaching Classroom techniques: Teaching integrated basic language skills: Teaching listening-speakingConceptual framework Group Presentation(s) Micro teaching Question-Answer Feedback (Peer-Instructor) Lecture-Review

9 Focus 9: Assessment and Testing

Classroom techniques Teaching integrated basic language skills: Reading- Writing/ Integrated skills Error Correction Feedback (in oral and written forms)

Conceptual framework Group Presentation(s) Micro teaching Question-Answer A course in ELT. Chapter 12The practice of ELT. Chapter 22

10 Focus 10: Action Research Classroom techniques Teaching Interpretation and Translation Micro teaching Conceptual framework Group Presentation(s) Micro teaching Question-Answer Feedback (Peer-Instructor) Lecture-Review

11 Review- Feedback Micro teaching Preparation for End-of-course Assignment/Examination

Conceptual framework Group Presentation(s) Micro teaching Question-Answer Feedback (Peer-Instructor) Lecture-Review