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University of Auckland - Linguistics for the Language Teacher

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School Literature in Second Language Learning

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment. Familiarises students with the principles and techniques of the stylistic analysis of literary texts. Also illustrates how stylistic analysis can serve as a basis for the development of materials for teaching literature and English language to second language learners.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School Literature in Second Language Learning Language Curriculum Studies

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment. Familiarises students with the principles and techniques of the stylistic analysis of literary texts. Also illustrates how stylistic analysis can serve as a basis for the development of materials for teaching literature and English language to second language learners. Examines the meaning of curriculum in relation to the school, state, national contexts, and the broader socio-political context. Of central importance is the idea of curriculum as an interactive process. The idea of curriculum as process and the dynamic interplay between curriculum context, theory and practice are emphasised.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School Literature in Second Language Learning Language Curriculum Studies Language Assessment in Schools

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment. Familiarises students with the principles and techniques of the stylistic analysis of literary texts. Also illustrates how stylistic analysis can serve as a basis for the development of materials for teaching literature and English language to second language learners. Examines the meaning of curriculum in relation to the school, state, national contexts, and the broader socio-political context. Of central importance is the idea of curriculum as an interactive process. The idea of curriculum as process and the dynamic interplay between curriculum context, theory and practice are emphasised. Aims to develop understanding of second language learning assessment. Starting with broader considerations and techniques, the focus is on different forms of assessment used in secondary English teaching contexts in the home country.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School Literature in Second Language Learning Language Curriculum Studies Language Assessment in Schools Linking Theory and Practice in the Language Classroom

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment. Familiarises students with the principles and techniques of the stylistic analysis of literary texts. Also illustrates how stylistic analysis can serve as a basis for the development of materials for teaching literature and English language to second language learners. Examines the meaning of curriculum in relation to the school, state, national contexts, and the broader socio-political context. Of central importance is the idea of curriculum as an interactive process. The idea of curriculum as process and the dynamic interplay between curriculum context, theory and practice are emphasised. Aims to develop understanding of second language learning assessment. Starting with broader considerations and techniques, the focus is on different forms of assessment used in secondary English teaching contexts in the home country. Examines the pedagogical frameworks underpinning classroom methodology. Focuses on linking theory and practice and on preparing students for forthcoming classroom teaching. Includes the practical preparation and implementation of lessons, drawing on and bringing into focus relevant aspects of the programme.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School Literature in Second Language Learning Language Curriculum Studies Language Assessment in Schools Linking Theory and Practice in the Language Classroom Teaching Practice

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment. Familiarises students with the principles and techniques of the stylistic analysis of literary texts. Also illustrates how stylistic analysis can serve as a basis for the development of materials for teaching literature and English language to second language learners. Examines the meaning of curriculum in relation to the school, state, national contexts, and the broader socio-political context. Of central importance is the idea of curriculum as an interactive process. The idea of curriculum as process and the dynamic interplay between curriculum context, theory and practice are emphasised. Aims to develop understanding of second language learning assessment. Starting with broader considerations and techniques, the focus is on different forms of assessment used in secondary English teaching contexts in the home country. Examines the pedagogical frameworks underpinning classroom methodology. Focuses on linking theory and practice and on preparing students for forthcoming classroom teaching. Includes the practical preparation and implementation of lessons, drawing on and bringing into focus relevant aspects of the programme. A 12-week period of teaching practice in a school in the country of the student's origin. The practice will focus mainly on the teaching of English, although the student may have an opportunity to teach a second subject.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School Literature in Second Language Learning Language Curriculum Studies Language Assessment in Schools Linking Theory and Practice in the Language Classroom Teaching Practice Language Assessment

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment. Familiarises students with the principles and techniques of the stylistic analysis of literary texts. Also illustrates how stylistic analysis can serve as a basis for the development of materials for teaching literature and English language to second language learners. Examines the meaning of curriculum in relation to the school, state, national contexts, and the broader socio-political context. Of central importance is the idea of curriculum as an interactive process. The idea of curriculum as process and the dynamic interplay between curriculum context, theory and practice are emphasised. Aims to develop understanding of second language learning assessment. Starting with broader considerations and techniques, the focus is on different forms of assessment used in secondary English teaching contexts in the home country. Examines the pedagogical frameworks underpinning classroom methodology. Focuses on linking theory and practice and on preparing students for forthcoming classroom teaching. Includes the practical preparation and implementation of lessons, drawing on and bringing into focus relevant aspects of the programme. A 12-week period of teaching practice in a school in the country of the student's origin. The practice will focus mainly on the teaching of English, although the student may have an opportunity to teach a second subject. Introduces students to some fundamental issues and debates in the field of second language testing and assessment to familiarise them with different assessment options and to develop skills in devising their own assessment procedures.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School Literature in Second Language Learning Language Curriculum Studies Language Assessment in Schools Linking Theory and Practice in the Language Classroom Teaching Practice Language Assessment Pedagogical Grammar

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment. Familiarises students with the principles and techniques of the stylistic analysis of literary texts. Also illustrates how stylistic analysis can serve as a basis for the development of materials for teaching literature and English language to second language learners. Examines the meaning of curriculum in relation to the school, state, national contexts, and the broader socio-political context. Of central importance is the idea of curriculum as an interactive process. The idea of curriculum as process and the dynamic interplay between curriculum context, theory and practice are emphasised. Aims to develop understanding of second language learning assessment. Starting with broader considerations and techniques, the focus is on different forms of assessment used in secondary English teaching contexts in the home country. Examines the pedagogical frameworks underpinning classroom methodology. Focuses on linking theory and practice and on preparing students for forthcoming classroom teaching. Includes the practical preparation and implementation of lessons, drawing on and bringing into focus relevant aspects of the programme. A 12-week period of teaching practice in a school in the country of the student's origin. The practice will focus mainly on the teaching of English, although the student may have an opportunity to teach a second subject. Introduces students to some fundamental issues and debates in the field of second language testing and assessment to familiarise them with different assessment options and to develop skills in devising their own assessment procedures. Examines how different ways of looking at grammar can be exploited in second language teaching and considers the strengths and weaknesses of contemporary approaches to language teaching for the learning of grammar (including corpus-based approaches), with the emphasis on the practical implications of these ideas for materials design and teaching procedures.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School Literature in Second Language Learning Language Curriculum Studies Language Assessment in Schools Linking Theory and Practice in the Language Classroom Teaching Practice Language Assessment Pedagogical Grammar Bilingualism and Bilingual Education

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment. Familiarises students with the principles and techniques of the stylistic analysis of literary texts. Also illustrates how stylistic analysis can serve as a basis for the development of materials for teaching literature and English language to second language learners. Examines the meaning of curriculum in relation to the school, state, national contexts, and the broader socio-political context. Of central importance is the idea of curriculum as an interactive process. The idea of curriculum as process and the dynamic interplay between curriculum context, theory and practice are emphasised. Aims to develop understanding of second language learning assessment. Starting with broader considerations and techniques, the focus is on different forms of assessment used in secondary English teaching contexts in the home country. Examines the pedagogical frameworks underpinning classroom methodology. Focuses on linking theory and practice and on preparing students for forthcoming classroom teaching. Includes the practical preparation and implementation of lessons, drawing on and bringing into focus relevant aspects of the programme. A 12-week period of teaching practice in a school in the country of the student's origin. The practice will focus mainly on the teaching of English, although the student may have an opportunity to teach a second subject. Introduces students to some fundamental issues and debates in the field of second language testing and assessment to familiarise them with different assessment options and to develop skills in devising their own assessment procedures. Examines how different ways of looking at grammar can be exploited in second language teaching and considers the strengths and weaknesses of contemporary approaches to language teaching for the learning of grammar (including corpus-based approaches), with the emphasis on the practical implications of these ideas for materials design and teaching procedures. Develops an understanding of important aspects of both individual and societal bilingualism which is used to analyse issues in education, assessment and policy contexts.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School Literature in Second Language Learning Language Curriculum Studies Language Assessment in Schools Linking Theory and Practice in the Language Classroom Teaching Practice Language Assessment Pedagogical Grammar Bilingualism and Bilingual Education Task-based Language Teaching

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment. Familiarises students with the principles and techniques of the stylistic analysis of literary texts. Also illustrates how stylistic analysis can serve as a basis for the development of materials for teaching literature and English language to second language learners. Examines the meaning of curriculum in relation to the school, state, national contexts, and the broader socio-political context. Of central importance is the idea of curriculum as an interactive process. The idea of curriculum as process and the dynamic interplay between curriculum context, theory and practice are emphasised. Aims to develop understanding of second language learning assessment. Starting with broader considerations and techniques, the focus is on different forms of assessment used in secondary English teaching contexts in the home country. Examines the pedagogical frameworks underpinning classroom methodology. Focuses on linking theory and practice and on preparing students for forthcoming classroom teaching. Includes the practical preparation and implementation of lessons, drawing on and bringing into focus relevant aspects of the programme. A 12-week period of teaching practice in a school in the country of the student's origin. The practice will focus mainly on the teaching of English, although the student may have an opportunity to teach a second subject. Introduces students to some fundamental issues and debates in the field of second language testing and assessment to familiarise them with different assessment options and to develop skills in devising their own assessment procedures. Examines how different ways of looking at grammar can be exploited in second language teaching and considers the strengths and weaknesses of contemporary approaches to language teaching for the learning of grammar (including corpus-based approaches), with the emphasis on the practical implications of these ideas for materials design and teaching procedures. Develops an understanding of important aspects of both individual and societal bilingualism which is used to analyse issues in education, assessment and policy contexts. Examines research that has investigated task-based second language learning and the theoretical rationale for task-based language teaching. Also considers factors in the design of task-based syllabuses and methodological options for lessons based on tasks, and problems in implementation.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School Literature in Second Language Learning Language Curriculum Studies Language Assessment in Schools Linking Theory and Practice in the Language Classroom Teaching Practice Language Assessment Pedagogical Grammar Bilingualism and Bilingual Education Task-based Language Teaching Individual Differences in Second Language Acquisition

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment. Familiarises students with the principles and techniques of the stylistic analysis of literary texts. Also illustrates how stylistic analysis can serve as a basis for the development of materials for teaching literature and English language to second language learners. Examines the meaning of curriculum in relation to the school, state, national contexts, and the broader socio-political context. Of central importance is the idea of curriculum as an interactive process. The idea of curriculum as process and the dynamic interplay between curriculum context, theory and practice are emphasised. Aims to develop understanding of second language learning assessment. Starting with broader considerations and techniques, the focus is on different forms of assessment used in secondary English teaching contexts in the home country. Examines the pedagogical frameworks underpinning classroom methodology. Focuses on linking theory and practice and on preparing students for forthcoming classroom teaching. Includes the practical preparation and implementation of lessons, drawing on and bringing into focus relevant aspects of the programme. A 12-week period of teaching practice in a school in the country of the student's origin. The practice will focus mainly on the teaching of English, although the student may have an opportunity to teach a second subject. Introduces students to some fundamental issues and debates in the field of second language testing and assessment to familiarise them with different assessment options and to develop skills in devising their own assessment procedures. Examines how different ways of looking at grammar can be exploited in second language teaching and considers the strengths and weaknesses of contemporary approaches to language teaching for the learning of grammar (including corpus-based approaches), with the emphasis on the practical implications of these ideas for materials design and teaching procedures. Develops an understanding of important aspects of both individual and societal bilingualism which is used to analyse issues in education, assessment and policy contexts. Examines research that has investigated task-based second language learning and the theoretical rationale for task-based language teaching. Also considers factors in the design of task-based syllabuses and methodological options for lessons based on tasks, and problems in implementation. An examination of research investigating individual differences in second language acquisition, familiarising students with instruments for collecting data on factors contributing to individual differences and enabling them to design an empirical study of individual learner differences.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School Literature in Second Language Learning Language Curriculum Studies Language Assessment in Schools Linking Theory and Practice in the Language Classroom Teaching Practice Language Assessment Pedagogical Grammar Bilingualism and Bilingual Education Task-based Language Teaching Individual Differences in Second Language Acquisition Corpus Linguistics and Language Teaching

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment. Familiarises students with the principles and techniques of the stylistic analysis of literary texts. Also illustrates how stylistic analysis can serve as a basis for the development of materials for teaching literature and English language to second language learners. Examines the meaning of curriculum in relation to the school, state, national contexts, and the broader socio-political context. Of central importance is the idea of curriculum as an interactive process. The idea of curriculum as process and the dynamic interplay between curriculum context, theory and practice are emphasised. Aims to develop understanding of second language learning assessment. Starting with broader considerations and techniques, the focus is on different forms of assessment used in secondary English teaching contexts in the home country. Examines the pedagogical frameworks underpinning classroom methodology. Focuses on linking theory and practice and on preparing students for forthcoming classroom teaching. Includes the practical preparation and implementation of lessons, drawing on and bringing into focus relevant aspects of the programme. A 12-week period of teaching practice in a school in the country of the student's origin. The practice will focus mainly on the teaching of English, although the student may have an opportunity to teach a second subject. Introduces students to some fundamental issues and debates in the field of second language testing and assessment to familiarise them with different assessment options and to develop skills in devising their own assessment procedures. Examines how different ways of looking at grammar can be exploited in second language teaching and considers the strengths and weaknesses of contemporary approaches to language teaching for the learning of grammar (including corpus-based approaches), with the emphasis on the practical implications of these ideas for materials design and teaching procedures. Develops an understanding of important aspects of both individual and societal bilingualism which is used to analyse issues in education, assessment and policy contexts. Examines research that has investigated task-based second language learning and the theoretical rationale for task-based language teaching. Also considers factors in the design of task-based syllabuses and methodological options for lessons based on tasks, and problems in implementation. An examination of research investigating individual differences in second language acquisition, familiarising students with instruments for collecting data on factors contributing to individual differences and enabling them to design an empirical study of individual learner differences. Covers the theoretical and practical aspects of using corpora to promote language learning. A major part of the course will focus on using corpora and text analysis tools to provide a description of language as it is used by different people for different purposes. Once we have a good description of language usage, we can move on to consider the role of corpus studies in language teaching.
Score: 11.347134 Details | Listing | Web page

University of Auckland - Linguistics for the Language Teacher Introduction to ELT Classroom Management and School Experience Competency in the Mother Tongue Ethics and Civilisation Introductory English Language Analysis for TEFL Developing Literacy in a Second Language Teaching English in the Second/Foreign Language Classroom Introduction to TEFL Curriculum Practical Language Teaching Instructed Language Learning The Young Second Language Learner Task-based Language Teaching in Primary School Literature in Second Language Learning Language Curriculum Studies Language Assessment in Schools Linking Theory and Practice in the Language Classroom Teaching Practice Language Assessment Pedagogical Grammar Bilingualism and Bilingual Education Task-based Language Teaching Individual Differences in Second Language Acquisition Corpus Linguistics and Language Teaching Sociolinguistics and Language Teaching

An introduction to linguistics and its applications for language teachers. Provides basic understanding about the nature and function of language, including phonology, morphology and syntax, as well as semantics. This understanding will underpin the pedagogical principles developed in other units of the programme; and will enable students to translate their understanding of language into effective classroom practice. An introduction to a range of approaches to second language teaching and the theories of language and learning which underpin them. Students will explore the basic concepts related to current approaches to ELT in their home country and the social context of learning. Introduces students to the organisation of learning in the classroom and specifically to the role and behaviour of the teacher in secondary classrooms and in the school. The integrated school experience provides students with an initial orientation to the school environment in their home country and the opportunity to apply their growing knowledge and skills in a supportive classroom context. Extends the students' command and control over their mother tongue to enable them to operate efficiently and effectively in schools in their home country where the medium of instruction is the mother tongue. To further enrich their communication skills they will be exposed to the literature in their mother tongue. The role and the influence of local culture/religion (eg, Islam or Confucianism) on world civilisation in general, and local culture in particular, will be examined. Offers opportunities for students to examine Asian civilisation and will examine the challenges facing contemporary Asian civilisations. Introduces key concepts of phonology, grammar and vocabulary of English and develops an understanding of how they function as systems in written and spoken English. Develops the skills needed to formally analyse the phonological, lexical and grammatical systems of English. Illustrates how linguistic descriptions can be applied in language teaching. Examines the theory and practice related to the development of both initial and advanced literacy in a second language: how reading and writing skills are developed in a second language; the interdependency of first and second language literacy skills; effective instructional methods and the role played by second language literacy in the development of academic skills where English is the medium of instruction. A general introduction to English language teaching. This course requires students to undertake a study of current theory and practice relating to the teaching of the knowledge systems of English and of language skills. It also familiarises students with current language teaching resources. Introduces principles and procedures used in course design and to evaluate TEFL courses, coursebooks and materials. Develops a practical understanding of how to set about planning an EFL curriculum. Develops an understanding of the procedures and options used in teaching language lessons; introduces participants to a range of lesson types for the teaching of grammar, vocabulary and language skills, and to the use of classroom observation as a means of learning about language teaching and classroom interaction. Introduces the study of characteristics of the acquisition-rich classroom by considering how a second language is learned, and explores different aspects of language pedagogy from the perspective of second language learning and factors responsible for individual differences in L2 learning in a classroom context. Students will consider research that has examined instructed language learning and have the opportunity to design their own action research project. Examines the experience of children aged 6-12 years in learning a second language. Gives particular attention to the social, cognitive and psychological characteristics of children; examines the particular needs of young learners of a second language, and how languages are learned in different contexts. Based on current research as a theoretical rationale, this course examines the design of task-based courses for younger ESL learners by investigating how tasks can be constructed and sequenced. Considers the methodology of task-based lessons by exploring the options for the pre-, main-, and post-task phases to provide for a focus on meaning and form, and the use of tasks in classroom assessment. Familiarises students with the principles and techniques of the stylistic analysis of literary texts. Also illustrates how stylistic analysis can serve as a basis for the development of materials for teaching literature and English language to second language learners. Examines the meaning of curriculum in relation to the school, state, national contexts, and the broader socio-political context. Of central importance is the idea of curriculum as an interactive process. The idea of curriculum as process and the dynamic interplay between curriculum context, theory and practice are emphasised. Aims to develop understanding of second language learning assessment. Starting with broader considerations and techniques, the focus is on different forms of assessment used in secondary English teaching contexts in the home country. Examines the pedagogical frameworks underpinning classroom methodology. Focuses on linking theory and practice and on preparing students for forthcoming classroom teaching. Includes the practical preparation and implementation of lessons, drawing on and bringing into focus relevant aspects of the programme. A 12-week period of teaching practice in a school in the country of the student's origin. The practice will focus mainly on the teaching of English, although the student may have an opportunity to teach a second subject. Introduces students to some fundamental issues and debates in the field of second language testing and assessment to familiarise them with different assessment options and to develop skills in devising their own assessment procedures. Examines how different ways of looking at grammar can be exploited in second language teaching and considers the strengths and weaknesses of contemporary approaches to language teaching for the learning of grammar (including corpus-based approaches), with the emphasis on the practical implications of these ideas for materials design and teaching procedures. Develops an understanding of important aspects of both individual and societal bilingualism which is used to analyse issues in education, assessment and policy contexts. Examines research that has investigated task-based second language learning and the theoretical rationale for task-based language teaching. Also considers factors in the design of task-based syllabuses and methodological options for lessons based on tasks, and problems in implementation. An examination of research investigating individual differences in second language acquisition, familiarising students with instruments for collecting data on factors contributing to individual differences and enabling them to design an empirical study of individual learner differences. Covers the theoretical and practical aspects of using corpora to promote language learning. A major part of the course will focus on using corpora and text analysis tools to provide a description of language as it is used by different people for different purposes. Once we have a good description of language usage, we can move on to consider the role of corpus studies in language teaching. An introduction to concepts and issues in sociolinguistics that are relevant to prospective or practising language teachers. Focuses on language contact situations, particularly in immigrant communities, language-in-education planning and policy, and sociolinguistic research methodology.
Score: 11.347134 Details | Listing | Web page

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