The field of TESOL is both a growing industry and a growing field of study - and one that is continually growing with the global demand for English proficiency and TESOL practitioners. This course examines key concepts and theories introduced in semester one core courses within the context of the TESOL curriculum. The field is often preoccupied with teaching methods and second language acquisition theories. Teaching methods are often seen as being the single most important factor in ensuring the success of an education programme. However, it is also essential to look at how the various factors in the teaching-learning process interact with each other. This is especially important when designing, evaluating and innovating curricula.  TESOL Curriculum, therefore, focuses on the evaluation of the interlinked elements of curriculum: needs, aims/objectives, syllabus, methodology, assessment and evaluation. Students will explore TESOL contexts that are familiar to them either as language learners or practitioners. In taking a curriculum-based approach to language teaching, we will survey key issues and practices within language curriculum development. This aims to provide a basis for more effective planning and decision making in language programme development, implementation, and review which will help students in their future careers as ELT practitioners and or/curriculum planners.

Blended Learning

Weekly 1 hour lecture for 10 weeks = 10 hours, plus 2 hour seminar for 5 weeks = 10 hours. 20 hours contact

Students cannot take Course Design and Practice and TESOL Curriculum

None

Breakdown of tasks:

Assessment 1. Portfolio (40%): 1500 words

Students produce a portfolio containing a minimum of three journal entries written at various stages across the duration of the course. Each entry reflects on knowledge gained through course content and supporting literature, allowing students to demonstrate their understanding of different curriculum elements and their application in practical contexts. The portfolio as a whole should indicate an evolution of thinking and development of ideas from one entry to the next.

Assessment 2. Report (60%): 2500 words

Students are invited to imagine that they work in a role that involves curriculum development, in a context of their choice. They have been tasked with evaluating a curriculum and recommending changes to enhance its effectiveness. The assignment should take the form of a written report that can be used by school managers to inform curriculum innovation.

Students do not need to pass both assessment to pass the course. 

The course aims to raise awareness of the importance of all elements in the TESOL curriculum and how they are interlinked. By evaluating curricula and suggesting improvements, students will gain an understanding of key issues and practices within language curriculum development. This aims to provide a basis for more effective planning and decision making in language programme development, implementation, and review which will help our students in their future careers as ELT practitioners and or/curriculum planners. Introducing students to different case studies will illustrate how curriculum design is approached in different contexts. It also aims to illustrate that curriculum design is readily adaptable to different educational systems and contexts.

By the end of the course students will be able to

ILO1 - use appropriate literature to analyse concepts and principles in TESOL curriculum development and evaluation

ILO2 - reflect critically on their own capacities for curriculum evaluation, with reference to different curriculum elements

ILO3 - critique a curriculum within a specific context by analysing its elements and evaluating their constructive alignment

ILO4 - recommend procedures for curriculum enhancement, evaluation and innovation