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English Teacher Professional Activity

Учебный год
Обучение ведется на английском языке
Курс по выбору
Когда читается:
3-й курс, 1-4 модуль


Ершова Татьяна Андреевна

Course Syllabus


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

Learning Objectives

  • Preparing students to enact the core professional tasks of language teachers.
  • Preparing students to foresee and sort out possible disruptions of different nature in the teaching process.
  • Preparing students to reflect upon their teaching practice.
Expected Learning Outcomes

Expected Learning Outcomes

  • being able to give clear, concise, yet specific enough instructions for different kinds of activities
  • being able to grade their language when giving complex instructions to learners
  • being able to give instructions to lower-level classes
  • being able to give instructions to higher-level classes
  • being aware of different roles of a language teacher in the ELT classroom
  • being able to recognise and take up different roles of a teacher for boosting the effectiveness of language instruction
  • being able to effectively organise individual, pair and group work
  • being able to plan timing for different activities ahead and keep to it during the lesson
  • knowing and being able to employ different behavioural management strategies
  • being able to sort out small disruptions during the lesson
  • being able to reasonably use TTT during the lesson
  • knowing and being able to employ different strategies for vocabulary eliciting
  • knowing and being able to employ different strategies for grammar eliciting
  • being aware of different types of language assessment
  • being able to use different assessment scales for assessing speaking
  • being able to use different assessment scales for assessing writing
  • knowing the core principles of language assessment
  • being aware of different kinds of teacher feedback in the language classroom
  • knowing the characteristics of effective teacher feedback
  • knowing and being able to use different strategies for error-correction in speaking
  • knowing and being able to use different strategies for error-correction in writing
  • being able to give a learner a comprehensive teacher comment on their performance
  • being aware of different directions for further professional development as a teacher
  • being able to objectively evaluate personal strengths and weaknesses and being able to come up with and being able to employ different strategies of how to overcome the latter
  • knowing and being able to employ different practices for professional self-reflection
Course Contents

Course Contents

  • The role of a teacher
    Student-led and teacher-led approaches to teaching. Analysing different teacher roles in the classroom.
  • Classroom dynamics
    Setting up groups and pairs. Keeping to time. Maintaining Teacher Talking Time and Student Talking Time. Dealing with small disruptions and serious discipline issues.
  • Giving instructions
    Recognising elements of an instruction. Showing materials, doing worked examples and giving demonstrations. Being clear about specific details. Keeping TTT to a minimum when giving instructions. Giving instructions to lower-level classes. Giving instructions to higher-level classes.
  • Eliciting target language
    Eliciting in language teaching. Strategies for eliciting target vocabulary units. Strategies for eliciting target grammar structures.
  • Assessment and feedback
    Types of assessment in language teaching. Principles of assessment. Summative vs. formative assessment (a close-up). Assessment scales for speaking. Assessment scales in writing. The role of feedback in language teaching. Types of teacher feedback. Error-correction in speaking and writing. Writing teacher comments to student written works.
  • Professional development of a language teacher
    Professional self-reflection. Reflective strategies and practices. Identifying personal strengths and weaknesses when teaching. Creating an action plan for future professional development.
Assessment Elements

Assessment Elements

  • non-blocking Assignment 1 (lesson analysis)
  • non-blocking Assignment 2 (giving instructions)
  • non-blocking Assignment 3 (eliciting)
  • non-blocking Assignment 4 (assessment and feedback)
  • non-blocking Assessment 5 (reflection essay)
  • non-blocking Continuous assessment
  • non-blocking Exam
Interim Assessment

Interim Assessment

  • Interim assessment (4 module)
    0.1 * Assessment 5 (reflection essay) + 0.1 * Assignment 1 (lesson analysis) + 0.1 * Assignment 2 (giving instructions) + 0.1 * Assignment 3 (eliciting) + 0.1 * Assignment 4 (assessment and feedback) + 0.25 * Continuous assessment + 0.25 * Exam


Recommended Core Bibliography

  • Ellis, R. (2008). A typology of written corrective feedback types. https://doi.org/10.1093/elt/ccn023
  • Ellis, R. (2017). Oral corrective feedback in language teaching: A historical perspective. https://doi.org/10.21897/25394185.1482
  • Ferris, D. (2003). Response To Student Writing : Implications for Second Language Students. Routledge.
  • Wright, T. (2005). Classroom Management in Language Education. Palgrave Macmillan.

Recommended Additional Bibliography

  • Bitchener, J., & Ferris, D. (2012). Written Corrective Feedback in Second Language Acquisition and Writing. Routledge.
  • Donyaie, S., & Afshar, H. S. (2019). EFL Teachers’ Reflective Journal Writing: Barriers and Boosters. Iranian Journal of Language Teaching Research, 7(3), 71–90.
  • Dumlao, R. P., & Pinatacan, J. R. (2019). From Practice to Writing: Using Reflective Journal Instruction in Enhancing Pre-Service Teachers’ Professional Development. International Journal of Instruction, 12(4), 459–478.
  • DYKSTRA, G. (1964). Eliciting Language Practice in Writing. https://doi.org/10.1093/elt/XIX.1.23
  • Ellis, R. (2009). Corrective Feedback and Teacher Development.
  • Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar. https://doi.org/10.1017/s0272263106060141
  • Ferris, D. (2011). Treatment of Error in Second Language Student Writing, Second Edition: Vol. 2nd ed. University of Michigan Press ELT.
  • Gkonou, C., & Miller, E. R. (2020). An Exploration of Language Teacher Reflection, Emotion Labor and Emotional Capital. https://doi.org/10.1002/tesq.580
  • Gynne, A., & Persson, M. (2018). Teacher Roles in the Blended Classroom - Swedish Lower Secondary School Teachers’ Boundary Management between Physical and Virtual Learning Spaces. https://doi.org/10.18009/jcer.442499
  • Jeong-Bae Son. (2018). Teacher Development in Technology-Enhanced Language Teaching. Palgrave Macmillan.
  • Leslie S. Keiler. (2018). Teachers’ roles and identities in student-centered classrooms. https://doi.org/10.1186/s40594-018-0131-6
  • Meng, Y.-Y. (2013). Written Corrective Feedback: A Review of Studies since Truscott (1996). Working Papers in TESOL & Applied Linguistics, 13(2), 69–84.
  • Qiang Huang. (2018). Examining Teachers’ Roles in Online Learning. https://doi.org/10.4995/eurocall.2018.9139
  • Ralston, N. C., Smith, R., Naegele, Z., & Waggoner, J. (2019). Investigating the Impacts of a Collaborative Language Teacher Professional Development. TESL-EJ, 24(2).
  • Rod Ellis. (2013). Corrective feedback in teacher guides and SLA. Iranian Journal of Language Teaching Research, 1(3), 1–18.
  • Yaman, S. (2016). Study on Reflection as a Source of Teacher Development: Pre-Service and Experienced Teachers. Educational Research and Reviews, 11(7), 437–448.
  • Соловова, Е. (2013). Перспективные Направления Развития Вузовской Методики Преподавания Иностранных Языков. ВЕСТНИК МГИМО УНИВЕРСИТЕТА, 6 (33).