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Обычная версия сайта
06
Апрель

English Teacher Professional Activity

2021/2022
Учебный год
ENG
Обучение ведется на английском языке
5
Кредиты
Статус:
Курс по выбору
Когда читается:
3-й курс, 1-4 модуль

Преподаватель


Ершова Татьяна Андреевна

Course Syllabus

Abstract

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

Course Contents

  • The role of a teacher
  • Classroom dynamics
  • Giving instructions
  • Eliciting target language
  • Assessment and feedback
  • Professional development of a language teacher
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

  • 2021/2022 4th module
    0.25 * Exam + 0.1 * Assignment 2 (giving instructions) + 0.1 * Assignment 3 (eliciting) + 0.1 * Assignment 1 (lesson analysis) + 0.1 * Assignment 4 (assessment and feedback) + 0.25 * Continuous assessment + 0.1 * Assessment 5 (reflection essay)
Bibliography

Bibliography

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).