2025/2026
Дидактика и преподавание иностранных языков
Статус:
Майнор
Кто читает:
Департамент иностранных языков
Где читается:
Санкт-Петербургская школа гуманитарных наук и искусств
Охват аудитории:
для всех кампусов НИУ ВШЭ
Преподаватели:
Ефремова Ольга Владимировна,
Заруцкая Екатерина Витальевна,
Никитина Наталья Александровна,
Нужа Ирина Витальевна
Язык:
английский
Кредиты:
5
Course Syllabus
Abstract
The students will develop understanding of teaching in general and how these general ideas relate to teaching second languages. The course will be useful not only for those interested in teaching, but also future educational administrators. This course introduces key concepts in the area of teaching, and language teaching in particular. The students will learn about curriculum, educational management and administration. The course will also focus on teaching methodology, the teacher's role, lesson planning and classroom management, delivering content effectively and building skills, providing feedback and organizing assessment, and how these concepts inform contemporary language teaching. The course will also discuss neurodidactics, online learning and various aspects of language teaching (CLIL, bilingual education, EAP, ESP, etc.)
Learning Objectives
- To introduce students to the key concepts and terminology related to didactics, language learning and teaching.
- To build students’ awareness about key concepts in didactics, language learning and teaching.
- To improve communication skills within the teaching/ learning environment.
- To develop/review basic linguistic concepts and terminology related to language teaching.
Expected Learning Outcomes
- Learn key concepts related to language teaching, methodology of planning the content and the results of the learning process;
- Raise their awareness of psychology of learners and designing tailor-made courses aimed at specific students’ needs;
- Learn how to plan and manage the learning process;
- Get aware of the main didactic principles of providing feedback and assessment;
- Be able to plan the content and the results of the process of learning a foreign language
- Be aware of modern technologies of teaching English.
Course Contents
- Modern trends in education. Teaching foreign languages today.
- Classroom management
- Teacher’ role
- Lesson planning
- Delivering content (didactics)
- Curriculum design
- Alternative education and online learning
- Educational management and administration
- Flipped classroom
- Neurodidactics
- Teaching English at tertuary level
Assessment Elements
- Forum participationTaking part in forums.
- Designing a learning taskIn this assignment, the students will design one learning task suitable for a specific learner group and teaching context. This task assesses the ability to design an effective learning task for language teaching, drawing on principles and approaches studied in the course. A learning task is any classroom activity in which learners use language with a clear pedagogical purpose. It may be informed by different approaches, including (but not limited to): • task-based learning • text-based teaching • lexical approach • PPP / ESA • skills-based frameworks • CLIL • Dogme-inspired teaching, etc.
- A thesis-related taskResearch question-Teaching methodology alignment statement. Note: if this task is not relevant to your thesis, you can propose your own thesis-related task. The task should focus on the link between your thesis and teaching methodology (e.g. how to choose language methodology for your own school; methodology vs practical application comparison, etc.)
- Learner Pathway AssignmentYou will be given a learner profile and a learning context, with some details, in particular with some constraints (difficulties). Complete the learner pathway table by making realistic methodological decisions and justifying them using course concepts. Requirements: • Complete all rows of the table. • Provide a minimum 600-word rationale in total. You should write in short phrases and brief sentences (note-taking style, not lengthy paragraphs). • All decisions must be related to the learner context and the given constraints. You should include both decisions to prioritize something and to set low priority due to the course constraints (you cannot learn everything). • Use accurate methodological terminology from the course. Your work must show understanding of: • communicative competence and CEFR • stakeholder expectations • language and skills development (including interaction and mediation) • at least three teaching approaches and/or frameworks • teacher and learner roles • materials and classroom practice
- Seminar participation/homeworkThe students will receive points for participating in class and for completing homework tasks. The seminar participation/homework mark will be based on the cumulative number of points earned. Classroom participation is assessed by the seminar instructor. Students receive points (‘pluses’) for participating in the form of answering questions, chat messages and group work. The instructor will inform the students at the beginning of the seminar what ‘pluses’ will be awarded for. The maximum number of ‘pluses’ the student may receive per seminar is 2. General guidelines for seminar assessment: One ‘plus’ is awarded for active work during the seminar (e.g. you complete the tasks, you participate in discussions, you answer instructor’s questions, you send messages to the chat, you are active and making contributions during group work). Two ‘pluses’ are awarded if you take initiative, raise your hand and provide oral answers, voluntarily write meaningful messages to the chat, lead during group work and provide extended, detailed, well-reasoned and intelligent responses. Homework tasks vary, and assessment varies depending on the task. You will receive specific task instructions and assessment criteria for each task.
- Final examYou will complete a series of quizzes and the final exam (in the format of an LMS test). They will be based on the material we will study in the lectures and will be available on LMS.
- Presentations + mini demo lesson/lesson planEach students (group of students) will be asked to complete a presentation+ a mini demo lesson or a lesson plan, in which they will present and interpret a language teaching method or approach through a modern lens and demonstrate how it can be used in contemporary teaching contexts.
Interim Assessment
- 2025/2026 4th module0.05 * Designing a learning task + 0.1 * A thesis-related task + 0.3 * Seminar participation/homework + 0.15 * Presentations + mini demo lesson/lesson plan + 0.3 * Learner Pathway Assignment + 0.05 * Forum participation + 0.05 * Final exam
