Master In Teaching English As a Foreign Language - Universidad de Jaén

Master dirigido por la Universidad de Jaén.
General Information The TEFL Programme Our inter-university TEFL programme has received widespread acclaim, and consists of three different courses:

• MASTER in Teaching English as a Foreign Language (55 credits)

• Postgraduate DIPLOMA in Teaching English as a Foreign Language (30 credits)

• CERTIFICATE in Teaching English as a Foreign Language (12 credits)

Three separate Certificates are offered, each worth 12 credits. The Interuniversity Master, Diploma and Certificates in TEFL are offered exclusively by distance mode and represent an innovation both in the field of postgraduate education and in the field of distance education. The programme's practical focus encourages students to reflect on and interpret the relation between theory and practice, to adapt new ideas and strategies to their own contexts, and to test and appraise new teaching techniques in their own classrooms.In the case of the Master, this gives students a foundation for progressing to independent study at the end of the course, leading to a final dissertation (the Research Project in TEFL), and, potentially, further studies at the PhD level.

Course Content

A SECOND LANGUAGE LEARNING AND TEACHING

Second language acquisition (2 credits)

This subject introduces the main models of second language acquisition and explores their implications for classroom teaching.

First language acquisition is also considered and parallels are drawn between the two processes. The influence of context on second language acquisition is explored, and you are encouraged to reflect on the factors which may affect the language acquisition of learners in your particular context.

Teaching pronunciation (2 credits)

This subject provides a formal introduction to the field of phonetics and phonology in the English language. Aspects of phonology such as stress, intonation and sounds are examined in some detail. Current debates over the teaching of phonology are reviewed, and we examine the practical implications for the teaching of pronunciation in the classroom. Individual factors in the learner's development (2 credits)

All classrooms are made up of groups of individuals each with their own life experience, patterns of language, emotional and intellectual development, and learning styles. Recently, research has put increasing emphasis on the role of individual factors in the learnerýs language development.

This subject looks at the cognitive, affective, physical and psychological factors which influence the individualýs language learning. Constructs such as intelligence, aptitude, motivation and personality are critically examined.

Observation and research in the language classroom (3 credits)

This subject introduces the major research traditions and the views of knowledge that underpin them. Current approaches to classroom research are explored, as is the assumption that all observation is selective and culturally constructed. This subject provides a solid base of knowledge and techniques from which to approach your Practicum and Research Project.

Approaches to language in the classroom context (3 credits)

This subject provides an introduction to the most important current psycholinguistic and sociolinguistic theories. We examine how perceptions towards the nature of learner language have changed over the last few decades. The concept of interlanguage is explored in depth, and research into classroom interaction is critically reviewed. We also look at the role of input in language learning, and the current psycholinguistic notions of ýnoticingý and ýrestructuringý are presented.

B METHODOLOGIES AND MATERIALS IN LANGUAGE LEARNING AND TEACHING

Methodological approaches (2 credits)

This subject familiarises you with the main methodological approaches in ELT. Methods such as Grammar-Translation, the Audio-lingual Method and the Direct Method etc. are reviewed historically. Contemporary approaches such as humanistic, communicative, lexical and learner-centred approaches are discussed, and the notion of ýmethodý is analysed in depth.

Developing language skills in the classroom (4 credits)This subject looks in detail at approaches to the teaching of the macroskills of listening, speaking, reading and writing in ELT. Current views based on recent research into these skills are presented, and the teaching of grammar and vocabulary are also examined. A range of practical classroom activities and teaching techniques for developing learnersý use of the language are evaluated.

Materials and resources in EFL - design, creation, adaptation and evaluation (2 credits)This subject includes an examination of EFL materials (textbooks and supplementary materials) that are currently used in the profession, and explores their strengths and weaknesses in relation to features of context and curricula. Principles of materials evaluation are identified and prioritised. The process of materials design, creation, trial and revision in specific teachings contexts is highlighted.

Classroom management techniques and reflections on practice (2 credits)

This subject identifies some of the key features of management in classrooms, such as classroom talk, corrective feedback, group work and the use of L1. Current views on mixed ability teaching and discipline are also touched on. The important area of teachersý beliefs, known as ýteaching thinkingý, is covered thoroughly.

Computer Assisted Language Learning (CALL) (2 credits)This subject introduces students to the ways in which computer software can be used to develop learners' language skills and examines how CALL relates to teaching methodologies. You will be made aware of the issues involved in using computers to assist language learning. You will evaluate software including developments in multimedia software and Internet applications.C CURRICULUM AND COURSE DESIGN Tasks and Projects (2 credits)

This subject presents an approach to teaching structured around tasks and projects. We examine the structure of a learning task, its components, and the effective sequencing of different types of tasks within units of work (ýunidades didácticasý). The criteria for the evaluation of tasks is examined, and the current debate on the need for a focus on form in tasks reviewed. We analyse the implications of task-based teaching for syllabus and curriculum design, specifically in the context of project work.

Learning strategies (2 credits)

This subject examines research into learning strategies, and considers how we can encourage our students to further develop these. Taxonomies of learning strategies are presented and related to current trends in ELT coursebooks.

English in the community (2 credits)

This subject on sociolinguistics looks at the social and cultural context in which language is situated and in which it is learned. The position of English globally will be explored to gain a better understanding of its future status, its likely expansion or decline. We examine how gender and race affect language use, and the notion of language shift is examined. Important current issues such as the social implications of bilingualism are also explored.Assessment and testing in the classroom (3 credits)This subject looks at the purposes which assessment serves and describes current practices and trends in assessment and testing in ELT. The fundamental principles of testing are examined, and both formal and informal approaches to testing are explored.Curriculum and course design - principles and practice (3 credits)This subject looks at models of curriculum and course design, and their planning, implementation and evaluation in a variety of national contexts. Two main paradigms of curricula are presented, and the principles of syllabus design are examined in depth. An outline of the most significant syllabus types is provided. D OPTIONAL MODULES Each optional module is worth 2 credits, and you are asked to choose ONE of the following subjects. Materials for Teaching English in Primary:A Model from the Basque Country (2 credits)This subject, written by the University of the Basque Country, describes the development of materials for teaching children aged 4 to 12, taking into account the developmental needs of different age groups. Teaching English through Translation (2 credits) This subject, written by the University of Vigo, looks at the theory of transla...