IDENTIFYING DATA 2023_24
Subject (*) L'ANGLÈS COM A LLENGUA ESTRANGERA Code 12274210
Study programme
Grau en Anglès (2009)
 Cycle 1r
Descriptors Credits Type Year Period Exam timetables and dates
6 Optativa 2Q
Modality and teaching language See working groups
Department Estudis Anglesos i Alemanys
Coordinator
HÀ , TÚ ANH
 E-mail tuanh.ha@urv.cat
Lecturers
HÀ , TÚ ANH
Web
General description and relevant information

The objectives of this course are the following:

  • To introduce students to the concepts about Teaching and Learning a second Language/foreign Language.
  • To learn about the main current theories, approaches, practices and activities in ELT. 
  • To provide materials and activities to help students in their professional development as well as a reflection of their own teaching.

Competències
Type A Code Competences Specific
 A1 Demostrar que coneix els corrents teòrics i metodològics de la lingüística i les seves aplicacions.
 A5 Dominar la llengua anglesa des d’un punt de vista teòric i pràctic i expressar-s’hi oralment i per escrit de manera fluida i precisa.
Type B Code Competences Transversal
Type C Code Competences Nuclear

Resultats d'aprenentage
Type A Code Learning outcomes
 A1 Presenta una visió crítica de la investigació entorn de l’adquisició de l’anglès como a llengua estrangera.
Coneix els principis bàsics de l’adquisició de segones llengües.
 A5 Mostra un maneig de la llengua anglesa (de forma oral i/o escrita) en contextos diversos a un nivell superior.
Type B Code Learning outcomes
Type C Code Learning outcomes

Continguts
Topic Sub-topic
1. English teaching today: what do I need to know? 1.1 Teaching priorities
1.2 English as an international language
1.3 Language-acquisition theories and teaching methodologies
1.4 Computerized teaching materials
1.5 Motivation
2 The lesson 2.1 The lesson: different perspectives
2.2 Functions of the teacher in the English language lesson
2.3 Interaction patterns in the lesson
2.4 Lesson preparation
2.5 Written lesson plans
3 The text
 3.1 What is a text?
3.2 Teaching the text: the goals
3.3 Comprehension of content
3.4 Language learning
3.5 Discourse analysis
3.6 Follow-up tasks
4 The task
 4.1 The language-learning task
4.2 Task evaluation
4.3 Organizing tasks
4.4 Interest
4.5 Homework
5 Teaching vocabulary 5.1 What is vocabulary?
5.2 What students need to learn: aspects of vocabulary knowledge
5.3 How best to teach vocabulary: some facts and figures
5.4 Presenting new vocabulary: selection and presentation
5.5 Vocabulary review: consolidating and extending lexical knowledge
5.6 Vocabulary assessment
6 Teaching grammar 6.1 What is grammar?
6.2 What students need to learn: standards of grammatical acceptability
6.3 How best to teach grammar: explicit and implicit processes
6.4 Presenting grammar: explanations
6.5 Grammar practice:consolidating and automatizing grammatical knowledge
6.6 Grammar assessment
7 Error correction
 7.1 Error correction: for and against
7.2 Attitudes to error correction
7.3 Student preferences
7.4 Oral correction
7.5 Written correction
8 The skills 8.1 Teaching reading
8.2 Teaching writing
8.3 Teaching listening
8.4 Teaching speaking
9 Assessment and testing 9.1 Functions and types of assessment
9.2 Giving a grade
9.3 Test design (1): testing accuracy
9.4 Test design (2): testing comprehension and fluency
9.5 Administering tests in class
10 The syllabus
10.1 What is a syllabus?
10.2 Types of language syllabus
10.3 Using an approved syllabus
10.4 Evaluating the syllabus
11 Materials 11.1 How necessary is a coursebook?
11.2 Coursebook evaluation and selection
11.3 Adapting course materials
11.4 Supplementary materials (1): paper
11.5 Supplementary materials (2): digital
12 Teaching content 12.1 Different kinds of content
12.2 Cultural content
12.3 Content and language integrated learning (CLIL)
15.4 Literature as a component of the English course
15.5 Underlying messages
13 Classroom interaction
 13.1 Teacher questioning
13.2 Group and pair work
13.3 Individual work
13.4 Blended learning
14 Learner differences 14.1 Age
14.2 teaching heterogeneous (mixed) classes
15 Teacher development 15.1 The first year of teaching
15.2 Lesson observation
15.3 Ongoing development
15.4 Development through reading and further study
15.5 Further development: your own contribution

Planificació
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Activitats Introductòries
6 0 6
Resolució de problemes, exercicis
A1
 25 45 70
Fòrums de debat
A1
A5
 10 15 25
Lectura de documentació escrita / gràfica elaborada
A1
 10 30 40
Atenció personalitzada
A5
 5 0 5
 
Proves objectives de tipus test
A1
 3 0 3
Proves mixtes
A1
A5
 1 0 1
 
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Metodologies
Methodologies
  Description
Activitats Introductòries Introductory activities- Introduction of the field and the different topics.
Resolució de problemes, exercicis Problem solving, exercises- Students will be presented with some practical cases that will have to be analysed according to the theory studied.
Fòrums de debat Forums of debate- The class will have a space where the teacher will post reflections and questions about the topics studied.
Lectura de documentació escrita / gràfica elaborada Reading written documents and graphs- The students will have to read many articles and boock chapters related to the topics.
Atenció personalitzada Personal attention- Students will be in touch with the teacher on a regular basis.

Atenció personalitzada
Description

Students will be given individual and/or group tutorials during which they can resolve any questions that may have about the subject. Tutorials may be face-to-face or online. At the start of the academic year, students will be informed about how these personalised tutorials will take place (timetables, whether they will be face-to-face, by email, Moodle, etc.)

Avaluació
Methodologies Competences Description Weight        
Resolució de problemes, exercicis
A1
 The students will submit a portfolio at the end of the term that will include the exercises completed during this course. 20%
Fòrums de debat
A1
A5
 The students will include a response paper in their portfolio in relation to one of the topics debated during this course. 10%
Lectura de documentació escrita / gràfica elaborada
A1
 The students will include a brief summary of the different reading assignments in their portfolios.
20%
Proves objectives de tipus test
A1
 Students will complete 3 multiple-choice tests which will cover all the contents of the course. 30%
Proves mixtes
A1
A5
 The students will be able to choose between:
1. Plannning a lesson of English as a foreign language using the template provided by the teacher. They will choose between a) delivering the lesson in class or b) deliver the lesson outside the class (in the event they are already working as EFL teachers). They will submit the plan and a more systematic and extensive checklist for lesson evaluation as well as a reflection of what went well/wrong. Due to time restrictions, the lecturer might request students to complete the lesson plan and delivery in pairs or small groups. In that event, the students need to include as part of their reflection, an observation of their fellow team members and a section in which they explain what things they would have made differently if they had worked alone.

2) Evaluating and selecting course materials for an EFL course of their choice. The materials evaluated need to be a minimum of three coursebooks. Students need to choose one and justify it. They also need to include the adaptations to the selected coursebook and the supplementary materials they would use.

This activity will be submitted as part of the students' portfolio. Instructions about length, format and structure will be offered at the begining of the term. 		20%
Others  
 
Other comments and second exam session

1st call: continuous evaluation

Pass grade: 50%

2nd call:

The students will have to complete an exam which will consist of a multiple choice test that will include all the contents of the course as well as a written exercise.


Fonts d'informació

Bàsica

Course book:

Ur, P. (2021). A Course in English Language Teaching (2nd ed., A Course in English Language Teaching). Cambridge: Cambridge University Press. doi:10.1017/9781009024518

Useful resources:

Celce-Murcia, M. ; Donna M. Brinton; Marguerite Ann Snow (2014) Teaching English as a Second or Foreign Language. 4th Edition  |  Previous Editions: 2001, 1991, 1979. 9781111351694

Conteh, Jean (2018) Translanguaging. ELT Journal 72(4), 445-447. 

Cots, Josep M.; Gallego-Balsà, L.; Llanes, A. (2022) Promoting translanguaging (or not) in the ESP classroom: An analysis of monoglossic and heteroglossic practices and discourses. System, 107, 102795 

Károly, Adrienn ( 2014) Translation in foreign language teaching: A case study from a functional perspective. Linguistics and Education, 25,  90-107. 

Larsen-Freeman, Diane and Anderson, Marti (2011). Techniques and Principles in Language Teaching (3rded.). Oxford University Press.  https://elt.oup.com/teachers/tplt/?cc=gb&selLanguage=en 

Lennon, Paul. (2020). The Foundations of Teaching English as a Foreign Language (1st ed.). Routledge. https://doi-org.ep.fjernadgang.kb.dk/10.4324/9780429285998 

Matsuda, Aya. (2017). Preparing Teachers to Teach English as an International Language (3rd ed.). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi-org.ep.fjernadgang.kb.dk/10.21832/9781783097036 

Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315-348. doi:10.1017/S0261444808005028 

Richards, Jack and Rogers, Theodore S. (2014).  Approaches and Methods in Language Teaching. Cambridge University Press. Rosa, Jonathan, and Nelson Flores, 'Reimagining Race and Language: From Raciolinguistic Ideologies to a Raciolinguistic Perspective', in H. Samy Alim, Angela Reyes, and Paul V. Kroskrity (eds), The Oxford Handbook of Language and Race (2020; online edn, Oxford Academic, 8 Oct. 2020), https://doi.org/10.1093/oxfordhb/9780190845995.013.3

Rose, H., McKinley, J., & Galloway, N. (2021). Global Englishes and language teaching: A review of pedagogical research. Language Teaching, 54(2), 157-189. doi:10.1017/S0261444820000518 

Surkamp, Carola and Britta Viebrock, eds. (2018). Teaching English as a Foreign Language: An Introduction. https://doi-org.ep.fjernadgang.kb.dk/10.1515/east-2019-0027 

Thomas, P. (2017) The portrayal of non-westerners in EFL textbooks in Norway. Cogent Education, 4: 1275411 http://dx.doi.org/10.1080/2331186X.2016.1275411 

Young-Eun Lee & Cheri Chan (2022): Racialised Teaching of English Language in South Korea: Voices of University ELT teachers, Language, Culture and Curriculum, https://doi.org/10.1080/07908318.2022.2048001 

Walkinshaw, Ian ; Oanh, Duongthi Hoang (2014) Native and Non-Native English Language Teachers: Student Perceptions in Vietnam and Japan. SAGE open, Vol.4 (2), p.215824401453445 

Widdowson, H.G. (1994) The Ownership of English. TESOL Quarterly 28 (2), 377-389. 

http://www.jstor.org/stable/3587438?origin=JSTOR-pdf
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.