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The syllabus

1. 1 The syllabus

Issues in Language Pedagogy (Anga 060104, Angt 120101, Anlt 120101, Pesn 010103)

Aims of the course:

The course aims to: (1) introduce students to current issues in language pedagogy, (2) to create interest in how linguistics, psychology, pedagogy, and sociology interact in classroom practice, and (3) to give insights into what takes place in EFL classrooms by means of reading samples of classroom research.

Course materials: The studies and other reading materials you are expected to read and work with are available on CooSpace.

Requirements:

You are expected to

  • attend the three face-to-face sessions (indicated by the tutor, or negotiated in class),
  • participate in discussions actively,
  • read assigned materials,
  • present your own reflections (post comments) on the assigned readings in time,
  • write a test based on (1) your readings, (2) the lectures and on (3) the discussions during the sessions.

Assessment: You will earn a grade through (1) participating in the discussions held in the three face-to-face sessions and by (2) completing your compulsory taks (posting comments and writing essays as required in your detailed task descriptions to be found on co-space.)

Dates, time slots and topics:

6 February (face-to-face session 1): An introduction to the course: requirements, assessment and readings.

  • Reflect on what seems to be current issues in language pedagogy in Hungary (with special focus on students' and teachers' motivation, teachers' language use, task types and materials used in class).
  • Methods, teaching techniques, and tasks. Clarify terms. An overview of ELT methods.

27 February (online tasks 1, 2, 3):

By this time you should read the studies below and complete the tasks. You will find reading materials and a detailed description of your tasks on co-space.

Task 1: Read the indicated article and post two comments in connection with it. First, comment on whatever you found interesting in the study itself: (what you liked, what you agree or disagree with, what you have also experienced in connection with the topic discussed). Then, post another comment in which you respond to someone else's opinion from the group. The study you are required to read is:

Task 2: Write a short essay (300 words maximum) in which you (1) describe a most motivating or demotivating teacher and (2) tell a story in connection with this teacher or describe a task this teacher used on his or her lessons. Share your essay on the discussion forum of this course. Read at least one essay and post a comment about it.

Task 3: Reflect on your strengths and weeknesses as a teacher. Make a list of at least five strength and no more than three weaknesses that you think you have as a teacher. Come with your list to the next class.

Optional task:

  • Borg, S. (2003). "Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do." Language Teaching 36, 81-109.

 

27 March (face-to-face session 2): Teachers' qualities, competences and roles. Teachers' motivation and professional development. Teacher cognition. How to become a reflective practitioner. How to avoid teacher burnout.

Bring to class: Task 3 (from previous slot): Discuss your list of at least five strength and no more than three weaknesses that you think you have as a teacher.

24 April: By this time you should read the studies below and complete the tasks. You will find reading materials and a detailed description of your tasks on co-space.

Task 4: While reading the studies and book chapters below, pay special attention the following classroom interaction issues (1) code switching, (2) teachers' questions, and (3) error treatment. Be ready to reflect on them next class.

  • Nikolov, M. (1999). "Natural born speakers of English": Code switching in pair- and group-work in Hungarian primary schools. In S. Rixon (Ed.), Young learners of English: Some research perspectives (pp. 72-88). London: Longman.
  • Walsh, S. (2011) Exploring classroom discourse. (Introduction, Chapter1, Chapter 2, Chapter 3). New York: Routledge.

Task 5: Identify patterns of code switching in the EFL class. Read the classroom extracts presented in the detailed task sheet (see: co-space) and identify what motivated teachers and pupils to use the L1 in the English class. For what purpose did pupils rely on the L1? How did their teachers react to their comments? When did teachers resort to the L1? Make a list of the categories you have identified.

 

8 May (face-to-face session 3): Focus on the students

Bring to class: Task 5 (from previous slot): List and discuss the categories you have identified in the classroom extracts: On what occasions and for what purpose did students and teachers rely on the L1 in the English class? How did teachers scaffold students' meaning making processes?

Set Online tasks 6, 7 and 8:

Task 6:

Define the ideal student and to consider what causes us to rate a student as a "good" student or a poor student. Rely on the The Ideal Student exercise (Pennington, 1990) to raise awareness of teachers' biases about individual students and student behaviours. What makes an ideal student and what makes a poor student in your view? Which are the strategies you adopt to deal with each type?

Task 7: Read either of the following studies, while focusing on learners' age, proficiency level, motivation and cognitive features.

  • Nikolov, M. & Djigunovic-Mihaljevic, J. (2011). All shades of every colour: An overview of early teaching and learning of foreign languages. Annual Review of Applied Linguistics (2011), 31, 95-119.
  • Nikolov, M. (2001). A study of unsuccessful language learners. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 149-170). Honolulu, HI: The University of Hawaii, Second Language Teaching and Curriculum Center.

Task 8: Pick two main variables that you consider crucial from the point of view of successful SLA and write a short essay in which you develop these ideas, by relating them to your own language learning experiences. Bring concrete examples from your language learning carreer to support your points. The essay should not be longer than 500 words. Upload your essay on co-space.

Or:

Task 8: Write a short essay in which you discuss two advantages and two disadvantages of starting English at an early age. Support your points with your own language learning and teaching experience. Bring concrete examples from your language learning carreer to support your points. The essay should not be longer than 500 words. Upload your essay on co-space.

 

Suggested readings:

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching 36, 81-109.

Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.

Kubanyiova, M. (2009). Possible selves in language teacher development. In Dörnyei, Z. and Ushioda, E. (Eds.) Motivation, language identity and the L2 self. Clevedon: Multilingual Matters.

Krashen, S. (1995). The input hypothesis: Issues and implications. London: Longman.

Larsen-Freeman, D. (2002). Language acquisition and language use from a chaos/complexity theory perspective. In C. Kramsch (Ed.), Language acquisition and language socialization: Ecological perspectives (pp. 33-46). London: Continuum.

Lugossy, R (2003) Code switching in the young learner classroom. In J. Andor, J. Horváth, & M. Nikolov (Eds.), Studies in English: Theoretical and applied linguistics. (pp. 300-309). Pécs: Lingua Franca Csoport.)

Nikolov, M. (1999). "Natural-born speakers of English:" Code-switching in pair- and group-work in Hungarian primary schools. In S. Rixon (Ed.), Young learners of English: Some research perspectives. (pp. 72-88). London: Longman.

Nikolov, M. & Djigunovic-Mihaljevic, J. (2011). All shades of every colour: An overview of early teaching and learning of foreign languages. Annual Review of Applied Linguistics (2011), 31, 95-119.

Nikolov, M. (2001). A study of unsuccessful language learners. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 149-170). Honolulu, HI: The University of Hawaii, Second Language Teaching and Curriculum Center.

Pennington, M. (1990). A professional development focus for the language teaching practicum. In D. Nunan and J.C. Richards (eds.) Second language teacher education, pp. 132-151. Cambridge: Cambridge University Press.