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Module

ALC8030 : Reflective Practice and Second Language Teacher Development

  • Offered for Year: 2021/22
  • Module Leader(s): Professor Steve Walsh
  • Owning School: Education, Communication & Language Sci
  • Teaching Location: Newcastle City Campus
Semesters
Semester 2 Credit Value: 20
ECTS Credits: 10.0

Aims

•To provide participants with an overview of critical reflective practice (CRP) as a means of understanding TESOL contexts.

•To enable participants to develop professional practices which lead to self-development.

•To promote an understanding of the importance of using classroom data to improve approaches to teaching and learning.

•To facilitate an understanding of the relationship between classroom communication and language learning.

This module is designed to enable participants to gain an understanding of local context as a means of promoting awareness and improving approaches to teaching and learning. Context is viewed from several distinct (yet inter-related) perspectives: the global TESOL or teaching and learning in Higher Education context and the classroom context. Particpants taking the module will develop an understanding of critical reflective practice (CRP) procedures as a means of enhancing classroom awareness. In particular, we will consider how data (such as classroom recordings, case studies of students, teaching materials) can be used to foster professional development. The main purpose of the module is to demonstrate to practising teachers how they might become better teachers through their own professional self-development.

Outline Of Syllabus

1.       Current issues in reflective practice
2.       Reflective practice and classroom interaction
3.       Approaches to doing reflection
4.       Written reflection
5.       Spoken reflection
6.       Dialogic reflection
7.       Tools for doing reflection
8.       SETT: self evaluation of teacher talk
9.       CIC: classroom interactional competence
10.       Online and face-to-face professional development
11.       Drop-in session

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture102:0020:00N/A
Structured Guided LearningLecture materials111:0011:00N/A
Guided Independent StudyAssessment preparation and completion150:0050:00N/A
Guided Independent StudyDirected research and reading130:0030:00N/A
Guided Independent StudyReflective learning activity110:0010:00N/A
Scheduled Learning And Teaching ActivitiesDrop-in/surgery12:002:00N/A
Guided Independent StudyIndependent study177:0077:00N/A
Total200:00
Teaching Rationale And Relationship

Lecture videos provide an introduction to the weekly content, establish a basic level of understanding of the topic, and signal areas for individual further study and essential and further reading.

Follow-up classes provide students with the opportunity to raise questions related to lecture videos, and to discuss material in more depth. Group activities and discussions also allow students to share and engage personal reflections. Group activities are often linked to weekly reading.

Structured Guided Learning activities provide students with weekly opportunities to consolidate learning through guided tasks linked to the weekly topic.

Independent study will enable wider reading, further personal self-reflection and assignment preparation.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Reflective log2M40Reflective Learning Log (1,500 words)
Essay2A60Essay - 2,500 words
Assessment Rationale And Relationship

Study skills and other relevant knowledge and skills, will be assessed through the reflective learning journal. Critical understanding of relevant theory will be assessed through the end of module essay.

Reading Lists

Timetable