This course provides an overview of the most influential theories of language learning and approaches to language teaching, with an emphasis on communicative language, including Task-Based Language Teaching (TBLT) methodology and the Canadian Language Benchmarks (CLB) standards. Concepts related to learning styles, principles of adult learning, appropriate materials choice, and assessments are integrated into basic principles of lesson and unit planning.
Students will develop language knowledge and language teaching skills that will prepare them to evaluate teaching materials and to design lesson plans related to building pronunciation, lexical, grammar, discourse, and intercultural skills.
This course provides an overview of methods and techniques for teaching the receptive skills of listening and reading and the productive skills of speaking and writing. Participants will have the opportunity to evaluate teaching materials and design listening/speaking and reading/writing lesson plans, activities, and tasks.
Participants will be introduced to a variety of ESL contexts such as multi-level classes, large classes, LINC, English for specific purposes, and English in the workplace. They will learn to consider learners' needs and goals, and identify potential challenges related to these teaching contexts. Students will acquire the skills to adapt curriculum, resources, materials, methodology, and technology strategies for various contexts and literacy learners.
This course provides an overview of aspects affecting language learning, such as sociocultural and affective factors and class size. Students will learn about effective classroom management and will explore ethical and professional issues and controversies in teaching English as a second language (ESL). They will draw upon the theories and methodologies of language teaching and learning to identify reflective tools and create a personal plan for ongoing professional development.
Participants will complete 10 hours of adult ESL classroom observation that will include keeping a reflective journal and assisting the class instructor as requested. During the observation, they will apply theory and concepts practised in TESL courses to describe such elements as the learner, the environment, and classroom management strategies. Participants will also develop lesson plans and teach for 10 hours. They will collaborate with the sponsor teacher and receive feedback identifying their strengths and areas for growth, and will develop a teaching portfolio.
