To provide students with an introduction to the Teaching of English to Speakers of Other Languages (TESOL). This is the first of a three-module suite, and starts with an overview of the main approaches and methods in language teaching and learning, the different theories of language and language learning and the concept of learning styles. To enable students to comprehend theoretical aspects of the grammatical and phonological aspects of the English language relevant for teaching purposes. To enable students to develop an understanding of the different levels of language competency of English language learners. This is the first of a three-module suite, students also complete TEXXXX (TESOL 2) and TEXXXX (TESOL 3). This suite of modules is intended to give students a foundation in Teaching English to Speakers of Other Languages which is validated by TESOL certification from the University of Limerick. TEXXXX (TESOL 1) and TEXXXX (TESOL 3) are offered in the Spring semester; TEXXXX (TESOL 2) is offered in the Autumn semester. Note: This suite of modules replaces TE4025 (TEFL 1), TE4026 (TEFL 2) and TE4028 (TEFL 3). The roll out of this new stream of TESOL modules will not affect students currently completing the TEFL suite of modules, and they will exit with a TEFL certificate. New entrants in the academic year 2014/15 will start the new TESOL suite of modules

The module integrates three independent but related components: 1. Methods and approaches: Grammar Translation Method, the Direct method, Situational Language Teaching, Audiolingualism, Total Physical Response, the Silent Way, Suggestopedia, Community Language Learning, The Natural Method, Communicative Language Teaching, Task Based Learning, the Lexical Approach, Eclecticism. The Theory of Multiple Intelligences. 2. Grammatical concepts: Word classes: Lexical words (nouns, verbs, adjectives, adverbs); Function words (determiners, pronouns, prepositions, coordinators); Phrase, clause and sentence structure: The Verb Phrase (time, tense, aspect, mood); The English Tense System. 3. English Phonetics and Phonology: individual vowel and consonant sounds ,basic transcription. Suprasegmental aspects of speech: intonation, stress, rhythm. Pronunciation differences between Received Pronunciation and Irish English.

On successful completion of this module, students should be able to: Describe and demonstrate an understanding of the main approaches and methods in language teaching, compare and contrast the different theories of language and language learning and recognize individual learner styles. Identify and illustrate the grammatical concepts of the English language. Recognize and show a knowledge of the sound system of the English language. Develop and demonstrate an understanding of the different levels of language competency of English language learners.

On successful completion of this module, students should be able to: Demonstrate an awareness of and a sensitivity to the diversity of learning styles and cultural considerations in the language teaching classroom. Develop an appreciation of their own attitudes to language in general and to Irish English in particular.

The module consists of a seminar session common to all groups taking this module, a tutorial for each group plus six hours of private study (to include a two-hour class observation per student per semester). Students will be engaged in active learning both inside and outside the classroom. Although certain aspects of the content remain constant, such as the history of language pedagogy, current classroom and language based research is built into to the module in order to keep the core content fresh. Faculty teaching on the programme integrate findings from their own research, particularly in the area of classroom discourse, to the module. This module supports the development of UL graduate attributes by helping students to become more knowledgeable about their own language, its systems and phonology. Students participate in an active learning environment which challenges them to be collaborative as they apply theoretical knowledge about language and language learning to the practice of second language teaching in creative and innovative ways. A professional, responsible approach to the practice of language teaching, and a focus on the global, cultural and intercultural contexts of language teaching are prioritised.