To give students a theoretical and practical understanding of classroom teaching in the ESOL context, including: an introduction to lesson planning; teaching productive and receptive skills; teaching vocabulary, grammar and pronunciation relevant to the ESOL context. To enable students to develop a more advanced knowledge of the grammatical and phonological aspects of the English language relevant to TESOL. To give students the opportunity to practically apply aspects of the above knowledge through peer teaching or teaching practice. To allow students to develop an understanding of the different levels of language competency in the ESOL classroom. This is the second of a three-module suite, preceded by TEXXXX (TESOL 1) and followed up by 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 is structured into three independent but related components: 1. A theoretical and practical introduction to ESOL classroom teaching to include the teaching of the receptive skills (reading and listening) and productive skills (writing and speaking), the teaching of vocabulary and semantic concepts and the teaching of grammar and pronunciation. 2. The further development of knowledge in relation to grammatical aspects of the English language to include active and passive voice and direct and indirect speech and the development of a more advanced understanding of the English sound system at both the micro- and the macro-level. 3. The practical application of the above knowledge through practice.

On successful completion of this module students should be able to: 1. Demonstrate an understanding of the theoretical and practical aspects of lesson planning in the ESOL context. 2.Show an understanding of the range of techniques used in the teaching of the four language skills and the teaching of vocabulary, grammar and pronunciation. 3. Apply aspects of this knowledge practically in the ESOL classroom. 4. Show a more advanced understanding of the grammatical and phonological systems of the English language.

On successful completion of this module students should be able to: 1. Further demonstrate an awareness and sensitivity to the diversity of learning styles and cultural considerations in the EFL classroom. 2. Further show an awareness of the implications of English as a global language.

There will be a seminar session common for all students participating in the module, a tutorial plus a private study component. Students will be involved in both theoretical and practical tasks to include peer teaching practice and classroom observations. Students will be further encouraged to use the resources available to them. Although certain aspects of the content remain constant, 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 varieties of English, 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.