This module consists of areas fundamental to the professional language use of English language teachers from non L1 English backgrounds, giving students the basic knowledge and skills needed for effective classroom language use, positioning these theoretically, and introducing students to the pivotal concept of teacher talk and related practices in different ELT educational contexts.

Sessions focus on introducing key related theories of SLA (second language acquisition), positioning the L2 teacher and L2 teacher talk in relation to contemporary post-method approaches and issues; the key features of ELT teacher talk; considerations relating to effective and suitable teacher talk in different ELT contexts and settings; changing norms and practices surrounding teacher talk in the contemporary ELT educational domain; target language strategies in key classroom micro-contexts and with different learner groups, and critical issues and considerations surrounding decision-making in these areas. These are all focussed on in an interactive environment which involves critical awareness-raising, and practice in target language use in teacher/learner classroom interactions, as well as reflection on participants' own target language practices (as a learner, as a teacher). The module is both lead and facilitated by lecturers, but in the main it is interactive, so participants are expected to take an active role in shaping and contributing to content.

By the end of this module, students will have: • developed a better understanding of the theoretical perspectives which underpin the role of the L2 teacher and L2 teacher talk in the contemporary ELT classroom • gained insight into the features of teacher talk in the ELT domain • acquired a critical understanding of what constitutes effective and suitable teacher talk in different ELT contexts and settings • developed critical insight into historic and changing target language norms surrounding the nature of EL teacher talk • enhanced their understanding of the target language skills required in the practice of EL classroom teaching • increased their awareness of linguistic strategies for effective classroom management, questioning, instructions, explanations, corrective feedback and the teaching of vocabulary, grammar, pronunciation and skills

• Integrate with students from language and cultural backgrounds different from their own and appreciate this diversity • Cooperate with other students in CLT teaching across cultural and socio-pragmatic dimensions

• Practise target language use in different classroom micro-contexts supported by the use of materials and aids e.g. course books, slides, the board, visuals • Deliver an extended oral presentation to the class, supported by the use of technical aids

There are 2x2 hour blocks of tuition per week to cover the specified areas. Students will be engaged in active learning within the class and will benefit from the diverse linguistic and cultural backgrounds of their fellow students. Moreover, new technologies and corpus linguistic approaches will be drawn on. The design of the module is informed by empirical corpus-based and attitudinal research in the area of L2 teacher talk and L2 teacher target English practices. For example: Farrell 2017 based on ETILL and STILL corpora of language use, Nicaise 2015 Connect Corpus of native and non-native EFL teacher talk, as well as classroom discourse by Walsh 2006, 2011 and 2013 and Farr 2015.