This module consists of areas fundamental to language learning and teaching, giving students the basic knowledge and skills needed for language teaching. This module will help students in developing an understanding of the theoretical perspectives on, and processes of, second language acquisition.

This module consists of 4 hours per week, taught in 2 x 2 hour sessions; in the first 5 weeks, introduction to SLA (Second language Acquisition) will be taught in one session and classroom management and skills teaching in the other. Introduction to SLA includes: what is language? Child language acquisition, the process of language acquisition and principle theories behaviourism, innatism, interactionism, CLA vs SLA, Application of behaviourism to SLA, intereactionist theories in SLA (esp. Vygotsky). Bilinguilism. Classroom management and skills teaching includes: classroom interaction patterns, instructions, elicitation, questioning techniques, the teaching of productive and receptive skills (speaking, writing, reading, listening), vocabulary teaching. The second half of the semester will continue with lesson planning, contemporary teaching approaches (Communicative Language Teaching and Task Based Learning), learning styles and strategies, motivation, influence of prior learning, teaching pronunciation, reflective practice.

On successful completion of this module, students should be able to: Define and outline theoretical perspectives which underpin English language teaching. Identify and analyse skills and strategies basic to language teaching such as teaching productive and receptive skills, vocabulary and pronunciation. Illustrate classroom management skills required in the practice of English language teaching.

On successful completion of this module, students should be able to: Demonstrate competence in effective planning for English language classes. Develop a capacity for life-long professional self-development through critical reflection.

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The approach taken in this module is interactive, student-led, and flexibly adapts to the level of experience of students taking the programme. In this sense, the teaching style endeavours to reflect the style of teaching encouraged in the language classroom.