programme

English for Teachers

Home/ English for Teachers
Course TypeCourse CodeNo. Of Credits
Foundation CoreSES2031024

Semester and Year Offered: Monsoon Semester, 2019

Course Coordinator and Team: Professor AmolPadwad, and Dr Krishna Dixit

Email of course coordinator: amol@aud.ac.in

Pre-requisites: It is desirable that the participants have work experience as schoolteachers

Aims/Outline:

Teachers’ language proficiency is one of the key determining factors of learning outcomes in language pedagogy. Teachers’ language proficiency (TLP) involves three aspects: user, analyst and teacher. Successful language teaching amounts to enabling students in being effective users of the language. Given this, it becomes an imperative that, in order to facilitate student learning, teachers must be good users and analysts of language themselves. This course is targeted at helping teachers in becoming better users and analysts of language. This course is designed for school teachers who wish to transact curriculum through English language and also train language teachers in using and analysing language effectively. The aim is to facilitate effective use of English language in class. This is best done by engaging with the existing knowledge and skills and building on the strengths of the course participants. The participants will be led through the analysis and the appropriate usage of language aspects such as grammar, vocabulary, spoken English and English for teaching in classrooms.

Course Outcomes:

By the end of the course the participants will be able to:

  1. Understand and analyse various features and aspects the English language and use this understanding to enhance their own proficiency.
  2. Use English effectively in their regular practice, especially classroom transactions
  3. Write and speak English in level-appropriate and context-relevant ways in their roles as teachers
  4. Understand and address basic issues and concerns related to the language systems in their learners’ use of English
  5. Integrate range of activities, tasks and interventions with their regular work in order to enhance English proficiency of their learners

Brief description of modules/ Main modules:

Module 1: Strengths and Strategies of Language Learners (6 hours): This module will focus on exploring the experience of language learning and gauging the knowledge and skills of English. The focus will be on facilitating participants to notice their own strengths in learning and/or using language and effective strategies used. Drawing on their own experiences of learning, as well as literature on language learning, participants will be led in a metacognitive way to infer common strategies and techniques of language learning, preferred learning styles, good practices to build language competence and their own status in terms of all these.

Module 2: Grammar and vocabulary (20 hours): Building on the previous module, this unit intends to lead teachers towards the role of grammar in effective language use. Teachers will work with different language samples and analyse how grammar operates at different levels of discourse. The module will be structured around the following broad thematic areas:Features of English syntax; Grammatical categories in English; Strategies of teaching and learning grammar; and Grammar for teachers.

Module 3: Reading (6 hours): The aim of this module will be to consolidate reading skills and subskills in English and enhance the participants’ capacity to use reading as an important means of language enrichment as well as professional development. The module will be planned around the following thematic areas: Reading and reading comprehension; Skills, techniques and processes for effective reading; Critical reading and assessment of texts; and Reading for professional development.

Module 4: Spoken English and English in Classroom (16 hours): The focus of this module is on enabling teachers in managing effective oral communication and also effectively using the language in organising learning in classrooms. Participants will work on developing their understanding of spoken English, their own oral skills and also ways of using spoken English as a means of classroom interaction and management and as a means of developing learners’ oral competence. The broad thematic areas to be covered in the module include: English speech system; Spoken English; Strategies and techniques of developing oral skills; and Spoken English for teachers.

Assessment Details with weights:

  • Participation (in-class): 10%
  • Reflection Exercises (in-class): 20%
  • Projects: 40%
  • Seminar Presentation: 30%

Reading List:

  • Stevick, E. W. (1989) Success with Foreign Languages. Hertfordshire: Prentice Hall International.
  • Benson, P. and D. Nunan (2005) Learner Stories: Difference and Diversity in Language Learning. Cambridge: Cambridge University Press.
  • Rutherford, W. E. (1987) Second Language Grammar: Learning and Teaching. London: Routledge.
  • Rinvolucri, M. (1985) Grammar Games. Cambridge: Cambridge University Press.
  • Thornbury, S. (1995) Uncovering Grammar. London: Macmillan.
  • Yule, G. (1998) Explaining English Grammar: A guide to explaining grammar for teachers as second or foreign language. Oxford: Oxford University Press.
  • Plag, I. (2005) Word Formation in English. Cambridge: Cambridge University Press.
  • Bauer, L. (1983) English Word Formation. Cambridge: Cambridge University Press.
  • Schmitt, N. and McCarthy, M. (eds) (1997) Vocabulary: Description, Acquisition and Pedagogy, Cambridge: Cambridge University Press.
  • Grellet, Francois (2010) Developing Reading Skills. CUP.
  • Adler, M. J. and C. V. Doren (1972) How To Read a Book. London: Simon and Schuster.
  • Aebersold, J. A. and M. L. Field (1997) From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms. Cambridge: Cambridge University Press.
  • Gaiman, N. (2017) Why our future depends on libraries, reading and daydreaming. Available online at https://www.theguardian.com/books/2013/oct/15/neil-gaiman-future-libraries-reading-daydreaming.
  • Heibert, E. H. (2009) Reading More Reading Better. London: Guildford.
  • Holt, J. (1995) How Children Fail. London: Penguin.
  • Holt, J. (2017) How Children Learn. London: Penguin.
  • Karland, Dan. http://www.criticalreading.com/
  • Kress, J. E. and E.B. Fry (2015) The Reading Teacher’s Book of Lists. San Francisco, CA: Jossey-Bass.
  • Thornbury, S. (2005) Beyond Sentence. London: Pearson.
  • Thornbury, S. (2006) Conversation: From Description to Pedagogy. Cambridge: CUP.
  • Thornbury, S. (1998) About Language: Tasks for the teachers of English. Cambridge: CUP.