ED51074 Provisional Planner
ED51074 Provisional Planner
*This is only a guideline for your study. The expectation for study at masters level goes beyond this guideline. Your goal should be to complete what is outlined below, using the reading list, as well as extending your own reading beyond the list as a way of developing a depth and breadth of understanding related to key module concepts and the development of your own personal professional practice.
Weeks Subject Tasks and readings that should be done before our seminar each week*
Link to online units
Week 1 Introduction to module
(Outline of semester, information on the module space, aims and learning outcomes of the module, introduction to the assessment)
Language analysis: phonology
1. Please familiarise yourself with the three module areas: Start Here: Welcome to Language Awareness and Practice in TESOL, Library: Resource Lists, and Assessment Submission and Feedback.
2. Please read the following:
Chapter 6 (pp. 109-143) from Spiro,J. (2013) Changing methodologies inTESOL. Edinburgh: Edinburgh University Press. Linked to Unit 1 Language analysis: phonology
Week 2 Teaching phonology and listening
1. Please read the following:
Chapter 7 (pp. 145-168) from Spiro,J. (2013) Changing methodologies inTESOL. Edinburgh: Edinburgh University Press.
2. Please watch the video on teaching listening skills in the virtual age.
Linked to Unit 2 Teaching phonology and listening
Week 3 Language analysis: lexis/vocabulary and morphology Please read the following:
Green, J. D. (2015) Language detectives: Teaching and learning about suffixes,The Reading Teacher,68(7), pp. 539-547. doi: 10.1002/trtr.1350'Chapter 5: Vocabulary in Methods (pp. 81-107) from Spiro,J. (2013) Changing methodologies inTESOL. Edinburgh: Edinburgh University Press.
Linked to Unit 3 Language analysis: lexis/vocabulary and morphology
Week 4
Teaching vocabulary and reading
1. Please read the following:
Chapter 3 (pp. 92-160) from Nation, I. S. (2013)Learning vocabulary in another language. 2ndedn. Cambridge: Cambridge University Press.
Macalister, J. (2011) Today's teaching, tomorrow's text: exploring the teaching of reading.ELT Journal,65(2), pp.161-169. doi:10.1093/elt/ccq0232. Please watch the video on introducing new vocabulary.
Linked to Unit 4 Teaching vocabulary and reading
Week 5 Language analysis: grammar and semantics and teaching grammar
1. Please read the following:
Chapter 4: Grammar in Methods (pp. 59-80) from Spiro,J. (2013) Changing methodologies inTESOL. Edinburgh: Edinburgh University Press.
Larsen-Freeman, D. (2015) Research into practice: Grammar learning and teaching, Language Teaching, 48(2), pp. 263280. doi: 10.1017/S02614448140004082. Please design a teaching activity that integrates vocabulary and reading and bring it to our seminar to share it with your peers.
Linked to Unit 5 Language analysis: grammar and semantics and teaching grammar
Week 6 Language analysis: pragmatics 1. Please read the following:
Chapter 7 from Cutting, J. (2015)Language in context in TESOL. Edinburgh: Edinburgh University Press.
Chapter 8 from Cutting, J. (2015)Language in context in TESOL. Edinburgh: Edinburgh University Press.
2. Please submit your formative assessment (up to 1,000 words) via Turnitin on module assessment area (More information will be provided in our live sessions).
Linked to Unit 6 Language analysis: pragmatics
Week 7 Teaching pragmatics and speaking 1. Please read the following:
Siegel, J., Broadbridge, J. and Firth, M. (2019) Saying it just right: teaching for pragmatic success in ELT.ELT Journal,73(1), pp. 31-40. doi:10.1093/elt/ccy018Chapter 7 (pp. 145-168) from Spiro, J. (2013)Changing methodologies in TESOL. Edinburgh: Edinburgh University Press.
2. Please watch the clip on strategies for teaching speaking.
Linked to Unit 7 Teaching pragmatics and speaking
Week 8 Teaching writing 1. Please read the following:
Grabe, W. and Zhang, C. (2013) Reading and writing together: A critical component of English for academic purposes teaching and learning.TESOL Journal,4(1), pp. 924. doi:10.1002/tesj.65Polio, C. (2016)Teaching second language writing. London: Routledge.
2. Please design a teaching activity that integrates listening and speaking and bring it to our seminar to share it with your peers.
3. We will discuss general comments on formative assessment and tips and advice for summative assessment.
Linked to Unit 8 Teaching writing
Week 9 Revision and summative assessment support 1. Please read the following:
Chapter 5 (pp. 72-88) from Farr, F. (2015) Practice in TESOL. Edinburgh: Edinburgh University Press.
2. Please bring your questions related to summative assessment.
Not applicable
Week 10 Summative assessment support, module learning, future personal and professional development
1. Please prepare a 10-minute presentation on how you will integrate the four language skills in your TESOL practice.
2. Please reflect on your learning for this module and bring any questions related to summative assessment.
Not applicable
Before submitting the assignment please complete the module evaluation survey.
Student Name Abdullah Abdulrahman
Module Number and Name ED51074 - Language Awareness and Practice in TESOL
Date of Submission and if first submission or resubmission 2-May-2022
Word Count 5500/ 3531(appendices)
Explain how you have you used previous module or formative feedback within this submission?
I worked on Dr. Argyro constructive feedback on the formative assignment.
What specifically would you like feedback on for this assignment?
Area of improvements.
Submission checklist, do not submit until you have checked all these:
Self-assessed submission against assessment criteria and proofread by a confident/competent English speaker (if needed) Default language set to UK English Text using Arial, 12 point and 1.5 line spacing Page numbers included as a footer 59
Declared word count on front cover 5500
List of References following Cite them Right Harvard convention Numbered appendices placed after the List of References (if applicable) Assignment (single Word document) submitted to the Universitys electronic submission area before the submission time and date Please tick if any of the following apply:
I intend to register for an IB Advanced Certificate in Teaching and Learning Research on completion of my studies and, accordingly, my current IB school provides a context for this assignment.
I intend to register for an IB Advanced Certificate in Leadership Research and, accordingly, my current IB school provides a context for this assignment.
Please note, for those not currently in an IB school but intending to register for the IB Certificate in Leadership Practice or via pathway 1 for the IB Advanced Certificate in Leadership Research, the Reflecting on Leadership in the IB module provides the required IB context.
Introduction
Reconceptualisation of Kachrus model on ELT pedagogy
Generally, developing a lesson plan should consist of the four primary skills of English, incorporating two skills per lesson at least since some English skills are hardly isolated from each other. Students speak or reply when they listen to the teacher and vice versa. Interestingly, some skills share the same process, e.g., reading and listening require a comprehension process from others, whilst speaking and writing demand generating our mindset (Spiro, 2013).
Before preparing a lesson, it is probably helpful to differentiate between English as an international languageEIL, English as a second language ESL, and English as a foreign language EFL, which are interrelated with the concentric circles (Kachru, 1997), to judge the learners background and optimise the purpose of teaching. Regarding EIL, the prime goal for teaching English is for international communication instead of communicating with NSs (Jenkins, 2002), which is accepted to make room for 1L influence to the 2L in terms of regional accents, norms, and linguistic integration. Similarly, Rowley-Jolivet (2017) argues if EIL users rarely communicate with NSs, they will no longer target RP or General American dialects. Therefore, their cultural norms are not considered a deficiency. However, NNSs should adjust their accent to the international target community according to a legitimate extent in phonology and syntax to form mutual intelligibility (Jenkins, 2002). Conversely, the goal of EFL is to approximate NNSs conventions to NSs, such as pronunciation, to facilitate communication, and the departure from NSs norms will be considered a deficiency (Rowley-Jolivet, 2017). Concerning ESL, learners are exposed more to English in their formal and social life communication outer circle distinctively from EFL, who probably only practice English in ELT classrooms. Therefore, as teachers, we should consider the different English levels for these cases.
Intelligibility in interlanguage communication
Intelligibility is one of the most critical aspects of language awareness. Canagarajah (2007) claims that successful English users are the ones who can detect other cultural proficiency in terms of phonology, pragmatical variations, and linguistic features to ensure intelligibility. Hence, empirical research has been considered regarding intelligibility on the level of phonology (Jenkins, 2000) and lexicogrammar (Seidlhofer, 2004) to study the nature of ELF and make a systematic analysis of its forms to be accepted among NSs and at the global sense. For example, Jenkins (2000) argues that it is normal when EIL speakers to pronounce the phonemes // in three and // in mother with difficulty in international intelligibility contexts. Conversely, mispronouncing other sounds will hinder the meaning; see appendix 1 for clarification. Jenkins (2000) claims that the phonological error is the automatic transfer of their 1L habits. Subsequently, identity cannot be divorced from language ideology. However, as a solution, Jenkins (2002) suggested Lingua Franca CoreLFC Corpus, which incorporates only the critical linguistic features of unintelligibility among interlocutors and multicultural students classrooms that should be considered.
Similarly, Spiro (2013) advocates using different resources of computer-based corpora of grammar and dictionaries collected data to link formal and functional perspectives of ELF in terms of language appropriacy. However, corpora do not explain why a context is the way it is; we must use our intuition to make sense (Bennett, 2010). Consider example 4 in appendix 1, line 3. A. The unusual syntactic order in this example does not fit the narrative of teaching grammar in our schools curricula. However, we can allow this style in the communicative approach (CA) class, where the goal is the ability to deliver meaning. Larsen-Freeman (2015) defines grammar in this example as a resource for meaning-making that includes relationships between the forms and meanings in communication.
In-service teaching context
I am teaching English at a public intermediate school in Kuwait. The students are between 11-and 15 years old and considered as A2 level according to the CEFR scale of language assessment (NORTH, 2007). This essay will address a lesson plan developed based on the relevant resources, the modules reflection, and what is suitable for my teaching context. The learning resource for my lesson plan in the appendices is from the schools coursebook.
Reading and Writing skills
Introduction
Reading comprehension involves many aspects that teachers should pass on to their students to improve their vocabulary awareness. One of these aspects is morphological awareness. Morphology helps the students break unfamiliar parts of the word to make sense of it. In other words, it is the study of the internal structure of the words or word morphemes that carry different meanings, such as prefixes, suffixes, and roots (Green, 2015). This part discusses morphological awareness that will help me teach my teenage students.
Derivational and inflectional morphemes
Some of the morphological categories are derivations and inflections. If a reader comes across this example fire extinguisher, he might not understand what extinguisher means, although he understands the root extinguish, which suggests an action in meaning. However, if he uses his morphological knowledge of the suffix er, he will infer the whole purpose, which would probably be a tool for spraying water, simply by turning the verb into a noun (Spiro,2013). Similarly, unhappy is derived from the root happy but preceded by a prefix un that changes its meaning into the opposite without affecting the syntactic category Adjective. On the other hand, if we add a suffix ness in unhappiness, both the meaning and the syntactic category will be affected (Green, 2015), aligning with the previous example extinguisher. These are examples of derivational morphology consisting of root and affixes --prefix and suffix. A morpheme is considered the smallest unit of meaning; however, some morphemes are independent happy (root) while others are dependent un and ness (affixes), which means they cannot stand alone.
In comparison to derivations, inflectional morphemes influence the words form, e.g., tense (walked), plurality (kids), and signify adjectival comparisons (comparatives and superlatives). Some words are morphologically complex, i.e., contain derivational and inflectional suffix, e.g., interventions. However, unlike derivations, inflections are suffixed morphemes positioned after the root only or the derived word to manipulate their form (Green, 2015). Subsequently, we can notice that prefixes and suffixes can be added or removed to alter the meaning of a word. Therefore, it will be helpful to provide the students with morphemes chart and explicitly teach the morphological structures (Bowers, Kirby and Deacon, 2010) to understand their meaning beforehand reading a text. Consider the resources below:
prefixes_suffixes.pdf (scholastic.com)Chart of English Language Roots - PrefixSuffix.com
Vocabulary awareness
For instance, knowing the prefix "mis-," which means "wrongly," might aid the Ss in determining that "mishear" implies "to hear improperly or wrongly." Likewise, the suffix ic which means having the characteristic of, will help the students to know the word scientific meaning in the third paragraph, see coursebook, to infer the whole sentence in which developments have scientific characteristics and to proceed reading without being blocked.
Reading confidently
The pronunciation is affected by morphemic boundaries: ea is pronounced as one phoneme in reach because it occurs in a single phoneme [i:], but as two phonemes in react because we have two different morphemes re and act (Wolter and Green, 2013). Thus, Ss will be safeguarded in mispronouncing a complex word.
Phonological and spelling awareness
Carlisle and Stone (2005) define English as a morpho-phonemic language and deep orthography (Bahr, Silliman and Berninger, 2020), indicating that its spelling system is made up of different representations of sounds (phonemes) and meanings (morphemes). Due to this, a single letter in English may represent more than one sound. Therefore, students cannot learn to spell words just by sounding them out. However, Students can remember more complex words or spelling exceptions if they are familiar with morphemes (Goodwin and Ahn, 2010). Considering both words called and bald, which sound alike, understanding the past tense morpheme ed explains the differences in spelling. We might infer that employing this understanding as a scaffolding technique will aid in decoding the text and help the students become language detectives because morphologically complicated words make up roughly 60 percent of academic vocabulary (Green, 2015).
Decoding
Knowing collocations and cognates is another strategy that helps our students decode the text. The former are words often used together in a sentence. When put together, they make sense, e.g., iced tea and strong tea (Spirp, 2013). The latter is a technique that shows the link between roots in the students native tongue and English vocabulary that are foreign to them. A study by (Carlo et al., 2004) reveals that teaching students to use cognates and morphological clues to infer word meaning developed vocabulary and comprehension. Similarly, a study by Saiegh-Haddad and Geva (2007) shows that reading fluency was enhanced by morphological awareness both in Arabic- L1 and English L2. It is probably because approximately a thousand words in the English language have been borrowed from Arabic, with thousands of derivatives such as alcohol and algebra. For this reason, I can infer why some students, when they code-switch, are more likely to retrieve the whole-word form although cross-linguistic differences, e.g., sigarette for cigarette and pieno for full (Arf and Danzak, 2020). Therefore, language competence is not a stand-alone concept but social practice and cross-cultural influence (Canagarajah, 2009).
Word spider
A simple way to introduce my students to the prefix, root, and suffix is to write some words on the board that share common prefixes, such as friendly, unfriendly and ask them to notice each morpheme and identify the rootthen colouring the affixes for simplification. Then I will share the common affixes list and explicitly teach each affix role, see the link.
prefixes_suffixes.pdf (scholastic.com)During teaching the list, I will also emphasise the inflectional suffixes (-s, ed, ing) because the lesson is rich in inflectional morphemes, including the new vocabulary in bold, i.e., restrictions and evolved, see coursebook. Next, there are different strategies to enable the students to remember morphologically complex words by choosing a word and adding other affixes, then relating the meaning of these affixes to the meaning of the word. For example, I will elicit a word from the lesson improvement and adopt the word spider strategy (Spiro,2013) to mind map learners and prepare them for the morphological activities. View lesson plan 2, activity 7.
Teaching vocabulary
I will teach the new vocabulary implicitly. The old-fashioned way of explicitly giving the words meanings will never be considered in my context. A quote from a Chinese philosopher named Xun Kuang fits the narrative of teaching vocabulary: "tell me and I forget, teach me and I remember, involve me and I learn. (Quoteinvestigator.com, 2019). The new wording will be included in a context, and the students will engage and guess the meaning. I am aware that the words are already in the reading comprehension context, but still, my role is to simplify them.
Part 2: Evaluation of lesson plan and the context influence
Benefits and constraints
Learning Vocabulary
At first, students are invited to share their ideas about the topic to stimulate their prior knowledge and mentally prepare them for the activities (Hellstrm, 2016; Sanchez, 2004). Next, the lesson involves guessing words meanings through alternative simplified contexts. The contexts are carefully chosen in terms of (Krashen, 1982) input hypothesis that is not oversimplified and comprehensible. The input is performed by exciting materials (Lai and Wei, 2019) and annotated (pictures and backgrounds) (Nation, 2013). Also, with multiple contexts, because learning vocabulary does not occur in a single exposure (Donaghy, 2016), see activity 4. Another effective activity will be word association (Nation, 2013) immediately after engaging the students with word guessing, see activity 4. During activity 5, there will be a peer assessment, however, not collaboratively as a leader who talks, but cooperatively, meaning both peers can share their ideas, so they develop agreement and disagreement debate style, e.g., (my classmate and I agreed that) and then compare with their classmates. I believe this activity aligns with Kuwaits last reformed curriculum since 2015-2016, which follows prominent countries education systems in implementing a competency-based curriculumCBC, which is student-centred and focuses on skills (Sadeq, Akbar and Wazzan, 2020). Their participation will be perceived as meaning-focused while sharing their ideas, not form-focused (Larsen-Freeman, 2015).
Morphology
Explicit-deductive learning settings were found better for teaching students simple morphosyntactic rules, while implicit-inductive learning conditions were better for teaching students more complicated principles (Spada and Lightbown, 2008). Because of the simplicity of the target morphosyntactic rules, I approached the explicit-deductive approach. However, the morphological part might be ultimately teacher-centric. Thus, an alternative perspective by (Tomasello and Herron 1988, 1989) the garden path strategy, demonstrates the effectiveness of using inductive and deductive approaches to improve students' awareness. This strategy induces and corrects overgeneralisation errors in grammatical exceptions. To clarify, students learn a grammar structure by receiving only a portion of the information they need without giving them a list of exceptions. For example, I can provide my students with the regular form of inflectional morphemes as plurals S in improvements and past tense ed in combined, then testing them with exceptions child and fall. I believe the first thing they will ask is Why these are exceptions. The students are more likely to learn if they are corrected immediately after making an overgeneralisation error rather than if a long list of exceptions is given to them to remember (Larsen-freeman, 2015). Due to the disadvantage of the inductive approach, students may hypothesise false rules, affecting my limited time. As a result, I preferred to keep this activity as homework to keep the momentum of the class. While the rest of the activities involves scaffolding (transition between activity 6 to 7) in which students learn independently under the teachers guidance (Spiro, 2013). This implies by the time we reach activity 7, students will know what the syntactic category of improvements was before adding morphemes, improve (v), how it changed into a noun (n) and how did the form change into plural (s). Supposedly, after these exercises, the students will be able to answer the coursebook questions.
Within activities, there will be a break. According to (Bunce et al. 2010), Students' boredom may be avoided by maintaining their attention by allowing them to take breaks and having a sense of humour and fun (Nasiri and Mafakheri 2015).
Limitation
Conclusion
After the class, the lesson plan will include the notion of (what went well? what did not go well? why and how?) through reflection (Gibbs, 1988). Gibb's reflective cycle entails describing experiences, and feelings, and assessing learning outcomes through which I can identify my weak points and strengths. Hence, I become better prepared and better anticipate what will happen in the next lesson (Marathe and Sen, 2021).
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The marker comments
Part 1 lesson plan 1
it is good that you start with definitions
Please spell it out CEFR
some very good points explored here; however, you have not started exploring and explaining your lesson plan. Please, see Criterion 1 of the assignment.
The assignment requires one lesson plan. Please, do not forget that.
In Part 1, you demonstrated some knowledgeof putting together a lesson plan. But you have over relied on your knowledge on Linguistics and you did not present your skills and understanding of applied linguistics.
It would be beneficial discuss your learning objectives.
You could also discuss your role as well? Is you lesson pupil centered or teacher centered?
Criterion 1:9(MF)
Criterion2:9(MF)
Generic criterion (referencing, communication):Satisfactory
Overall grade and comments:
9 (MF) This submission has not met the criteria and so will require resubmission.
In Part 1, you demonstrated some knowledgeof putting together a lesson plan. But you have over relied on your knowledge on Linguistics and you did not present your skills and understanding of applied linguistics. Discussion ofa range of teaching activities appropriate for language skills was missing, and explanations of thereading,speakingand writing activities were not entirely clear.The fact that you planned two different lessons for two different audiences was confusing. In your lesson plan, you should have indicated how your chosen learning resources are appropriate for language inputfor your target learners. Furthermore, the content of activities was not always clear. A large portion of Part 1 was either not relevant to your teaching audience or not linked to your lesson plan appropriately, and that reduced your score.
In Part 2, youreferred toa range of appropriate academic literature, but you did not clearly justify yourselectionof lesson materials and teaching activities.You did not present a balanced view of both the benefits and constraints of each activity of your lesson plan. This section appears to be disjointed
Next steps:
-Improve the structure of your writing. Always include an introductionat the start of each sectionthatshows the readerthe aims/purpose, themeand structure of the following content.
- Improve integration ofsources and references.Dont copy long lists of information (like your notes). Introduce the theme/topic in your own words first then build a discussion and analysis next.
- Follow the assignment criteria carefully and write according to them.This will be helpful at your resubmission
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Appendices
5 min Activity 2, before reading:
Students will be presented with the shown picture via the PowerPoint with the bold word (intended) synonyms.
Then ask students: what can you do with these objects other than their intended purposes?
Pair work:
Asking them to work in pairs to collect answers to the questions.
Getting them to look at the pictures (P.82), thinking of the suitable ideas and justifying their answers.
Data show
Coursebook
3 min Activity 3: Ask students to read the definition of (activity), so they can link the definition to their previous answers.
Asking students to guess the meanings of the new word within the definition of creativity (Original) through context and pictures.
Individual work
Students will drill the vocabulary in context. Giving examples.
Coursebook (P.82)
12 min Activity 4: Getting them to know the expository type of texts.
Introducing the text's new vocabulary by using a more simplified method that will allow them to guess the meaning through the text with pictures representing each words meaning, whether content, function, or abstract words.
Asking the pupils to skim the text to get the general idea (What is the text about?)
Match each vocabulary with its related meanings.
(combine-improvements-approach)
Associate- connect-conjoin
Enhance- upgrade- increase
Enter- arrive- advance
Pair work
Peer assessment:
Students will read the text as a whole and peer assess each other before sharing their ideas with their classmates.
Comparing and contrasting ideas between students.
PowerPoint
pictures
7 min Activity 5: Asking the class to scan the text to fill in the table in Ex2.
Going around the groups for more support and suggestions.
Group work: Discussing the answers with the group.
Coursebook
6min Activity 6: Writing the word friend on the board that share a common prefix and suffix such as, friendly, unfriendly and ask the students to notice each morpheme and identify the root. Then colouring the affixes for distinguishing.
sharing common affixes list and teaching some affixes roles explicitly via the slides. See the link, concentrating on the common affixes and inflectional suffixes
prefixes_suffixes.pdf (scholastic.com)Students will observe and follow the teachers explanation. PowerPoint
5 min Activity 7: Eliciting the word improvements from the text and writing it on the board and in a word spider form. Students will take out a paper from their notebook, draw a circle around the word (improvements) and break up the words morphemes using arrows outside the circle and next to each morpheme a description of its role, e.g., plural (s-es), adjective (al-ial) and noun (ion-ment).
Coursebook (P.82)
5 min Activity 8: ask students to elicit the predetermined morphemes in Ex 3.
Individual work
Students will skim the text, elicit the morphemes, and share their answers with the teacher. Coursebook (P.83) Ex 3.
5 min Activity 9:
Pair work
Students will determine the correct morphosyntactic form for each question. Coursebook (P.83) Ex 4.
Homework Next next class, in your notebook, take 5 words from the text and write the possible morphemes in a word spider form.
Write the past tense of the word fall and the plural form of curriculum. left36576000Coursebook
Coursebook curriculum for grade 8 (moe.edu.kw, n.d.)
