SECOND LANGUAGE TEACHING

Course Outline

Course instructor information:

Heath Rose
School of Linguistic, Speech and Communication Sciences

Heath's contact information:
Office: Room 3040, Arts Building, Trinity College Dublin
Email: heath.rose@tcd.ie
Phone: 896-1626

Course information:

Course codes: LIXXXX
This is an elective module for the MPhil in Applied Linguistics, MPhil in ELT, MPhil in SLP, MPhil in Linguistics.
Hilary term
Thursday 4-6pm, Arts Building room 3071
Classes start on the hour and finish at 10 to the hour

Course overview

This module has four aims: (i) to critically explore the historic range of second language teaching methods commonly used throughout the world; (ii) to give students a thorough knowledge of teaching methods used in educational best practices today; (iii) to deepen students’ understanding of the pedagogical implementation of second language curricula; and (iv) to provide students with opportunity to reflect on real teaching practices, lesson plans, and teaching materials. The module is designed to have students both reflect critically on their practice as language teachers, and to provide the knowledge and skills necessary to engage in future language teaching, using the most effective and up-to-date teaching methods.


Course content

Specific themes addressed in the module include: the theoretical underpinnings of a range of teaching methods including grammar-translation, audio-lingual, total physical response (TPR), communicative language teaching (CLT), content-based language teaching (CBLT), content and language integrated learning (CLIL), and English-medium Instruction (EMI); a critical evaluation of these approaches to teaching; a critical evaluation of teaching and learning materials; the implementation and translation of second language curricula into the language classroom; and current best practices in second language teaching.

Learning outcomes

On successful completion of this module students will be able to:

  • Explain the theoretical underpinnings of a range of teaching methods
  • Critically analyse teaching methods to expose their strengths and weaknesses
  • Evaluate teaching and learning materials based on this critical understanding
  • Choose the appropriate teaching method(s) for a range of teaching contexts
  • Interpret a second language curriculum into pedagogical practice
  • Develop a repertoire of approaches to second language teaching, which they are able to adapt to current, or future teaching practices
  • Create a practical lesson plan from a curriculum outcome
  • Critically evaluate their own and others’ classroom practices, based on an understanding of best practice in second language teaching
  • Connect theories in second language teaching to other topics they have studies in language learning, including language acquisition, second language curriculum design, learner autonomy, and language testing.

Course Syllabus

PART ONE: Methods and Approaches to Language Teachin

WEEK 1: Historical teaching methods 

From grammar-translation (GT), to audio-lingual (AL), to the natural method, to the seeds of communication language teaching (CLT), this weeks covers the major teaching approaches in history and explores the SLA theory which underpins them.

Main Reading: Richards & Rodgers (2001). Approaches and Methods in Language Teaching. Part One: Major Trends in Twentieth Century Language Teaching, pp. 1-70.

Shorter Reading: Richards & Renandya (2002). Methodology in Language Teaching. Chapter 2: Theories of Teaching in Language Teaching, pp. 19-26.



WEEK 2: Modern teaching methods

This week explores the teaching methods which emerged from CLT in the 1980s, 1990s, and 2000s. There is a focus on task-based language teaching (TBLT), project-based language teaching (PBLT), and content and language integrated learning (CLIL). 

Main Reading: Richards & Rodgers (2001). Approaches and Methods in Language Teaching. Part Three: Current Communicative Approaches, pp. 151-255.



WEEK 3: Alternative teaching methods 

This week explores alternative approaches to language teaching including Total Physical Response (TPR), Neurolinguistic programming, Suggestopaedia, Lexical Approach, etc.

Main Reading: Richards & Rodgers (2001). Approaches and Methods in Language Teaching. Part Three: Alternative Approaches and Methods, pp. 71-150.



WEEK 4:  Teaching for specific needs

This week focuses on English for Academic Purposes (EAP) and English for Specific Purposes (ESP) -- two growing areas of English language education which require specific approaches to teaching.

Main Reading: Richards & Renandya (2002). Methodology in Language Teaching. To be decided.


WEEK 5: Lesson planning and implementation


Main Reading: Richards & Renandya (2002). Methodology in Language Teaching. Section 2: Lesson Planning and Classroom Management, pp. 27-48.


WEEK 6: Teaching writing 


Main Reading: Richards & Renandya (2002). Methodology in Language Teaching. Section 13: Teaching Writing, pp. 303-334.

WEEK 7: Teaching listening and reading


Main Readings: 
Richards & Renandya (2002). Methodology in Language Teaching. Section 10, Teaching Listening, pp. 235-254.
Richards & Renandya (2002). Methodology in Language Teaching. Section 12, Teaching Reading, pp. 273-302.

WEEK 8: Teaching speaking and pronunciation 


Main Readings: 
Richards & Renandya (2002). Methodology in Language Teaching. Section 9, Teaching Speaking, pp. 201-234.
Richards & Renandya (2002). Methodology in Language Teaching. Section 8, Teaching Pronunciation, pp. 175-200.

WEEK 9: Teaching vocabulary


Main Reading: Richards & Renandya (2002). Methodology in Language Teaching. Section 11: Teaching Vocabulary, pp. 255-272.



WEEK 10: Evaluation of teaching materials


Main Reading: Richards & Renandya (2002). Methodology in Language Teaching. Section 4: Syllabus Design and Instructional Materials, pp. 65-92.



WEEK 11: NO CLASS (Reading Week)

Students are encouraged to begin their final assignments


WEEK 12: The future of language teaching: Globalisation and language spread


Main Reading: Galloway & Rose (2014). Introducing Global Englishes. Chapter 9: Global Englishes and Language Teaching.