1. A historical overview of teaching methods and approaches
Concept of translanguaging

2. Contributions of Neuroscience to learning
Brain research in cognitive sciences
Executive functions, memory and learning
How we learn: effective learning techniques

3. Sociocultural approach to learning
Research data on the importance of interaction, emotions and motivation for learning

4. Evidence-based teaching strategies
Learner autonomy and learning-to-learn strategies (metacognition)
Current teaching approaches shown to promote effective learning

5. Non-cognitive skills development
Essential skills for personal, professional and social development
Non-cognitive skills as an organic part of teaching strategies
Non-cognitive skills (also referred to as soft/character/interpersonal/non-technical skills and contrasted with the cognitive/hard skills of literacy and numeracy) include personal attributes considered to be of equal importance to cognitive skills, as they lead to behaviours and strategies conducive to enhanced academic and professional outcomes. These skills include communication, collaboration, creativity, compassion, curiosity, problem solving, leadership, motivation, self-control, resilience, and perseverance, amongst others. They may be innate characteristics of an individual but can also be developed through learning and practice.

1. Essay: LO 1,2,3
An academic essay discussing the developments in methods and approaches to ESOL in the past 20 years; detailing specific evidence-based strategies for ESOL teaching and learning

2. Presentation: LO 4
A presentation of teaching and learning strategies that promote the necessity and development of three non-cognitive skills in the teaching of ESOL. 10 minutes with questions and answers outside of the 10 minutes

This module will be delivered in distance learning mode. Regular synchronous sessions will be scheduled to be held and there will be clear expectations for contact time and independent study. Learners will collaborate with staff and peers in a dynamic learning environment. They will engage with content via video conferencing lectures and will be supported by 24/7 access to a wide range of online asynchronous resources on the VLE - Moodle.

There will be opportunities to engage in group discussion and independent work, reflection questions, and formative assessment, to enhance understanding of key concepts and to develop a critical awareness of theoretical constraints that underlie practical application. There will be regular opportunities for interaction with the tutor and other students and regular feedback from the tutors, peers and encouragement to self-assess.

The teaching approaches will include presentations, group discussions, case studies, forum discussions and critical exploration of journal publications and academic webquests. There will be a strong emphasis on activity-focused learning and participants are expected to actively engage in all online sessions. In addition, participants are required to engage in independent study to consolidate and build upon their learning in taught sessions. A variety of multi-media resources will be employed, such as: Teams, Padlet, Socrative, Kahoot! Moodle Wikis, Blogs, Forums and Hot Potatoes. There will be regular tutorials including tutorial with the academic mentor to ensure that engagement and motivation are promoted.

The module provides a strong theoretical background combined with guidelines as to the application of theory to practice. Students will be guided to explore studies and research data and analyse them critically, as well as collect evidence of the effectiveness of certain methods and techniques of their choice. Through independent study they will determine specific areas of their own interest for a more in-depth exploration. Thus, generic learning also becomes personalised and intrinsic motivation is triggered. Students assume ownership of their learning in accordance with the principles of the course and the content of this module. Reciprocal learning is promoted through presentations of work and subsequent discussion and evaluation. There will also be discussions around the ideas of translanguaging and the effects on the acquisition of another language

The module provides a strong theoretical background combined with guidelines as to the application of theory to practice. Students will be guided to explore studies and research data and analyse them critically, as well as collect evidence of the effectiveness of methods and techniques of their choice. Through independent study the students will determine specific areas of own interest for a more in-depth exploration. Thus, the group learning also becomes more personalised. There will also be discussions around the ideas of translanguaging and the effects on the acquisition of another language.

Critically analyse current and historical ESOL teaching approaches Analysis, Knowledge and Understanding

Systematically evaluate current neuroscience research on how people learn with specific reference to the teaching of ESOL Problem-solving, Knowledge and Understanding

Demonstrate a detailed understanding of how to implement evidence-based ESOL teaching strategies Problem-solving, , Application

Critically discuss and communicate the necessity of non-cognitive skills development and explore ways of integrating them into the teaching of ESOL Communication and Reflection

University and Unicert library
IT facilities
Presentation facilities
Unicert VLE - Moodle

Mercer, S. & Dorney, Z. (2020), Engaging Language Learners in Contemporary Classrooms. UK: Cambridge University Press.
Kelly, C. (2017). The brain studies boom: Using Neuroscience in ESL/EFL teacher training. 10.1007/978-3-319-51789-6_5.
Barkatsas, T. & Bertram, A. (Eds.). (2016). Global learning in the 21st century. Rotterdam, NL: Sense Publications.
Armstrong Melser, N. (2019). Teaching soft skills in a hard world: Skills for beginning teachers. London, UK: Rowman and Littlefield.
Tokuhama-Espinosa, T. (2021). Bringing the neuroscience of learning to online teaching: An educator’s handbook.
Moon, J. A. (2013). Reflection in learning and professional development. NY: Routledge.

Bailey, S (2016). The Essentials of Academic Writing for International Students. London: Routledge

None

This module will cover the historical and current teaching of ESOL, including the recent contributions of neuroscience to the science of learning. You will critically analyse evidence-based teaching strategies and the development of non-cognitive skills (also known as interpersonal skills) in teaching and learning. There will be an opportunity to research sociocultural approaches to learning and how to develop metacognitive strategies in the ESOL classroom.