1. Syllabus design by the Common European Framework of Reference for Languages in physical and virtual settings
Types, components, and principles of syllabi
Levels and descriptors of CEFRL as a guide for designing syllabi for TESOL
Critical analysis and assessment of textbooks
Comparative analysis of physical and virtual teaching
Blended learning, flipped classroom

2. Technology Enhanced Learning (TEL) and assistive technology
Digital literacy, using educational platforms and applications
Assessment of educational software, criteria for selecting appropriate software and activities
Assistive equipment and software for learners with special needs: eliminating obstacles using reading aids, speech-to-text/text-to-speech software etc.

3. Materials design for the development of oral/written language skills
Teacher-made and student-made materials, the need for creativity
Adjusting textbooks and materials to specific settings and learners, the need for flexibility

4. Concepts of inclusion, diversity, and differentiated instruction
From Universal Design to Education for all: a historical perspective
Brain research and current trends in special education
Inclusive education in Greece and elsewhere: comparative analysis, gain, challenges, and limitations
Diversity in ESOL classrooms: Educational settings in Greece, special challenges and accommodations


5. Specific Learning Differences and English Language Learning
Critical analysis of research data with reference to issues of terminology, classification and aetiology
Phenomenology of SpLDs in the foreign language classroom
Specific challenges in learning ESOL
Indications of SpLDs, tracing and informal assessment of deficits in learning ESOL

6. Design, implementation, and evaluation of an ESOL differentiated lesson plan
The necessity of differentiation in the diverse classroom: research data
Designing a differentiated lesson plan to cater for diverse needs: principles and strategies
Implementation of differentiation of content, procedures, products, assessment, and environment
Continuous assessment and evidence-based evaluation of differentiated lesson plans

Design, implementation and evaluation of an individualised intervention programme suitable for ESOL Tiered instruction and the need for individualised learning in ESOL
Designing an individualised intervention programme in ESOL: assessment of needs, goal setting, selection and creation of materials
• Evidence-based evaluation of the intervention programme

Assignment 1: LO 1,2,3,4
Create an annotated lesson plan for a class of ESOL learners, with an individualised intervention for one of the ESOL students with SpLDs.
The level of learning must be guided by CEFR and be supported by appropriate literature.

Assignment 2: LO 5
Select and adapt two resources, of which one must be digital, for use in the ESOL classroom. Critically analyse and reflect on the design and how they would be used in virtual and physical settings, with reference to appropriate literature.
Selection and adaptation of resources = equivalent to 1,500 words
Reflection = 1,500 words

This module will be delivered in blended mode, which allows for a variety of teaching approaches and formative, assessment for learning strategies to be applied. The main strategies to be used will be: short lectures, experiential activities, classroom and forum discussions, presentations, critical analysis of journal publications, peer-to-peer teaching and peer learning. There will also be opportunities for synchronous and asynchronous teaching and learning using our Moodle VLE. Students are expected to assume ownership of their learning in accordance with the principles of the course and the content of this module. Peer learning is promoted through presentations of work and subsequent discussion and evaluation. Authentic case-studies described by the instructors or students will be reflectively analysed. Software will be used for hands-on creative activities to take place.

The module covers a wide range of information and skills development in the field of TESOL. Students will be guided to explore studies and research data, discuss them in their group and analyse them critically. A web forum for the discussion, reflection and exchange of ideas will supplement guided study. Given the variety of themes, students will identify specific areas of their own interest for a more in-depth exploration, and they will choose where they will focus to apply their creativity for their assessment. Thus, group learning also becomes personalised and students will be expected to assume ownership of their learning. Reciprocal learning is promoted through presentations of the students’ creation and subsequent discussion and evaluation. Presentations can also take the form of simulated instruction, where students apply the resources they have created.

Critically analyse and evaluate TESOL syllabi and textbooks according to the Common European Framework (CEFR) for Languages. Knowledge and Understanding, Analysis,

Systematically analyse the application of different modes of delivery in physical and virtual settings in the teaching of ESOL Application, Analysis

Demonstrate a comprehensive understanding of inclusive education and differentiated instruction in ESOL classroom settings, reflectively synthesing current research literature Learning, Reflection

Demonstrate a critical awareness of specific learning difficulties and differences, to be able employ appropriately informed proposals for effective interventions in the teaching of ESOL Enquiry, Problem-solving, Application

Systematically evaluate Technology Enhanced Learning (TEL) for the inclusive classroom, physical or virtual, and reflect on the use of TEL resources and assistive technologies in the ESOL classroom Application, Problem-solving, Reflection

University and Unicert library
IT facilities, educational and assistive tools
Presentation facilities

Key texts:
Russel, V. & Murphy-Judy, K. (2020). Teaching language online. London: Routledge.
Tomlinson, B. & Masuhara, H. (2017). The complete guide to the theory and practice of material development for language learning. UK: John Wiley & Sons.
Schneider, E. & Crombie, M. (2016). Dyslexia and Foreign Language Learning. UK: David Fulton Publishers.
Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. Alexandria, VA: ASCD.
Brookfield, S. (2017. Becoming a Critically Reflective Teacher. 2nd Edition. London: Jossey-Bass.

Academic writing and critical thinking:
https://libguides.staffs.ac.uk/academic_writing

None

This module will focus on creating inclusive learning and teaching environments for classrooms and individualised teaching and learning for classrooms and 1-1 settings. There will be an opportunity to research specific learning differences and disabilities in the ESOL classroom. You will also evaluate the Common European Framework for Languages and ESOL textbooks used in the classroom. You will reflect on the use of technology enhanced learning and assistive technologies and design resources suitable for inclusive and diverse teaching and learning.