1. The concept of lifelong learning
Needs analysis
Ongoing assessing of skills, goals and needs

2. The psychology of motivation
Learning methods, strategies, techniques
Research on learning styles and processing language input

3. Selection and development of appropriate content/materials
Expert use of multi-media resources

4. Skills development
Writing for a purpose
Conducting discussions & speaking activities
Online communication skills

5. Specialized focus
Language coaching in professional & vocational English
Exam preparation and academic English (listening & notetaking; rapid reading)
Refugees and teaching the distressed
Concept of translanguaging

6. Course design and structure
Goal setting
Periodic evaluation and feedback

1. Reflection: LO 1,2
A teaching rationale of a lesson (to last no less than one hour) for a group of adult learners. To include level, learning objectives, activities, resources and assessment.
With reference to literature, which supports and challenges the appropriacy and potential effectiveness for the lesson.

2. Oral Presentation: LO 3 - 4
An oral report on a topic related to specialised areas of need of adult ESOL learners (for example; EAP, ESP, integration of migrants in receiving countries, preparation for/ proliferation of standardized language examinations, English for medical professions)

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. 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: 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.

This module focuses on students’ research and study into the motivational needs and learning strategies of the adult learner. Students will be exposed to and examine a variety of TESOL techniques, activities and tasks evolving from contemporary approaches for effective language teaching and communication skills.
Through written discussion, students will support their choices within the lesson plan that they will have designed, referencing TESOL research findings, learning theories and methodologies. In creating a lesson plan, students will work with needs analysis, goal setting and minimal material design. In addition, they will also exhibit their sense of time management in the structuring of their plan. There will also be discussions around the ideas of translanguaging and the effects on the acquisition of another language.

Demonstrate a systematic understanding of current theory and practice in the teaching of adults in the ESOL classroom Knowledge and Understanding, Learning

Critically evaluate and adapt appropriate learning materials, using current research, for the teaching of adult ESOL learners. Application, Reflection

Demonstrate a critcal awareness of learning theories relevant to diverse adult ESOL learners’ needs with a practical understanding of effective teaching strategies. Problem-solving, Reflection
1Critically analyze and communicate to an audience the learning needs of specific categories of adult ESOL learners. Communication, Reflection

University and Unicert library
IT facilities
Presentation facilities
Moodle VLE

Key Texts:
Petty, G. (2015). Teaching Today, a Practical Guide
Tomlinson, B. & Masuhara, H. (2018) The Complete Guide to the Theory and Practice of Materials Development for Language Learning. Hoboken, New Jersey: Wiley Blackwell.
Bates, B. (2019). Learning Theories Simplified. London: Sage
Bassot, B. (2015). The reflective practice guide: An interdisciplinary approach to critical reflection. NY: Routledge.

Academic writing:
https://libguides.staffs.ac.uk/academic_writing

NONE

This module focuses on students’ research and study into the motivational needs and learning strategies of the adult learner. Students will be exposed to and examine a variety of TESOL techniques, activities and tasks evolving from contemporary approaches for effective language teaching and communication skills.