By the end of the course, participants will be able to:
Apply relevant and appropriate key theories in the field of ELT/Applied Linguistics to their own teaching contexts;
Discuss the main processes and issues involved in learning an additional language in the era of globalization; and
Demonstrate an understanding of the major teaching and assessment approaches, methods, and techniques that have been widely used and discussed in the field of ELT/Applied Linguistics.
The period of study is from 6 July to 18 December 2020 (24 weeks). Students are required to attend 10 weeks of compulsory residential school:
Weeks 1-6 (6 Jul—14 Aug): Residential
Weeks 7-18 (17 Aug—6 Nov): Online
Weeks 19-20 (9—20 Nov): Break
Weeks 21-24 (23 Nov—18 Dec): Residential
(Note: Dates listed are tentative and subject to change.)
Students will do three blended (on-line) modules in their home country during weeks 7—18.
This course consists of six modules:
Three are delivered in a blended mode, combining on-line and face-to-face teaching; and
Three are delivered face-to-face at SEAMEO RELC.
Learner Training is provided to familiarize learners with the system to be used for the online learning.
DESCRIPTION OF MODULES
Modules and their mode of delivery offered are subject to change.
Broadly, the following topics will be covered in the six modules:
Language Curriculum Design and Implementation (Face-to-Face)
This module combines current language curriculum theory with hands-on application. Through lectures, group work discussions, readings, and classroom tasks and activities, course participants will become familiar with the many trends and challenges in language curriculum design and implementation.
Teaching Listening and Speaking (Face-to-Face)
This module is designed to develop course participants’ understanding of the theoretical bases for teaching listening and speaking to English language learners. It focuses on the teaching of sub-skills and strategies involved in listening and speaking. It also examines current issues and challenges involved in teaching listening and speaking.
Teaching Reading and Writing (Blended)
This module deals with the principles, design and procedures in teaching reading and writing in ESL/EFL situations within a multimodal world. The integration of theory and classroom practice will be achieved via journal writing, sample lesson plans and micro-teaching sessions. Key theories of reading and writing and current approaches to teaching reading and writing will be explored and discussed vis-à-vis the course participants’ teaching and learning contexts. There will be a special focus on helping participants to make the transition from using traditional print-based to multimodal materials. The teaching of new literacies such as reading and viewing, and writing and visually representing will be addressed.
Language Assessment (Blended)
This module introduces the basic theoretical principles related to language assessment. Course participants will have the opportunity to reflect on their own language assessment practice in relation to their teaching objectives. There will also be hands-on practice in the planning, designing, and grading of assessment related to receptive and productive language skills. Additionally, this module will explore the rationale for assessment for learning, and the key approaches in implementing such classroom-based assessment.
Principles and Practices for Teaching Grammar (Blended)
This module prepares course participants to teach grammar in a wide variety of intra/international contexts. The status of English as a global language has prompted a shift in the ways in which English grammar is conceptualised, learned, and taught. In addition to introducing course participants to different conceptualisations of language/grammar, they are engaged in critical discussions on a variety of pedagogical principles and practices for teaching English language grammar. In light of these discussions, the module provides participants with an opportunity to design their own lesson plans, and assessment tasks that can potentially be implemented in their own teaching and learning contexts. The issues surrounding teaching grammar and future directions for researching/teaching grammar are also discussed.
Issues in Applied Linguistics (Face-to-Face)
Applied linguistics is an academic discipline that engages its communities of practice in studying, investigating, and reflecting on the relation of knowledge about language to making decisions in tackling language issues in both educational and social settings. Thus, applied linguistics course participants need to be engaged in discussing key topics, issues, or research areas within the discipline that have significant personal and professional implications for them as language users, learners, and teachers. This module introduces course participants to arange of issues, which fall into the major themes that have traditionally been associated with the applied linguistics discipline, i.e. language use and language pedagogy (including language learning). It also intends to engage them in critical dialogues on their perspectives on language (i.e. the English language), and its implications on the ways in which they use, learn, and teach language.
Established in 1968, SEAMEO Regional Language Centre (RELC) is one of twenty-four specialist centres set up by the Southeast Asian Ministers of Education Organization (SEAMEO). The Centre’s activities are guided by the following philosophy:
“We believe that language education will lead to an improved quality of life for people in the region and to greater international cooperation”.
SEAMEO RELC has built a strong reputation for providing quality courses to meet different learning needs for language teachers and learners over the past 50 years. These range from short courses with focused themes, to certification courses such as specialist certificates and a master’s degree course. The Centre also offers customized proficiency courses in English, Mandarin and other languages, which are designed to meet the needs of specific groups of people. Our course participants come from varied backgrounds and are of different ages, including students, working adults, officials and educators from the region and beyond. Course participants have come from Brunei Darussalam, Cambodia, China, Indonesia, Japan, Laos, Malaysia, Myanmar, the Philippines, Singapore, South Korea, Taiwan, Thailand, and Vietnam. ...