Course title: PRACTICUM 2
Instructors: Asst. Prof. Renata Geld
ECTS credits: 3
Status: mandatory
Semester: VIII
Enrollment requirements: none
Course description: Elements of the lesson plan for an EFL class. Designing teaching activities. Using textbooks. Adapting teaching materials. Effects of the media on teaching. Using ICT in EFL teaching. Assessing effective teaching. Post-teaching reflection. Self-assessment of teaching. Reacting to feedback. Cooperation with mentors.
Objectives: Students will develop competence in assessing effectiveness of different teaching strategies. They will develop lesson planning skills and the ability to evaluate others’ and self-evaluate own ELT competence.
Course requirements: During practicums student will become prepared for observing their mentors’ teaching and for their own independent teaching. They will develop a lesson plan and required teaching materials for every lesson they will be teaching. Students will also keep a teaching practice diary. Their final mark will depend on the evaluation of the part of the portfolio collected during the 8th semester and the evaluation of students’ independent teaching.
Week by week schedule:

Required reading:
– Crookes, G. (2003). A Practicum in TESOL: professional development through teaching practice. Cambridge: CUP. [selected chapters]
– Newby, D. et al (2008). European portfolio for student teachers of languages. Graz: ECML. [selected chapters]
– Wajnryb, R. (1992). Classroom observation tasks. Cambridge: CUP. [selected chapters]

Recommended reading:
– Allwright, D. (1988). Observation in the language classroom. New York: Longman. [selected chapters]
– Costas i Costa et al. (eds.) (2001). Student teaching in Europe. Freiburg im Breisgau: Fillibach-Verl. [selected chapters]
– Gebhard, J.G. & Oprandy, R. (1999). Language teaching awareness. Cambridge: CUP. [selected chapters]

(more…)

Course title: TEFL METHODOLOGY
Instructors: Asst. Prof. Renata Geld
ECTS credits: 5
Status: mandatory
Semester: VIII
Enrollment requirements: none
Course description: Contrastive teaching of English pronunciation to three basic age groups of learners; teaching English morpho-syntactic structures to three basic age groups of learners; teaching English lexis to three basic age groups of learners; contrastive teaching of English graphics to three basic age groups of learners; analysis of interlanguage at the three age group levels; analysis of Croatian EFL learners’ errors and error correction; teaching culture and civilization of English language speaking countries; selection and teaching of literature written in English; criteria for selection of teaching materials in TEFL.
Objectives: To enable students to effectively use their knowledge of English and about the English language, their knowledge from educational sciences and their knowledge and understanding of glottodidactic principles during their English language teaching.
Students will develop skills and competencies for teaching English to learners of different proficiency levels, different age groups and in different teaching environments.
Course requirements: Students will be expected to read the literature assigned by the course instructor. High level of participation, especially in seminars, is expected. Students who pass the three revision tests do not have to sit for the final oral exam.

Week by week schedule:

Required reading:
– Brown, H.D. (2000). Principles of language teaching and learning. White Plains, Ny: Addison Wesley Longman Inc. [selected chapters]
– Carter, R. & Nunan, D. (2001). Teaching English to Speakers of Other Languages. Cambridge: CUP. [selected chapters]
– Cummins, J. & Davison, Ch. (2007). International handbook of English language teaching. Springer. [selected chapters]
– Harmer, J. (2001). The Practice of English Language Teaching. London: Longman.
– McDonough, J. & McDonough, S. (1997). Research Methods for English Language Teachers. London: Arnold.
– Carter, R. & Nunan, D. (2001). Teaching English to Speakers of Other Languages. Cambridge: CUP.
– Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: CUP.
– Uso-Juan, E. & Martinez-Flor, A. (2006). Current trends in the development and teaching of the four language skills. Berlin: Walter de Gruyter. [selected chapters]

Recommended reading:
– Carter, R. & McCarthy, M. (1988). Vocabulary and Language Teaching. London: Longman.
– Odlin, T. (1994). Perspectives of Pedagogical Grammar. Cambridge: CUP.
– Richard-Amato, P. R. (1998). Making it Happen. London: Longman.
– Tarone, E. & Yule, G. (1989). Focus on the Language Learner. Cambridge: CUP.
– Journals: ELT Journal, Metodika, Strani jezici

(more…)