Course title: TEACHING ENGLISH AS A FOREIGN LANGUAGE
Instructor: izv. prof. dr. sc. Renata Geld, dr. sc. Bojan Prosenjak, v. asist., Nives Kovačić, asist.
ECTS credits: 4
Status: mandatory
Semester: II
Enrollment requirements: none
Type of classes: 2 lectures + 2 seminars + 2 exercises

Course description: The aim of the course is to familiarize the students with the following: aspects of efficient teaching to develop the four fundamental language skills (reading, writing, listening and speaking); ways of fostering learner motivation, learning strategies and language awareness; grammar and vocabulary teaching techniques and activities; teaching tailored to the learner needs and individual differences.   

Outcomes:

• Define characteristics of the four fundamental language skills and design activities to teach them effectively;
• Design activities and classroom environment that foster learner motivation;
• Design activities and classroom environment that facilitate development of learning strategies and language awareness;
• Select and/or design vocabular and grammar activities appropriate for particular age groups, levels of proficiency, and individual learner needs;
• Design tasks to assess different areas of language knowledge, skills or abilities.

Course requirements: Students are expected to prepare for their classes by reading selected literature. They are also expected to be active and contribute to class discussions. Students who pass the three revision tests will not be required to take the final 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]
– Celce-Murcia, M., Brinton, D., & Snow, A. (2014). Teaching English as a Second or Foreign Language (4th ed.). Boston, MA: Heinle ELT.
– Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: CUP.
– 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. [selected chapters]
– McDonough, J. & McDonough, S. (1997). Research Methods for English Language Teachers. London: Arnold. [selected chapters]
– Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: CUP. [selected chapters]
– 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:
– Bogards, P. & Laufer, B. (2004). Vocabulary in a second language. Amsterdam: John Benjamins B.V.
– Davison, Ch. (2004) The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing 21 (3), 305-334.
– Odlin, T. (1994). Perspectives of Pedagogical Grammar. Cambridge: CUP.
– Richard-Amato, P. R. (1998). Making it Happen. London: Longman.
– Richards, K. (2003). Qualitative inquiry in TESOL. New York, Ny: Palgrave MacMillan.
– Tarone, E. & Yule, G. (1989). Focus on the Language Learner. Cambridge: CUP.
– Walsh, S. (2011). Exploring classroom discourse: language in action. Abingdon: Routledge. [odabrana poglavlja]
– Articles from journals: English Teaching Professional, International Journal of Applied Linguistics, Language Learning, Metodika, Modern Language Journal, System, World Englishes.