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    Intended for students enrolling in T.E.S.O.L. Methodology and Strategy, this syllabus contains information specific to the course. It is a definitive record of the course's primary characteristics and the learning outcomes that a typical student can reasonably be expected to achieve if he/she takes full advantage of the available learning opportunities. This document also serves as a reference for academic and support staff, internal and external examiners, and for future course monitoring and review.


    Course Title

    T.E.S.O.L. Methodology and Strategy

    Subject Area

    Teaching English as a Foreign Language

    Course Code

    TEFL 70021

    Course Level






    Methods of Delivery



    Expected Length

    5.0 Weeks

    Class Meetings

    Dependent on the choice made during enrollment


    Michael Griffin


    Computer Software: Any computer software that aids learning.


    Text 1: ULT

    Title: Understanding Language Teaching: From Method to Postmethod

    Author(s): Bala Kumaravadivelu

    Edition: 1st

    ISBN: 9780805856767

    Text 2: BM

    Title: Beyond Methods: Macrostrategies for Language Teaching

    Author(s): Bala Kumaravadivelu


    ISBN: 9780300095739

    Text 3: AMLT

    Title: Approaches and Methods in Language Teaching

    Author(s): Jack C. Richards and Theodore S. Rodgers

    Edition: 2nd

    ISBN: 9780511667305

    Text 4: MD

    Title: Materials Development for TESOL

    Author(s): Freda Mishan and Ivor Timmis

    Edition: 1st

    ISBN: 9780748691371


    A good approach to teaching English in one situation may be disastrous in another. Effective language teaching depends on many variables, including but not limited to student interests, needs, and backgrounds; access to teaching materials; teacher experience and personality; and institutional requirements. Thus, teachers must be prepared to adjust and adapt their methods accordingly. This course studies the topics of T.E.S.O.L. methods and materials development from the perspective that there is no singular “best” method for teaching English. Although there is no perfect T.E.S.O.L. method, exploring the historical evolution of the T.E.S.O.L. methodology can provide insight into the various methods employed in T.E.S.O.L., aiding the practice of the metacognitive reflection essential for determining the methods to be used in the future classrooms. In this course, we will organize and participate in regular workshops and familiarize ourselves with diverse hands-on activities, pedagogical approaches, and teaching philosophies. We will develop flexible and broadly applicable macro strategies for language teaching that help us better select the appropriate micro strategies required for any specific teaching moment.


    Upon completion of the course, students are expected to be able to:

    • Demonstrate familiarity with theories, methodologies, and strategies for T.E.S.O.L.

    • Demonstrate a thorough and critical understanding of particular approaches or methods' strengths and potential shortcomings.

    • Demonstrate familiarity with programs for T.E.S.O.L.

    • Identify and use resources, including books, technology, professional organizations, and human resources, and select/create appropriate material for English language learners (E.L.L.s) instruction.

    • Demonstrate awareness of the socioeconomic, cultural, and political factors related to the instruction of E.L.L.s.

    • Thoughtfully discuss experiences teaching languages and reflect on the significance of these experiences for future language teaching practices.

    • Connect theory to practice through clinical experiences and written reflections.

  • WEEK 1

    Module 1

    Language, Learning, and Teaching

    Reference(s): ULT Ch1-3

    Module 2

    Conceptual Issues in Language Teaching Methods

    Reference(s): ULT Ch4-7

    Module 3

    Trends in 20th Language Teaching Methods

    Reference(s): AMLT Ch1-3

    WEEK 2

    Module 4

    Alternative Approaches and Methods

    Reference(s): AMLT Ch3-13

    Module 5

    Current Communicative Approaches

    Reference(s): AMLT Ch14-18

    Module 6

    Postmethod Condition, Pedagogy, and Predicament

    Reference(s): ULT Ch8-10

    WEEK 3

    Module 7

    Macrostrategies for Language Teaching I

    Reference(s): BM Ch1-4

    Module 8

    Macrostrategies for Language Teaching II

    Reference(s): BM Ch5-7

    Module 9

    Macrostrategies for Language Teaching III

    Reference(s): BM Ch8-12

    WEEK 4

    Module 10

    Principles of Materials Development I

    Reference(s): MD Ch1-2

    Module 11

    Principles of Materials Development II

    Reference(s): MD Ch3

    Module 12

    Principles of Materials Development III

    Reference(s): MD Ch4-5

    WEEK 5

    Module 13

    Materials Development: Reading and Listening Skills

    Reference(s): MD Ch6

    Module 14

    Materials Development: Speaking and Writing Skills

    Reference(s): MD Ch7

    Module 15

    Materials Development: Vocabulary and Grammar

    Reference(s): MD Ch8


    WEIGHT: 10.0%
    DEADLINE: Sunday at 23:59 (GMT+0) of Week 5

    All students are expected to participate in all types of classroom activities. Regular attendance is required in order to maximize the number of opportunities to engage in classroom activities. Marks are based on the quality of the contributions made rather than the quantity of posts submitted, comments made in class, etc.  


    Students are encouraged to exchange contact information and support one another should any classes be missed. They are advised to contact the course instructor about any concerns they may have.  


    WEIGHT: 10.0%
    DEADLINE: Sunday at 23:59 (GMT+0) of Week 2

    General Information

    This must be two to four pages (approximately five hundred to one thousand words) not including references, title page, and appendix. The purpose of this assessment is to show how well you can discuss your experiences teaching and reflect on the significance of the experiences for your future teaching. It’s also a chance to raise and consider questions related to language teaching methods and different learning contexts. The deadline to submit this assessment is Sunday at 23:59 (GMT+0) of Week 2. The grade is stored in the online grade book. As only one attempt per piece of coursework is allowed, it is highly recommended that students review all course materials and thoroughly edit their work before attempting the graded assessment.


    Teachers are theorizers who practice and write from their respective philosophical points of view, authoritative positions, and personal and professional experiences. In this assessment, which supports connections between teachers’ experiences and teachers’ intellectual theorizing, students are asked to write about their own language teaching experiences.  

    Reflect on some or all of the following questions:

    • How did you learn to teach?

    • Were you taught specific “methods”?

    • What role did methods play in your teaching? Provide specific examples.

    • How have social circumstances impacted your teaching?

    • What did you like about your language teaching experiences?

    • What did you dislike?

    • How would you teach differently in retrospect?

    • What sources of knowledge did you draw upon in your past teaching (e.g., mentors, language learning experiences, supervisors, institutionally prescribed methods)?

    • In light of your past experiences, what do you need to know about TESOL methods that will support your intellectual skills in analyzing new situations and will equip you to teach in them?

    Use language which makes sense to you as you describe the evolution of your ideas. You only need to use TESOL terminology if it is cohesive with your voice. This paper should be a reflective narrative piece rooted in your personal experience.

    Evaluation Criteria

    • (25.0%) Thoughtfully discuss your experiences teaching languages.

    • (25.0%) Reflect upon the significance of your experiences for your future language teaching practice.

    • (25.0%) Raise questions about language teaching methods and contexts of learning.

    • (25.0%) Share a thoughtful, interesting 2-minute précis (summary) of your narrative with your classmates.


    WEIGHT: 20.0%
    DEADLINE: Sunday at 23:59 (GMT+0) of Week 3

    General Information

    Each student will lead a 10-to-12-minute demonstration for one of the English language teaching methods or approaches as delineated in the AMLT book. The deadline to submit this assessment is on Sunday at 23:59 (GMT+0) of Week 3. The purpose of this assessment is to determine the level of comprehension and mastery of the material covered, focusing on the practical aspects of the course. The deadline to submit this assessment is on Sunday at 23:59 (GMT+0) of Week 3. The grade is stored in the online grade book. As only one attempt per piece of coursework is allowed, it is highly recommended that students review all course materials and complete practice and preparation tasks before attempting the graded assessment.


    To help each other to better understand the various methods that have contributed to the development of the historical “terrain” of our field, each class member will lead a 10-to-12-minute demonstration for one of the English language teaching methods or approaches as delineated in the AMLT book. 

    Evaluation Criteria

    • (20.0%) Include a brief 1-2 minute discussion of the history, main principles, and language learning theories underlying the method/approach and a critical evaluation. Explain in what situations this method might still be considered useful or appropriate. Feel free to use our readings in ULT as a resource for this.

    • (60.0%) Demonstrate the method or approach by teaching one activity (about 5 minutes) that demonstrates what you understand to be its main pedagogical tenets. Because some of us will be online, this “online and offline/ face to face” classroom arrangement, or “mixed” approach may require more creativity and flexibility than in an “in-person only”, or “online only” format of class type. 

    • (10.0%) Be sure to include a brief Q&A about the method or approach at the end of the presentation. Be prepared to discuss the questions: How much scope is there to use this method to explore language as a system? As a discourse? As ideology? and How might this method reflect and/or impact the social circumstances of a language learning environment?

    • (20.0%) Include a 1-page (approximately five hundred words) summary of the demonstration and share a digital copy with the class on the appropriate Academic Discussion Board and the Assignment Drop Box.


    WEIGHT: 60.0%
    DEADLINE: Sunday at 23:59 (GMT+0) of Week 5

    General Information

    This must be eight to twelve pages (approximately two to three thousand words) not including references, title page, and appendix. The purpose of this assessment is to determine the level of comprehension and mastery of the material covered over five weeks, focusing on the theoretical and practical aspects of the course. The deadline to submit this assessment is on Sunday at 23:59 (GMT+0) of Week 5. The grade is stored in the online grade book. As only one attempt per piece of coursework is allowed, it is highly recommended that students review all course materials and thoroughly edit their work before attempting the graded assessment.


    Presentation at the end of the course: An important aspect of this assignment will be a 10-minute PowerPoint presentation of your project to the class at the end of the quarter. Please include a 1-page handout and list of references.

    The final project will explore some areas of T.E.S.O.L. methodology or strategy. It is recommended that students consult with the instructor as early as possible about their chosen topic. Students may approach their task in one of three ways: (1) You may write a theoretical research paper where you focus on a particular methodology, approach, or method-related issue, with an analysis of underlying assumptions and tensions; (2) you may develop a course plan and set of materials for a particular context with an extended rationale.

    Whichever option is chosen, your paper must be more than a description of a set of materials or a particular methodology. Extensive analysis and connections must be made to the course readings as much as possible.

    Option 1: Theoretical Research Paper

    Students may investigate a particular methodology, approach, or method-related issue. They could: a) explore a current approach, such as Task-Based Language Teaching or Content-Based Language Teaching, or b) delve into a methods-related issue (such as TESOL standards).  


    Whichever of these they select, explain the approach or methods-related issue and include an analysis of its underlying assumptions. For example, what are its historical antecedents? How is the approach consistent (or not) with S.L.A. theories and research? What are its strengths? What potential problems might it present? In which situations might it be most successful? How might it need to be adapted to suit specific student demographics? What has research within T.E.S.O.L. demonstrated about the efficacy (or otherwise) of this approach/method?  


    This will be a theoretical paper, so you must read deeply and critically about the methodology or approach you select. Evaluation will depend on the extent of your reading beyond the course readings, how you synthesize your understandings, and demonstrate a thorough and critical understanding of the strengths and potential shortcomings of the approach or method. Please follow an academic A.P.A. style for writing this paper. 

    Option 2: Course Planning

    Alternatively, students may develop a course plan with sample materials, including a rationale for a specific student population. Describe a pedagogical context that your course will address (e.g., teaching English to foreign adult day workers in a community advocacy center, teaching academic writing in a linked history course, teaching academic English to (non) matriculated students). Be sure to provide detailed descriptions of the student populations and the course, along with a theoretical analysis and justification for your plan. The plan's theoretical analysis and justification must be grounded in the course readings. 


    The course plan should include a syllabus with the following elements: a course description, the overall goals and objectives of the course, a schedule of topics, and major assignments. 


    Additionally, provide a detailed plan for a single week or unit of activities.  


    This should include daily lesson plans, sample activities with teacher-student roles delineated, and homework assignments. 


    Furthermore, explain how and why all the materials developed will promote language learning among this student body. 

    Sample Topics

    • Blog-based ESL Writing Course

    • Course proposal for teaching grammar through popular music

    • Using immigrant women’s stories to develop literacy

    • Video serial course for teaching EFL to Swedish teens

    • Listening and Speaking Skill Development in Preliterate Refugees

    • The state of EFL in Taiwan

    • Specialized syllabi for adult English learners in Japan

    • Project-based teaching for large classes

    Evaluation Criteria

    • (20.0%) Explore a topic that reflects the scope and content of the course.

    • (20.0%) Demonstrate a thorough understanding of the methodological tensions surrounding your topic. Include insightful reflection and personal theorizing.

    • (20.0%) Demonstrate appropriate lesson planning (Option 1) OR Demonstrate appropriate lesson planning (Option 2)

    • (10.0%) Write lucidly, support claims, and avoid redundancy.

    • (5.0%) Use APA style consistently, including an appropriately cited list of references.

    • (5.0%) Thoughtfully integrate class readings into your paper; reference at least 5 class readings.

    • (5.0%) Reference and demonstrate an understanding of at least five additional readings beyond class Readings.

    • (10.0%) Give a 10-minute PowerPoint presentation of your project.

    • (5.0%) Provide a succinct 1-page, bulleted handout and a list of references to accompany the presentation (avoid writing out entire sentences and paragraphs).


    All students are required to participate in all classroom activities, attend classes regularly, and prepare before classes for classroom activities that require advance preparation. Students need to fully appreciate that good attendance results in more opportunities to engage in quality participation, which, in turn, results in a more thorough acquisition of subject knowledge and higher participation grades.

    Participation in classroom discussions and other types of activities indicates that students have read the assigned readings. Grades will not be based on the number of posts submitted or comments made in the classroom but on the overall quality of contributions to discussions.

    If a student is unable to attend 3 or more classes, he/she may be asked to complete additional assignments to complete the course.

    Modes of Attendance
    • For the portions of the course that take place over Microsoft Teams: Students are required to arrive on time and engage appropriately with their fellow students, their teacher(s) and course materials. They must attend with a functional web camera and microphone, have the latest version of Microsoft Teams installed on their computers, avoid attending via a mobile phone or web browser, and have all necessary materials to hand. Also, their cameras must be always switched on, except for occasions when privacy becomes a necessity. In addition, they must be appropriately attired, attend in an environment that will not distract them, their fellow students or their teacher(s), especially avoiding attending while in a vehicle, whether moving or stationary. 

    • For the on-campus portions of the course: The mandatory on-campus session meets as per the AUS Campus Schedule. Good attendance is required to earn credits and pass the course. Students are not permitted to arrive late for class or leave class early. Students traveling from far away locations must plan accordingly, giving themselves plenty of time to arrive by the start of class.  

    Classroom Expectations

    Classes start and end on time, with late entry or reentry allowed only under exceptional circumstances. All phones and electronic devices must be turned off for the duration of a class.


    Students are expected to read assigned materials prior to class. Class discussions are based on their reading of these materials and their reflections on what they have learned and how these relate to their experiences. Assignments are intended to encourage students’ reflection on and synthesis of assigned topics and course discussions.

    Assessments are listed in the course syllabus and are due by the stipulated deadlines. No assessment will be accepted after the day following the day it is due. If an assessment submission is one day late, it will receive an automatic reduction in grade of one letter (for example from an A to a B). After that, no late work will be accepted, and the student will receive an F grade for the assessment.

    Late submission of papers must be approved in advance.


    Students are responsible for understanding the University Policies and how to use resources appropriately. Violations of academic integrity are taken very seriously. Students should revisit the materials on the Orientation session to review important information pertaining to academic citation and referencing rules.


    The university is committed to student welfare and accommodates students with disabilities and those who fall ill. Disability Services (DS) is responsible for accommodating students with disabilities. A student who wishes to be granted a special arrangement due to a disability or illness must request it through DS. Instructors cannot grant such requests without prior DS approval. DS should be contacted as soon as possible to avoid delays in the provision of such an arrangement.

    Because the university takes student privacy very seriously, any medical documentation to support a request for an arrangement to accommodate any special needs connected with a disability or illness should be provided directly to DS. If a student misses any classes due to a short-term illness, he/she should notify his/her instructor, but avoid the inclusion of a doctor's note. Academic staff will not request, accept, or review doctor's notes or other forms of medical documentation. For more information, email


    Ethical considerations restrict how course materials and lectures may be used. Students may not post, publish, sell, or otherwise publicly distribute course materials without the written permission of the course instructor. Such materials include, but are not limited to, lecture notes, lecture slides, video and audio recordings, various types of assignments, examinations, other students’ work, and answer keys. In addition, students are not permitted to use materials prepared by faculty or students for courses that have previously taken place. These materials include, but are not limited to, case write-ups, Research Papers, summaries of readings, answers to Problem Sets, and answers to Academic Discussion topics. Furthermore, making video or audio recordings of class sessions for one’s own use without written permission from the instructor is not permitted. Infringements of the above-listed rules are taken seriously and may lead to disciplinary action, including a requirement to withdraw.


    Additional information can be found on the course website.

    Please note: the syllabus may be modified prior to and during a course, including updates to assignments and additional material.