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    Intended for students enrolling in T.E.S.O.L. and Applied Linguistics Professional Practice, this syllabus contains information specific to the course. It is a definitive record of the course's primary characteristics and the learning outcomes a typical student can reasonably 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. and Applied Linguistics Professional Practice

    Subject Area

    Teaching English as a Foreign Language

    Course Code

    TEFL 88011

    Course Level






    Methods of Delivery



    Expected Length

    10.0 Weeks

    Class Meetings

    Dependent on the choice made during enrollment




    Computer Software: Any computer software that aids learning.


    Text 1: TCGTESOL

    Title: The Cambridge Guide to Teaching English to Speakers of Other Languages

    Author(s): Ronald Carter and David Nunan

    Year Published: 2001

    ISBN: 9780511667206

    Text 2: STELL

    Title: 50 Strategies for Teaching English Language Learners

    Author(s): Adrienne L. Herrell and Michael L. Jordan

    Edition: 6th

    ISBN: 9780136616252


    This course is designed for both pre-service and in-service ESL/EFL practitioners and prepares them to become highly successful professionals, scholars, researchers, and curriculum leaders in their instructional practice. At the end of the course, students will be equipped with the skills needed to teach English second-language education courses, including teaching strategies, lesson building, and assessment. 


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

    • Describe, explain, evaluate, and apply a systematic, principled approach to the English/ESL classroom. 

    • Design, analyze, and evaluate effective T.E.S.O.L. and applied linguistics curricula and materials. 

    • Analyze, synthesize, and apply principles for teaching various learners in diverse settings, situations and environments. 

    • Find and evaluate contemporary materials and resources for T.E.S.O.L. and applied linguistics professionals. 

    • Apply knowledge and transferable skills gained through other academic courses. 

    • Demonstrate professional and academic preparedness to participate in T.E.S.O.L. and applied linguistics. 

    • Teach the six language arts: listening, speaking, reading, writing (including grammar), viewing, and visually representing. 

    • Teach at various levels--acquiring strategies for teaching children and adults who are pre-literate, illiterate, or who are, or may only be literate in the first language. 

    • Teach in various settings, such as: language institutes, universities, teacher training centers or companies, summer or winter ESL/EFL vacation camps, religious institutions, advocacy centers, adult learning centers, public schools, correctional facilities, two-year colleges, and private companies which offer EFL to employees. 

    • Explain key components of the English language: syntax, phonology, morphology, semantics, and pragmatics. 

  • Teacher candidates fall into two categories: Traditional and On-the-Job (OTJ). Traditional candidates are pre-service teachers who learn and assume teaching responsibilities in another teacher's classroom. OTJ candidates are already employed by a school and teach independently in their classrooms. However, OTJ candidates must observe students in a different school for at least 20 hours during their internship to gain diverse experiences. These observations require arrangements with their school principals or supervisors.

    The course begins with candidates observing ESL and general education teachers and engaging in co-teaching activities. This initial observation phase in Week 1 aims to familiarize candidates with instructional content, differentiation for ESL students, and the challenges faced by ESL students. It also generates ideas for the Classroom-Based Assessment (CBA) Project.

    Traditional candidates gradually assume full teaching responsibilities over four weeks and then return some responsibilities to the ESL teacher at the assignment's end. During the transition, the Mentor teacher and candidate may co-teach or share responsibility. Progress is based on candidates' readiness to take on instructional duties.

    This course is designed to give students a comprehensive understanding of the teaching profession. It requires a total of 360 hours of teaching experience, including both direct and indirect teaching components. The course duration is 10 weeks, equivalent to a full-time commitment.

    • Total Instructional Hours: 360 hours

    • Full-time Duration: 10 weeks


    Direct Instruction (180 hours)
    • Definition: Active instruction and interaction with students within a classroom setting.

    • Examples: Leading lessons, engaging with students, and conducting assessments.

    Indirect Instruction (180 hours)
    • Definition: Activities that support education but do not involve direct student instruction.

    • Examples: Lesson planning, parent conferences, faculty meetings, professional development sessions.


    Week 1
    • Total Hours: 36 hours

      • Direct Instruction: 18 hours

      • Indirect Instruction: 18 hours

    Week 2
    • Total Hours: 36 hours

      • Direct Instruction: 18 hours

      • Indirect Instruction: 18 hours

    Week 3
    • Total Hours: 36 hours

      • Direct Instruction: 18 hours

      • Indirect Instruction: 18 hours

    Week 4
    • Total Hours: 36 hours

      • Direct Instruction: 18 hours

      • Indirect Instruction: 18 hours

    Week 5
    • Total Hours: 36 hours

      • Direct Instruction: 18 hours

      • Indirect Instruction: 18 hours

    Week 6
    • Total Hours: 36 hours

      • Direct Instruction: 18 hours

      • Indirect Instruction: 18 hours

    Week 7
    • Total Hours: 36 hours

      • Direct Instruction: 18 hours

      • Indirect Instruction: 18 hours

    Week 8
    • Total Hours: 36 hours

      • Direct Instruction: 18 hours

      • Indirect Instruction: 18 hours

    Week 9
    • Total Hours: 36 hours

      • Direct Instruction: 18 hours

      • Indirect Instruction: 18 hours

    Week 10
    • Total Hours: 36 hours

      • Direct Instruction: 18 hours

      • Indirect Instruction: 18 hours


    Weight: 10.0%
    Deadline: Sunday at 23:59 (GMT+0) of Week 10

    Teacher candidates keep a daily log of hours specifying hours spent in direct teaching activities, indirect teaching activities, and other school-based activities. The mentor teacher should verify and sign the Log of Hours at least weekly. A total sum of hours is calculated and submitted to the University Supervisor at the end of the practice.


    Weight: 20.0%
    Deadline: Sunday at 23:59 (GMT+0) of Week 2, 4, 6, and 8

    Teacher candidates will arrange to teach a group of students for 60–90 minutes. University Supervisors conduct observations using the Formal Observation Report form for each teacher candidate at least four times during the practice. These observations should be distributed at equal intervals, approximately every two weeks. Observations should be of different classes or subject areas whenever possible.


    Weight: 20.0%
    Deadline: Sunday at 23:59 (GMT+0) of Week 2 and 6

    For the direct teaching activities selected for being recorded (see below), teacher candidates will provide lesson plans to the University Supervisor, who will rate the planning and instructional ability of the teacher candidate using the Lesson Plan Rating Scale.


    Weight: 10.0%
    Deadline: Sunday at 23:59 (GMT+0) of Week 2 and 6

    Teacher candidates will submit two video recordings of 20–30 minute teaching segments in Weeks 5 and 10 for feedback from their University Supervisor and based on previous feedback for areas of needed improvement.


    Weight: 30.0%
    Deadline: Sunday at 23:59 (GMT+0) of Week 10

    Students will submit an 8-10 page reflection paper on the internship teaching experience. This paper should highlight:

    • Learning that has taken place during the internship.

    • The core areas of practice, collaboration and leadership


    Weight: 10.0%
    Deadline: Sunday at 23:59 (GMT+0) of Week 10

    Students will create a goal-directed portfolio which includes evidence to support the conclusion that the student has achieved particular program goals. The portfolio assignment is designed to foster self-evaluation and the ability to articulate one’s strengths to a potential employer. Portfolios may include teaching artifacts, letters of reference, and original writing samples, journals, and photos.


    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.


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