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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 they take 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


    Bryce Surburg


    Computer Software: Any computer software that aids learning.


    Text 1: STELL

    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 aims at both pre-service and in-service ESL/EFL practitioners and prepares them to become 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 education, 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

    • 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

    • 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 literate in the first language.

    • Teach in various settings: language institutes, 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.

  • AUS requires 360 hours of teaching, including 180 hours of direct teaching. This commitment is a full-time, 10-week experience. The remaining 180 hours must address indirect teaching, such as lesson planning, parent conferences, or attending faculty meetings or professional development sessions.

    WEEK 1-2


    WEEK 3-4


    WEEK 5-6


    WEEK 7-8


    WEEK 9-10



    WEIGHT: 5.0%
    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: 20.0%
    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: 20.0%
    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: 15.0%
    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.


    Please be sure to review the following important information about the University Policies and Procedures.

    All students must 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 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.

    Mode of Attendance

    For the portion of the course that takes 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 portion 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 cannot arrive late or leave early. Students traveling from afar must plan accordingly, giving themselves plenty of time to arrive by the start of class. No exceptions can be granted.

    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.


    The expectation is that students 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’ exploration, 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 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.

    Submission of late papers must be approved in advance. Late final papers will not be accepted.


    Students are responsible for understanding the University Policies and how to use sources responsibly. Violations of academic integrity are taken very seriously. Students are asked to visit the course RESM 50011: Fundamentals of Graduate Research Reading and Writing to review important information on academic citation and referencing rules.


    The University is committed to providing an accessible academic community. The Disability Services (DS) is responsible for providing accommodations to students with disabilities. Students must request accommodations or adjustments through the DS. Instructors cannot grant accommodation requests without prior DS approval. It is imperative to be in touch with the DSS as soon as possible to avoid delays in the provision of an accommodation.

    The University takes student privacy seriously. Any medical documentation should be provided directly to the DS if a substantial accommodation is required. If a student misses any classes due to a short-term illness, he/she should notify his/her instructor but to avoid the inclusion of a doctor's note. Course staff will not request, accept, or review doctor's notes or other medical documentation. For more information, email


    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, the following: lecture notes, lecture slides, video, or audio recordings, assignments, problem sets, examinations, other students’ work, and answer keys. Students who sell, post, publish, or distribute course materials without written permission, whether for the purposes of soliciting answers or otherwise, may be subject to disciplinary action, up to and including a requirement to withdraw. Furthermore, students may not make video or audio recordings of class sessions for their own use without written permission from the instructor.


    It is never appropriate to use materials prepared for previous courses by students or faculty. Students should not use previously completed case write-ups, or summaries of readings.


    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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