This course focuses on central issues and concerns relating to the effective management of teaching and learning processes in second and foreign language classrooms. In this course management does not mean the creation of budgets and the creation of timelines, but the creation of a positive pedagogical environment which facilitates learning.

The focus of the course is on the professional decisions that teachers must make in order to ensure that learning takes place effectively. Content will include lesson planning; teacher talk, including the effective use of questions, the provision of explanations and the use of feedback; classroom dynamics; instructional groups, small group work, dealing with large classes, one-to-one teaching, and learner-teacher roles; affective issues in the language classroom; and classroom monitoring and evaluation.

The aim of this course is to introduce you to research issues and methods in language teaching, acquisition, and use. The overall goal of the courses is a practical one, that is, to equip you to design, implement, and evaluate your own research projects.

EDU 600 functions as an exit course for the MA in TESOL. The core of the course is the preparation of a research portfolio, the nature of which is described below. Key elements of the portfolio are a research plan and a revised research report.

You will be expected to work on your portfolio as the course takes place. However, you will not be required to submit your research portfolio until one month after the end of the course. This will give you time to make final revisions in the light of the feedback you receive on the course and the interactions you have with fellow students in the discussion forum.

This is an introductory course in second language acquisition. Topics covered in the course include the scope of SLA research, the description and explanation of interlanguage development, the linguistic environment for SLA, instructed second language acquisition, and applications of SLA to pedagogy. The course provides an opportunity for participants to undertake an analysis of learner language.

This course introduces key grammatical terms and concepts, as well as to techniques and procedures for describing and analyzing texts from a grammatical perspective. It also introduces practical techniques for teaching grammar. The focus of the course will be on the range of methodological options for teaching grammar from a psycholinguistic perspective. This approach identifies a range of options for teaching grammar and discusses each option in terms of its potential for promoting second language acquisition. Students will have the opportunity to evaluate materials for teaching grammar and for planning and evaluating their own materials.

This course focuses on central issues and concerns relating to the effective management of teaching and learning processes in second and foreign language classrooms. In this course management does not mean the creation of budgets and the creation of timelines, but the creation of a positive pedagogical environment which facilitates learning.

The focus of the course is on the professional decisions that teachers must make in order to ensure that learning takes place effectively. Content will include lesson planning; teacher talk, including the effective use of questions, the provision of explanations and the use of feedback; classroom dynamics; instructional groups, small group work, dealing with large classes, one-to-one teaching, and learner-teacher roles; affective issues in the language classroom; and classroom monitoring and evaluation.

This course focuses on central issues and concerns relating to the effective management of teaching and learning processes in second and foreign language classrooms. In this course management does not mean the creation of budgets and the creation of timelines, but the creation of a positive pedagogical environment which facilitates learning.

The focus of the course is on the professional decisions that teachers must make in order to ensure that learning takes place effectively. Content will include lesson planning; teacher talk, including the effective use of questions, the provision of explanations and the use of feedback; classroom dynamics; instructional groups, small group work, dealing with large classes, one-to-one teaching, and learner-teacher roles; affective issues in the language classroom; and classroom monitoring and evaluation.

This course focuses on central issues and concerns relating to the effective management of teaching and learning processes in second and foreign language classrooms. In this course management does not mean the creation of budgets and the creation of timelines, but the creation of a positive pedagogical environment which facilitates learning.

The focus of the course is on the professional decisions that teachers must make in order to ensure that learning takes place effectively. Content will include lesson planning; teacher talk, including the effective use of questions, the provision of explanations and the use of feedback; classroom dynamics; instructional groups, small group work, dealing with large classes, one-to-one teaching, and learner-teacher roles; affective issues in the language classroom; and classroom monitoring and evaluation.

This course focuses on central issues and concerns relating to the effective management of teaching and learning processes in second and foreign language classrooms. In this course management does not mean the creation of budgets and the creation of timelines, but the creation of a positive pedagogical environment which facilitates learning.

The focus of the course is on the professional decisions that teachers must make in order to ensure that learning takes place effectively. Content will include lesson planning; teacher talk, including the effective use of questions, the provision of explanations and the use of feedback; classroom dynamics; instructional groups, small group work, dealing with large classes, one-to-one teaching, and learner-teacher roles; affective issues in the language classroom; and classroom monitoring and evaluation.

The thesis culminates the degree. It provides students with an opportunity to identify an issue or problem arising out of their prior coursework or their own professional experience. They then design and carry out an original piece of empirical research, and present the results in a substantial piece of writing.