Portfolio

Portfolio

Order Description

5a. Assessment Item Details
Portfolio – 1500 Words

o Addresses learning outcome(s):
? On completion of this unit, students will have: 1. Developed an understanding of the
? key concepts and terminology in the field of language teaching methodology;
? 2. Achieved important insights into the learning and teaching of the macroskillsand
? subskills in different teaching contexts; and
? 3. Developed a range of effective workplace skills including problem-solving, team
? work, and lifelong learning.
o Related graduate attribute(s):
? 1. UC graduates are professional – communicate effectively
? 1. UC graduates are professional – employ up-to-date and relevant knowledge and skills
? 2. UC graduates are global citizens – think globally about issues in their profession
? 3. UC graduates are lifelong learners – reflect on their own practice, updating and
? adapting their knowledge and skills for continual professional and academic development

develop a portfolio to show how you continue to develop your own language
learning, how you develop your language teaching skills, and you will provide evidence of your ongoing development as a language teacher.

Portfolios are an increasingly common form of assessment, allowing students to document their individual progress, and to
develop the skills for lifelong learning.

There is scope to discuss with the lecturer how you will present your portfolio (e.g. in a word document uploaded to moodle,
on an
online wiki with the link and password submitted to moodle, using Mahara Eportfolio etc), and there is scope to make this a
personal
record of your language teaching development which you might continue to add to in the future, but the document must contain
some key elements for this assessment:

o 1000 words describing, discussing and reflecting upon your own language learning, how you
o continue to develop your language skills, and how this will impact upon your future teaching.
o You must include reference to readings to support your discussion.
o Annotated examples of the types of things you do (or intend to do) to maintain and develop your
o language skills.
o Annotated examples of the types of things you do (or intend to do) to maintain and develop your
o teaching skills. (annotations to be roughly equivalent to 500 words)
o A reference list.

Your annotated examples might be things such as: scanned pages from books, magazines, newspapers; screen shots of online
resources,
websites, online newspapers; photos of your work. Your annotations should briefly indicate what the example shows, and
how you
engaged with the resource or item.

Further details about portfolios will be given in class and there will be opportunities to talk about this task in more detail with the lecturer.

Assessment Criteria:

You will be marked according to how extensively you complete the following elements of the portfolio:

Detailed discussion and reflection on your own language learning and impact on future teaching (out of 15)
Clear examples provided of the types of things you do (or intend to do) to maintain/develop language (out of 5)
Clear examples provided of the types of things you do (or intend to do) to maintain/develop teaching skill (out of 5)
Clear annotations indicating what the examples show and how they relate to your language and teaching development (out of 10)
Clear and appropriate writing style, appropriate use of supporting references, correct referencing style (out of 5)

4a List of Required Texts/Readings:

Link to search page for Unit Readings (print materials)
Link to search page for eReserve (electronic materials)
Link to Co-Op Bookshop
Unit textbook:
Harmer, J. (2007). The practice of English language teaching. (4th ed.). Harlow: Longman.

Other texts:
Prabhu, N.S. (1990). There is no best method – why? TESOL Quarterly, 24, 2, 161-176.
Richards, J.C. & Rodgers, T.S. (2001). Approaches and methods in language teaching. (2nd ed.). Cambridge: CUP.
Ur, P. (2012). A course in language teaching: practice and theory. (2nd ed.) Cambridge: CUP.

Other recommended texts (on 3-hour loan)
Brown, H.D. (2007). Teaching by principles: An interactive approach to language pedagogy. (2nd ed.). Longman: New York.
Carter, R. & Nunan, D. (Eds.). (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: CUP.
Celce-Murcia, M. (2001). Teaching English as a second or foreign language. (3rd ed.). Boston, MA: Heinle & Heinle.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: OUP.
Hess, N. (2001). Teaching large multilevel classes. Cambridge: CUP.
Hutchinson, T. & and Waters, A. (1987). English for specific purposes. Cambridge: CUP.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah NJ: Lawrence Erlbaum Associates.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. (2nd Ed). Oxford: OUP.
Nunan, D. (1988). The learner-centred curriculum. Cambridge: CUP.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle & Heinle.
Richards, J.C. (1998). Beyond training. Cambridge: CUP.
Richards, J.C. & Renandya, W.A. (eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge: CUP.

Further useful teaching resources (7-day loan)
Brown, J.D. (ed.). (1998). New ways of classroom assessment.Alexandria, VA: TESOL.
Cook, V. (2008). Second language learning and second language teaching. (4th ed.). London: Hodder Education.
Grundy, P. (1994). Beginners. Oxford: OUP.
Morgan, J. & Rinvolucri, M. (1986). Vocabulary. Oxford: OUP.
Pennington, M.C. (ed). (1995). New ways in teaching grammar.Alexandria, VA: TESOL.
Ur, P. (1981). Discussions that work. Cambridge: CUP.
Ur, P. (1988). Grammar practice activities. Cambridge: CUP.
Ur, P. & Wright, A. (1992). Five-minute activities. Cambridge: CUP.
Woodward, T. (2001). Planning lessons and courses. Cambridge: CUP

Further readings will be suggested by the lecturer.

Journals of particular interest
Participants are encouraged to become familiar with journals in the fields of language teaching and applied linguistics. It is expected that students demonstrate their ability to research these journals in their assignments. Most of these journals are either accessible via the UC library website or freely available online. Journals of particular interest are e.g.
Annual Review of Applied Linguistics
Annual Review of Applied Linguistics
Applied Linguistics
Asian Journal of English Language Teaching http://www.cuhk.edu.hk/ajelt/
Australian Review of Applied Linguistics
EA Journal (English Australia) http://www.englishaustralia.com.au/
English for Specific Purposes
English Today
ELT Journal
Internet TESL Journal http://iteslj.org
IRAL (International Review of Applied Linguistics in Language Teaching)
Language Learning
Modern English Teacher
RELC Journal
TESOL in Context
TESOL Quarterly
Relevant Internet sites for teachers
The Internet TESL Journal http://iteslj.org/
English Teaching profession http://www.etprofessional.com
Humanising Language Teaching http://www.hltmag.co.uk/
Dave’s ESL Café http://www.eslcafe.com/
Oxford Teachers’ Club http://www.oup.com/elt/teachersclub/?cc=global
English Teaching profession http://www.etprofessional.com
British Council resources for ELT http://www.britishcouncil.org/english/resources.htm
International Association for Teachers of English as a Foreign Language http://www.iatefl.org

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