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Session: 2022/23

Last modified: 09/03/2022 16:08:54

Title of Module: Theory and Practice in TESOL

Code: LING11007 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:S  Brown

Summary of Module

This module is designed to assist students in understanding, and in developing, the associated skills related to, the key principles in the theory and practice of Teaching English to Speakers of Other Languages (TESOL). It will serve as a core module for the MEd in TESOL, and is designed for any student interested in studying for a postgraduate teaching qualification, whether it be Certificate, Diploma or Masters in TESOL.

The module will introduce students to a range of knowledge and skills required by a TESOL practitioner: descriptions of language and language analysis, how to assess the needs, lacks and wants of different types of learner, the roles and responsibilities of the teacher, and the theoretical and practical issues involved in TESOL. The module will cover the teaching of language systems (discourse and syntax, lexis and phonology, grammatical and language frameworks as well as semantics) and skills (listening, speaking, reading and writing), error correction, lesson planning, and the use of technology in language learning; students will also be invited to consider the different contexts in which language learning takes place.  As much a practical module as a theoretical one, the assessments will require the learner to display a knowledge of the theoretical concepts upon which current TESOL practice is founded, by applying that theory to teaching practice in a 'real-world' classroom. Students will also be asked to reflect critically on their own practice, and to analyse and develop the skills required by a TESOL practitioner in today’s increasingly globalised world.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate knowledge and critical understanding of the key theories, concepts and principles of the Teaching of English to Speakers of Other Languages

L2. Demonstrate the ability to apply these theories and principles in practice in the learning space

L3. Display a critical understanding of the many and complex issues facing TESOL practitioners and their learners, in a variety of contexts

L4. Present reasoned arguments and express ideas in a clear, coherent, and grammatically sound academic style drawing on academic literature relating to the themes explored during the module and relating these to his/her own professional experiences

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

Knowledge that covers and integrates areas of TESOL, including technology.

A critical understanding of range of specialised theories, principles and concepts used in TESOL.

Extensive, detailed and critical knowledge and understanding of methodologies and practices employed in TESOL in the past and the present; learners will also be asked to assess and evaluate possible future paths for TESOL

Critical awareness of current issues associated with TESOL.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Use a range of specialised skills, techniques, practices which are informed by research in the area of TESOL.

Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry to the study of TESOL.

Demonstrate originality or creativity in the application of knowledge, understanding and practices which relate to TESOL.

Generic Cognitive skills SCQF Level 11.

Apply critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments in the area of TESOL.

Identify, conceptualise and define new and abstract concepts and issues for the support of language learners and teachers in different contexts.

Develop original and creative responses to concepts and issues which relate TESOL.

Critically review, consolidate and extend knowledge, skills practices and thinking in the area of TESOL

Communication, ICT and Numeracy Skills SCQF Level 11.

Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.

Communicate with a range of audiences (as appropriate) and fellow professionals acting as a source of advice on particular aspects of TESOL.

Use a range of software to support and enhance work at this level.

Contribute to the literature on, and public discussion of TESOL.

Autonomy, Accountability and Working with others SCQF Level 11.

Exercise substantial autonomy and initiative in professional and equivalent activities.

Demonstrate responsibility for own work and/or significant responsibility for the work of others (as appropriate).

Demonstrate leadership and initiative and contribute to change and development.

Demonstrate critical reflection on own, and others’, roles and responsibilities.

Demonstrate the management of complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module is delivered via practical and communicative classes, and via the VLE, Moodle. Students will be active participants in class and will work in pairs and /or groups to discuss issues and analyse research related to issues around TESOL. Independent learning is an integral part of this course and students will be given written and oral tasks to be completed outside class in preparation for, and consolidation of, classroom work. Students will develop critical thinking and research skills to enhance their current studies and future careers.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery18
Laboratory/Practical Demonstration/Workshop18
Personal Development Plan12
Independent Study140
Practice Based Learning8
Work Based Learning/Placement 4
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Harmer, J. (latest edition). How to Teach English. Harlow: Longman
OR: Harmer, J. (latest edition). The Practice of English Language Teaching. Harlow: Pearson
OR: Scrivener, J. (latest edition). Learning Teaching: The Essential Guide to Teaching English. Oxford: Macmillan (students must buy one of these).

In-house teaching and learning materials to be made available via Moodle and in class*

Students may also wish to select from the following optional titles:Anderson, N. and McCutcheon, N. (2019). Activities for Task-Based Learning: Integrating a Fluency First Approach into the ELT Classroom. Guildford: DELTA Publishing.
Richards, J. and Rogers, T. (latest edition). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Scrivener, J. (2012). Classroom Management Techniques. Cambridge: Cambridge University Press.
Selivan, L. (2018). Lexical Grammar. Cambridge: Cambridge University Press.
Thornbury, S. (latest edition). How to Teach Grammar. Harlow: Pearson.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link:

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelCareer-Long Professional Learning
External ExaminerH Kuchah
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Teaching practice 70%
Reflective journal 30%
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Class test (practical)check markcheck markcheck mark 701

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written work  check markcheck mark300
Combined Total For All Components100% 1 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link:

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.