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Neil McMahon Delta 3 1
Delta Module Three
Extending practice
and English
language teaching specialisation
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Session One:
Friday August 27th
3pm – 6pm
A review of key issues relevant to candidates’ specialities
Learning styles and motivations
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Delta Module Three – Choosing Your Specialism
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Module Three aims to develop candidates’ knowledge of and
competence in:
a chosen specialism
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To achieve these aims, candidates need to:
research a chosen specialism
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Candidates must select one specialism where the candidate already has
experience or one which they would like to explore for
future employment
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The specialism can be narrowed down from those
on the official list in order to research a specific aspect in
appropriate depth.
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An individual learner may be chosen as a specialist
subject for this assignment.
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Grasp of topic – maximum 35 marks
• Review of the relevant literature in the topic area
• Understanding of key issues in the topic area
• Application of knowledge to practice and identification of key issues
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Delta Module Three – Choosing Your Specialism
The choices on offer
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Delta Module Three – Choosing Your Specialism
• Business English (BE)• Teaching young learners/young adults (specified agegroup required with 5-year range e.g. 8–13, 14–19) (YL)
• English for Special Purposes (ESP)• English for Academic Purposes (EAP)• Teaching examination classes (EX)
• Teaching one-to-one (1to1)• ESOL learners with literacy needs (ESOL)
• CLIL/Embedded ESOL (teaching English throughsubject/work-based learning) (CLIL)
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Delta Module Three – Choosing Your Specialism
• Teaching monolingual classes (MON)• Teaching multilingual classes (MUL)
• Teaching in an English-speaking environment (ESE) • Teaching in a non-English-speaking environment. (NESE)
• Teaching learners online/through distance/blendedlearning (DL)
• Teaching English to learners with special requirementse.g. visual/hearing impairment, dyslexia, ASD (SR)
• Language development for teachers (LDT)• Language support (e.g. on mainstream teaching
programmes, specialist skills support, such assupporting writing needs) (LS)
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Delta Module Three – Choosing Your Specialism
Focusing your specialism
Candidates may choose to focus the selected specialism in order to research a specific aspect in appropriate depth
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Delta Module Three – Choosing Your Specialism
Focusing your specialism
ESP = Teaching communication skills to doctors working in a general hospital.
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Delta Module Three – Choosing Your Specialism
Focusing your specialism
Teaching Young learners = Designing course programmes for 11-12
year old learners in Uruguay
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Delta Module Three – Choosing Your Specialism
Focusing your specialism
Teaching FCE Or
= Preparing candidates for the FCE listening test
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Delta Module Three – Choosing Your Specialism
Focusing your specialism
However, candidates should beware of choosing too narrow a focus, e.g.
choosing a discrete sub-skillor area of grammar
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Guiding Questions
Part 1: Introduction
Why did you choose this specialism?
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Guiding Questions
Part 1: Introduction
What theories and principles in the academic and professional literature have you found relevant, useful or challenging?
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Guiding Questions
Part 1: Introduction
What ideas from observation and experience have you drawn on?
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Guiding Questions
Part 1: Introduction
What have you found out from your research which is important for the design of your course?
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Guiding Questions
Part 2: Needs Analysis
Who is your specialist group?What are their main characteristics?
(e.g. age, educational and language level, nationality, learning style(s), motivations, job, etc.)
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Part 1: Introduction
Grasp of topic
When selected suitably, Part 1 was handled well.
Stronger assignments often had a section addressing issues which characterised the specialism, or showed how it differs from other kinds of teaching. Stronger assignments typically made reference to at least five or six relevant sources. Most candidates also made good reference to experience.
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Part 1: Introduction
Weaknesses
Failing candidates tended to have common problems such as:
failing to adequately focus the assignment by choosing a suitable specialism
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Part 1: Introduction
Weaknesses
Failing candidates tended to have common problems such as:
considering in Part 1 only a specific class and context rather than issues relating to the specialism in general
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Part 1: Introduction
Weaknesses
Failing candidates tended to have common problems such as:
not referring explicitly to key sources and theory
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Part 1: Topic area
Advice to candidates:
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Part 1: Topic area
Advice to candidates:
It is essential that the whole assignment is clearly related to a specialism.
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Part 1: Topic area
Advice to candidates:
Part 1 should consider general issues to be considered when teaching this type of class.
In Part 2 the focus will be narrowed to a specific class of learners.
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Part 1: Topic area
Advice to candidates:The review of the literature should go beyond simply finding one or two sources which describe the topic area, and should show that the candidate has read and synthesised a number (5 or 6) of key sources.
It should also contain an element of criticality.
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Part 1: Topic area
Advice to candidates:
Outline in practical terms key features of
the specialism, ways in which teaching may differ from General English, and particular points which need to be considered when designing a course in this specialism.
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Part 1: Topic area
Examples illustrating the ways in which stronger assignments referred to background reading.
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Part 1: Topic areaExample 1
Although learner-centeredness has been a key concept in adult EFL for years, many teachers believe that teens are too young to have a say in what is taught. Puchta and Schratz disagree; connecting course content to students' real-life experiences "make the end goals of language learning seem nearer and more motivating" (1992:1).
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Part 1: Topic areaExample 2
A number of writers feel that there is a fundamental dichotomy between EAP and general English. Benson, for example, argues that with regards to listening skills, those required in an academic environment are “quantitatively and qualitatively different than those within an ESL classroom” (1989:422). From my experience in both sectors I would not go this far…….
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Session One:
Friday August 27th
3pm – 6pm
A review of key issues relevant to candidates’ specialities
Learning styles and motivations
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Learning Styles
Visual
Auditory
Kinaesthetic
(Tactile)
(Olfactory)
(Gustatory)
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Learning Styles
Environmental
Emotional
Sociological
Physiological
Psychological
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Learning Styles
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Multiple Intelligences
Core Intelligences
Linguistic
Logical
Personal Intelligences
Interpersonal
IntrapersonalNeil McMahon Delta 3
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Multiple Intelligences
Catalysing IntelligencesKinaesthetic
MusicalSpatial
NaturalistExistential
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Motivation
Maslow’s hierarchy of needsSelf-actualisation
EsteemBelonging and love
SafetyPhysiological
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Motivation
Intrinsic
Extrinsic
Instrumental
Integrative
Choice
Executive
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