• Theories of Language Acquisition
• Local and National Curricula
• Learner Autonomy and Learner Training (Strategies in Language Learning)
• Teaching Vocabulary
• Teaching Grammar
• Choosing and Assessing Learning Materials
• European Language Portfolio
• Project Proposal / Formulation of Well Formed Task Descriptions
• The 10 Areas of Competence for Teachers

This Course, run from a humanistic and student-centred perspective, is designed to empower trainee teachers by developing their skills and confidence in facilitating the learning of English as a second language. Students will reflect on all key aspects of language learning in an upper secondary school context; they will develop and improve their teaching practice, informing it with theory, to become the best teachers they can be. Here is a selction of specific competencies to be developed. Students can:

• understand the requirements set in national and local curricula
• take into account differing motivations and strategies used for learning another language
• draw on appropriate theories of language, learning, culture etc. and relevant research findings to guide their teaching
• critically assess their teaching on the basis of experience, learner feedback and learning outcomes and adapt it accordigly
• critically assess their teaching in relation to theoretical principles

Within the context of the English methodology course students are required to do a larger individual or group project. The aim of the project is to assure students have balance and a wide spectrum of knowledge and skills relating to the subject area with a special view towards curricular requirements. The content and form of the project including evaluation criteria are to be agreed upon in advance by the student and the course moderator. Examples: A student with a stronger background in literary studies may choose or be required to do a project with a linguistic focus. On the other hand, a student with a stronger background in linguistics may choose or be required to do a project with a literary focus. The project output should in any case emphasize the relevance for teaching and learning in the ESL classroom. Other areas of focus could be "Reading for Understanding", "The Writing Process", "Language Learning Strategies".

• Preparation for and participation in seminar sessions
• Written exams, oral exams, written papers or other projects based on literature of choice
• Production of lesson plans and learning materials.
• Micro-Teaching

Teaching English as a Foreign or Second Language: A Self-Development and Methodology Guide by Jerry G. Gebhard (University of Michigan Press, 2017) Learning Teaching by Jim Scrivener (Macmillan, 2011)