1. Teaching English through Translation (3 credits)
2. Approaches to Language (3 credits)
3. Teaching pronunciation (3 credits)
4. Content & Language Integrated Learning (3 credits)

1. Teaching English through Translation (3 credits)

   This subject, written by the University of Vigo, starts with a brief history of translation as an introduction to how translation can be used in the EFL classroom. The differences between teaching translation as a subject per se and as a tool in the teaching of a foreign language are also explored, and different approaches to how translation can be used to enhance the learning process, even in communicative classrooms, are considered.

   • Up
2. Approaches to Language (3 credits)

   This subject provides an introduction to the most important current psycholinguistic and sociolinguistic theories. We examine how perceptions towards the nature of learner language have changed over the last few decades. The concept of interlanguage is explored in depth, and research into classroom interaction is critically reviewed. We also look at the role of input in language learning, and the current psycholinguistic notions of ’noticing’ and ’restructuring’ are presented.

   • Up
3. Teaching pronunciation (3 credits)

   This subject provides a formal introduction to the field of phonetics and phonology in the English language. Aspects of phonology such as stress, intonation and sounds are examined in some detail. Current debates over the teaching of phonology are reviewed, and we examine the practical implications for the teaching of pronunciation in the classroom.

   • Up
4. Content & Language Integrated Learning (3 credits)

   CLIL (Content & Language Integrated Learning) looks like a good candidate for the next revolution in language teaching, although its growing tentacles reach out into other areas of the curriculum and force us to consider more seriously the role of content, how we define that content, how we choose it and how we can teach it more effectively. CLIL also raises interesting questions about the relationship between language and cognition that are too often neglected at classroom level. This subject looks at its brief history, its theoretical bases, and how it might represent the future of language teaching.

   • Up

Note: The academic programme may change lightly due to updates or improvements.