This course analyzes the principles and practices of TESOL curriculum process. Emphasis is on creating TESOL materials portfolio through collecting and organizing authentic linguistic and cultural data and developing TESOL curriculum by planning lessons and designing communicative tasks. Students will design an English teaching module with 20 hours of teaching materials selected from authentic language and cultural data well designed into communicative teaching activities and learning tasks. Students will choose the theme of their module according to their interests, background knowledge and life experience. They will be encouraged to use online materials relevant and suggestive to language and cultural learning to design online lessons that will address the development of listening, speaking, reading and writing skills as well as grammar and cultural knowledge. Finally the course will compare current models of TESOL program administration and supervision in order to prepare students to design, deliver and develop quality TESOL programs.
The master’s course helps students gain analytic skills not just in English language teaching but also in reflecting and researching on its curriculum design and program development. The purpose is to equip students with the basic skills to effectively engage C2/L2 communities using English as a language of empowerment. The adoption of a learner attitude is crucial in both courses to foster an open, humble and flexible attitude absolutely necessary not just for teaching but for relating and witnessing.
The field of English language teaching is important today because it is both a burgeoning field in academic studies and because it is a practical opportunity that will equip students with an intercultural perspective and the global skills to engage with target groups as active participants. Potential impact for our students and for the community is huge and powerful wherever they go. The change we face in the world is dynamic, which requires both awareness and flexibility in thinking, methodology and practice. An open, learning perspective and humble attitude are necessary for effective engagement with culture and language groups. The teaching of English language gives our student an immediate opportunity to encounter, experience, engage and explore the target people groups as servants. So, being able to equip local ministers and global missionaries with training and knowledge to effectively reach and bless these target people groups is a highly critical need for us today.
In the beginning is the Word. The Word is with Him, and the Word is Him. Language is the way we perceive reality. It is the way we make sense of the world. It is the way we describe our experience, articulate concept, record and retrieve information. Without the Word, there is no language, no learning, no life. The study of the social functions of language is crucial in helping us to know God, understand His purpose, speak His love and live His meaning.
The missio dei informs and moves world mission. This course discovers, defines and develops God’s gift of English for us to create meaning with the powerful tool of the English language. It helps us to serve our target community with the English language to engage, encourage and empower.
The practice of language curriculum design and program development requires a multi-faceted approach utilizing social and educational research methodologies, biblical and theological truths as well as case studies, observations, field trips, practical skills and long term strategies. Proper analysis of current models of design and development is essential.
By definition, the interactions designed for this course will be both intercultural and cross-cultural in nature. Students will actively and knowingly engage with both the C1/L1 native and C2/L2 target language and cultural groups. This will not only encourage them to take a different look at their own cultural and linguistic process but take them out of their own cultural and linguistic comfort zone.
In the course design, the focus is on the development of practical language teaching skills. All observations, field trips, analysis and reflections are to enlighten the practice of their English teaching.
For English language teaching curriculum design and program development, learning is actuated by the experience of relationships. Assignments are hand-on life experience, reflective in nature, collaborative as much as possible, and interactive with the both the native and target groups.
