MODULE 1

FUNDAMENTALS OF LANGUAGE TEACHING AND

CULTURAL ASPECTS IN TESOL
I. International TESOL Standard
Domain 1: Language
Language Standard 1: Language as a System of Communication
Candidates understand that language is a system of communication and are knowledgeable about the
components of language.
1. Candidates use knowledge of language as a system of human communication to form the
basis for understanding the structure and development of language that will inform
instruction.
1.1. Candidates are aware that language provides a medium via which people may share
their thoughts, ideas, and information with one another.
1.2. They are aware that language is made up of many different parts that are related to
one another, such as vocabulary, grammar, and patterns of speech.
1.3. Candidates are better able to create insights into how language is acquired and how
it changes over time as a result of this understanding, which in turn impacts their
instructional techniques and tactics.
2. Candidates use knowledge of the components of language and language as an integrative
system to inform instruction.
2.1. Candidates have an understanding of the fundamental aspects of language, such as
phonology, morphology, syntax, semantics, and pragmatics.
[Link] are aware that these aspects interact with one another and collaborate in order
to facilitate successful communication.
[Link] candidates are expected to apply this understanding into their instructional
design and delivery, making certain that all areas of language are covered in order to
foster holistic language development.
3. Candidates apply knowledge of phonology (the sound system), morphology (the structure
of words), syntax (phrase and sentence structure), semantics (word and sentence
meaning), and pragmatics (the effect of context on language) to help language learners
develop oral, reading, and writing skills (including mechanics) in English.
4. Candidates use knowledge of similarities and differences between English and the native
languages spoken by students to inform instruction.
4.1. Candidates are aware that students' first languages may have a significant role in
language acquisition.

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 4.2. Based on their first languages, they pinpoint universal linguistic traits and possible
obstacles for students.
4.3. Candidates draw on this understanding to develop pedagogical approaches that help
students successfully overcome barriers to language transfer.
4.4. In addition, they use culturally responsive pedagogical practices that respect and
expand upon students' home languages because they acknowledge and cherish this
variety.
Language Standard 2: First and Second Language Acquisition and Development
Candidates understand first and second language acquisition:
5. Candidates apply knowledge of current and historical theories in language acquisition to
instruction.
6. Candidates demonstrate and apply understanding of the role of individual learner
variables (e.g., language proficiency, learning styles, possible special needs, and prior
knowledge) in the process of learning English.
6.1. They tailor lessons to each student's unique linguistic abilities, learning preferences,
and background knowledge.
6.2. Participants are able to design and conduct lessons that help students improve their
language skills while also meeting their particular needs.
6.3. They routinely assess their students' progress, adjust their teaching strategy as
needed, and provide timely feedback to encourage their continuing education.
Domain 2: Culture
An understanding of and respect for ELLs’ home cultures is crucial to supporting their English
language development. In addition, successful English language learning must occur in tandem with
learning about the intersection between culture and language. In Domain 2: Culture, the standard
highlights the important role culture plays in English language teaching.
Culture Standard: Connections Among Culture, Language, and Learning
Candidates understand what culture is, what the role of culture in instruction is, and that language
and culture are inseparable.
1. Candidates understand and apply knowledge of world cultures and how the cultures of ELLs
in any specific context affect instruction.
2. Candidates understand and apply knowledge about cultural values and beliefs in the context of
teaching and learning.
3. Candidates understand and apply concepts about the interrelationship of language and culture
to instruction.

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 II. Course Outline

Session Content Reading Outcomes Activities

Language Teaching in - ESL/EFL as a career - Pair/group work to discuss and
1 Chapter 1 - Factors in the learning develop teacher profiles
the modern context
process - Teacher Needs Analysis
- Learning Theories and - Leaner Needs Analysis conduction
Create Conditions for
language acquisition - Learning theoretical discussion
Language Learning
2 Chapter 2 - Understand learner’s
and Know your
characteristics and learning
Learners
strategies
- Gain knowledge of major - Participants to watch video to learn
Major Language teaching methodologies and more about teaching methodologies
3 Teaching Chapter 3
utilize them in classroom
Approaches/Methods
practice
Classroom models and - Understand major steps to - 5-7-minute drilling/scaffolding/CCQ
Chapter 4 conduct the lesson. technique demonstration
4 teaching language
–5 - Employ different techniques
techniques in giving instructions

III. Assessments

Components Percentage Timeline

Attendance 20% During the module
Participation 20% During the module
Final assignment/Demo 60% End of module

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IV. Assessment description

Attendance (20%)
Task description:
Attendance is required at all scheduled instructional periods and all scheduled assessments and
remediation/reassessment periods. Absence from instructional periods for any reason does not relieve the
student of responsibility for the material covered during the periods.
An “excused absence” means a requested absence approved by the Mentor and/or informed Academic
Manager following this policy. Students shall make this request to the course mentor and the Academic
Coordinator. Students are expected to attend every session of all courses and to ensure the correct time
frame and study time as well as not affecting the lecturers and other students, each student needs to raise
the spirit of self-involvement study on time.
Should a student not provide requested documentation, or should a student fail to inform the course
instructor and class manager within the timeframes specified below then an excused absence may be
denied. Students with prolonged illnesses or other personal issues that result in multiple absences may be
denied excused absences and asked to consult with the Academic Manager regarding taking a leave of
absence.
Task length - During the module

Participation (20%)
Task description:
Tasks and discussions are assigned during the meeting session. Learners are required to actively participate
in assigned activities.
Task length - During the module

Reflection (60%)
Task description:
The assignment is assigned by the lecturer. These are opportunities for students to analyze and synthesize
the important points they have learned during the course. More importantly, they will also be assessed on
the ability of appreciation through the capacity of assessing certain aspects of the stories that they have
been introduced to. (Appendix)
Task length - Task-based requirement

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 APPENDIX
Final Reflection Assignment
Write a response to both questions below.
1. Reflecting on your English language learning journey and what you know about learning theories and
second language acquisition (SLA) hypotheses, write an essay (min 500 words) in response to the
following questions: What is English language learning to you? What do you think are the most effective
learning strategies? Use the following bullet points to help you.

• Write a short introduction about your background and your experience learning English.
• Write a paragraph about your reflections on your past learning experiences. This can include how
English was taught when you were younger, things that you enjoyed, things that you find most
rewarding, and things that did not go well/didn’t really enjoy about learning English. Use learning
theories and SLA to describe those experiences.
• Write another paragraph about what you know about today’s English language learning. What has
been improved? Which parts do you think are better than your past learning experiences? Which
parts do you think are worse?
• Write a conclusion which includes (1) your own definition, written in your own words, about
what English language learning is (remember the imaginary definitions by Skinner and Piaget?),
(2) what you think is the best learning strategies to you and (3) some final comments on what you
think the future of English language learning should look like.
2. Write some comments on the following demo lesson ((162) Tiết dạy Demo tiểu học Phương Hưng -
Ms. Hiền - Giáo viên Việt Nam - YouTube). Use the following frame:

• The text chosen as the class materials

• The language(s) by the students and the teacher
• The general procedures/steps of the lesson
• The role of the teacher and the students
• The nature of student-teacher & student-student interaction
Which methodologies and models is the teacher in the video most influenced by? Do you think this is a good
lesson?