Linking theory with practice on an MA TESOL programme
While there can be little doubt that taking part in an MA TESOL programme is likely to expose the participants to significant amounts of ELT theory, the learning that ultimately results from this may not always convert very well into ELT practice. This is particularly true for those who join a Maste...
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| Format: | Monograph |
| Language: | English |
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N/A
2021
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| Online Access: | https://eprints.nottingham.ac.uk/64774/ |
| _version_ | 1848800163818110976 |
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| author | Bell, Douglas |
| author_facet | Bell, Douglas |
| author_sort | Bell, Douglas |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | While there can be little doubt that taking part in an MA TESOL programme is likely to expose the participants to significant amounts of ELT theory, the learning that ultimately results from this may not always convert very well into ELT practice. This is particularly true for those who join a Masters’ programme with limited previous teaching experience, especially if the programme itself lacks a practical teaching component. In such cases, unless students are encouraged to make their own explicit links between theory and practice, the didactic transmission mode of delivery commonly found in university lectures may further conspire to make the gap even wider. This paper describes an attempt to move beyond such a traditional MA lecture format and discusses an alternative pedagogical means of linking theory with practice on an MA TESOL programme delivered at an EMI branch campus in China. |
| first_indexed | 2025-11-14T20:47:12Z |
| format | Monograph |
| id | nottingham-64774 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T20:47:12Z |
| publishDate | 2021 |
| publisher | N/A |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-647742021-03-24T02:38:35Z https://eprints.nottingham.ac.uk/64774/ Linking theory with practice on an MA TESOL programme Bell, Douglas While there can be little doubt that taking part in an MA TESOL programme is likely to expose the participants to significant amounts of ELT theory, the learning that ultimately results from this may not always convert very well into ELT practice. This is particularly true for those who join a Masters’ programme with limited previous teaching experience, especially if the programme itself lacks a practical teaching component. In such cases, unless students are encouraged to make their own explicit links between theory and practice, the didactic transmission mode of delivery commonly found in university lectures may further conspire to make the gap even wider. This paper describes an attempt to move beyond such a traditional MA lecture format and discusses an alternative pedagogical means of linking theory with practice on an MA TESOL programme delivered at an EMI branch campus in China. N/A 2021-01-01 Monograph NonPeerReviewed application/pdf en cc_by https://eprints.nottingham.ac.uk/64774/1/Linking%20Theory%20with%20Practice%20on%20an%20MA%20TESOL%20Programme.pdf Bell, Douglas (2021) Linking theory with practice on an MA TESOL programme. Working Paper. N/A. (Submitted) English Language Teaching; theory and practice; MA TESOL; teacher development; classroom pedagogies |
| spellingShingle | English Language Teaching; theory and practice; MA TESOL; teacher development; classroom pedagogies Bell, Douglas Linking theory with practice on an MA TESOL programme |
| title | Linking theory with practice on an MA TESOL programme |
| title_full | Linking theory with practice on an MA TESOL programme |
| title_fullStr | Linking theory with practice on an MA TESOL programme |
| title_full_unstemmed | Linking theory with practice on an MA TESOL programme |
| title_short | Linking theory with practice on an MA TESOL programme |
| title_sort | linking theory with practice on an ma tesol programme |
| topic | English Language Teaching; theory and practice; MA TESOL; teacher development; classroom pedagogies |
| url | https://eprints.nottingham.ac.uk/64774/ |