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LINGUIST 4E03 Tesl:Methodologies (C01)

Academic Year: Fall 2019

Term: Fall

Day/Evening: D

Instructor: Prof. Kim Henrie


Office: L.R. Wilson Hall 4044

Phone: 905-525-9140 x

Office Hours: Thursdays 10:00-11:00 or by appointment

Course Objectives:

By the end of this course, you should be able to:

  • understand different ESL contexts in Canada and internationally
  • discuss current issues in the field of TESL
  • demonstrate different teaching methodologies in TESL and describe the rationales behind their development and use
  • identify classroom techniques for teaching different skill areas
  • prepare a lesson plan and facilitate short lessons
  • reflect on your experiences both as a learner and facilitator to inform your planning and completion of practice lessons

Textbooks, Materials & Fees:

Harmer, J. (2015). The practice of English language teaching. 5th Ed. Essex, UK: Pearson Education, Ltd.

Swan, M. (2016). Practical English usage. 4th Ed. Oxford, UK: OUP.

Method of Assessment:

Lesson Plan Project (Due: Nov. 28)               25%

Quizzes (Oct.3 & Nov. 21)                             20%

Methodology Presentations (Nov. 7th/14th)  15%  

Grammar Workshops                                    20% 

Article Discussion Lead                                 10%   

Participation                                                  10%

Policy on Missed Work, Extensions, and Late Penalties:

Missed quizzes, presentations, and workshops will only be accommodated with proper documentation (e.g. MSAF) and discussion with instructor. Late assignments will be penalized 10% per day.

Please Note the Following Policies and Statements:

Academic Integrity

You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity. It is your responsibility to understand what constitutes academic dishonesty.

Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at

The following illustrates only three forms of academic dishonesty:

  • plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.
  • improper collaboration in group work.
  • copying or using unauthorized aids in tests and examinations.

Authenticity / Plagiarism Detection

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Students who do not wish to submit their work through A2L and/or must still submit an electronic and/or hardcopy to the instructor. No penalty will be assigned to a student who does not submit work to or A2L. All submitted work is subject to normal verification that standards of academic integrity have been upheld (e.g., on-line search, other software, etc.). To see the Policy, please go to

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It is essential that students be mindful of their interactions online, as the Code remains in effect in virtual learning environments. The Code applies to any interactions that adversely affect, disrupt, or interfere with reasonable participation in University activities. Student disruptions or behaviours that interfere with university functions on online platforms (e.g. use of Avenue 2 Learn, WebEx or Zoom for delivery), will be taken very seriously and will be investigated. Outcomes may include restriction or removal of the involved students' access to these platforms.

Academic Accommodation of Students with Disabilities

Students with disabilities who require academic accommodation must contact Student Accessibility Services (SAS) at 905-525-9140 ext. 28652 or e-mail to make arrangements with a Program Coordinator. For further information, consult McMaster University’s Academic Accommodation of Students with Disabilities policy.

Email correspondence policy

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Modification of course outlines

The University reserves the right to change dates and/or deadlines etc. for any or all courses in the case of an emergency situation or labour disruption or civil unrest/disobedience, etc. If a modification becomes necessary, reasonable notice and communication with the students will be given with an explanation and the opportunity to comment on changes. Any significant changes should be made in consultation with the Department Chair.

Request for Relief for Missed Academic Term Work
McMaster Student Absence Form (MSAF)

In the event of an absence for medical or other reasons, students should review and follow the Academic Regulation in the Undergraduate Calendar "Requests for Relief for Missed Academic Term Work".

Academic Accommodation for Religious, Indigenous and Spiritual Observances (RISO)

Students requiring academic accommodation based on religious, indigenous or spiritual observances should follow the procedures set out in the RISO policy. Students should submit their request to their Faculty Office normally within 10 working days of the beginning of term in which they anticipate a need for accommodation or to the Registrar's Office prior to their examinations. Students should also contact their instructors as soon as possible to make alternative arrangements for classes, assignments, and tests.

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Students are advised that lectures, demonstrations, performances, and any other course material provided by an instructor include copyright protected works. The Copyright Act and copyright law protect every original literary, dramatic, musical and artistic work, including lectures by University instructors.

The recording of lectures, tutorials, or other methods of instruction may occur during a course. Recording may be done by either the instructor for the purpose of authorized distribution, or by a student for the purpose of personal study. Students should be aware that their voice and/or image may be recorded by others during the class. Please speak with the instructor if this is a concern for you.

Extreme Circumstances

The University reserves the right to change the dates and deadlines for any or all courses in extreme circumstances (e.g., severe weather, labour disruptions, etc.). Changes will be communicated through regular McMaster communication channels, such as McMaster Daily News, A2L and/or McMaster email.

Topics and Readings:

Course Schedule





1) 05/09/19

Introduction to TESL

Harmer, Chapt. 13 & 14; Nero (2012)


2) 12/09/19

Learning Contexts

Harmer, Chapt. 7 & 10

Article Discussion Lead

Article Discussion Lead:




3) 19/09/19

Lesson Planning

Harmer, Chapt. 12

Article Discussion Lead

Article Discussion Lead:




4) 26/09/19

Learners: What influences their learning?

Harmer, Chapt. 3 & 5

Article Discussion Lead | Grammar Workshop


Article Discussion Lead:





Grammar Workshop:




5) 03/10/19

Teachers: What are the roles

and preconceptions?

Harmer, Chapt. 2 & 6

Quiz 1| Grammar Workshop

Grammar Workshop:




6) 10/10/19

Teaching Methods: How should

we teach?

Harmer, Chapt. 4

Article Discussion Lead

Article Discussion Lead:




7) 17/10/19

READING WEEK- No class (Oct. 14-20)


8) 24/10/19

Feedback & Assessment: How

can we evaluate and foster


Harmer, Chapt. 8 & 9

Article Discussion Lead| Grammar Workshop

Article Discussion Lead:




Grammar Workshop:



9) 31/10/19

Teaching Language Skills: Top-up, bottom-down, integrated, or discrete?

Harmer, Chapt. 17

Article Discussion Lead

Article Discussion Lead:




Grammar Workshop:




10) 07/11/19

Teaching Methods Presentations Group 1

Methodology Presentations

11) 14/11/19

Teaching Methods Presentations Group 2;

Methodology Presentations

12) 21/11/19

Using Corpora

Reppen (2010)

Quiz 2; Article Discussion Lead

Article Discussion Lead:




13) 28/11/19

Issues in TESL: Who should teach

English, and which English should

we teach?

Haberland 2013; Hyland, 2018; Lansford, 2016; Saraceni, 2015

Lesson Plan Project due; Article Discussion Lead

Article Discussion Lead:



Supplementary Course Readings

W13: Haberland, H. (2013). ELF and the bigger picture. Journal of English as a Lingua Franca, Vol. 2(1), pp. 195-198.

W13: Hyland, K. (2018). Sympathy for the devil? A defence of EAP. Language Teaching, 51.3, pp. 383-399.

W13: Lansford, L. (2016). Global English: Tool for international communication, or cultural Trojan Horse? Modern English Teacher, Vol. 25, Issue 3, pp. 57-59.

W1: Nero, S. (2012). Languages without borders: TESOL in a transient world. TESL Canada Journal, Vol. 29, No. 2, Spring, pp. 143-154.

W12: Reppen, R. (2010). Using corpora in the language classroom. Cambridge, UK: CUP, pp. 1-18.

W13: Saraceni, M. (2015) Teaching world Englishes. In. World Englishes: A Critical Analysis. London, UK: Bloomsbury, pp. 171-188.