THE HONG KONG INSTITUTE OF EDUCATION
Course Outline
Programme Title
: Master of Education Programme (Two-year Part-time)
Course Title
: ELT Methodology: Innovation and Change
Department
: English
Credit Points
: Three
Contact Hours
: 39
Pre-requisite(s)
: Nil
[If applicable.]
Level
:
[If applicable. For example, for Discipline Studies under the BEd Core Curriculum, there are three levels of modules
to reflect the progression of study or the extent of in-depth knowledge.]
Synopsis:
Particular attention will be devoted to developing and applying a conceptual framework for
exploring the principles and practice which underpin innovations in ELT classroom methodology.
Using these concepts different approaches will be critically compared and evaluated. Participants
will explore factors in the management of change and contextual factors that influence the extent to
which innovation and change are adopted in their professional contexts.
Objectives :
To enable participants to
a. develop a greater understanding of the principles underpinning a range of recent approaches to
ELT methodology,
b. appreciate the links between these theories and their impact on classroom practice;
c. apply the principles of methodological innovation and reform to critical analysis and evaluation
of current approaches to ELT methodology in Hong Kong;
d. deepen their understanding of contextual factors in methodological innovation and apply these
to their own teaching contexts.
Content
Principles underlying different methodological approaches in ELT
1.


Approach, Method and Technique: definitions and differences
Changing views of language and learning which underpin innovation in
methodology
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ELT
2.
Innovation and change in ELT classroom practice

How approaches translate into classroom practice in Hong Kong and elsewhere in the
world in terms of features such as classroom activities and procedures, views of the
role of the teacher and learner, the role of technology

Developing and using conceptual frameworks to analyze and evaluate critically a
variety of methodological approaches in Hong Kong
3.
Stages in innovation

Who adopts what, where, when, why and how?

Problems in innovation e.g. the diffusion of innovation in language teaching; sociocultural and personal factors in innovation; innovation models and strategies

Research into the impact of innovation and change on
teachers’ beliefs, attitudes
and classroom practice
Assessment
A 2,500 word essay on a key topic in the field of innovation and methodology. (60%)
a.
A mini-project in which participants apply their knowledge to a practical task related to
b.
innovations in classroom practice in their professional context. (40%)
Required Text
Richards, J. & Rodgers, T. (2001). Approaches and methods in ELT. Cambridge: CUP.
Recommended Reading
Brewster, J. and Ellis, G. (2002). The Primary English teacher’s guide. Harlow: Pearson.
Brown, H. Douglas. (2004). Principles of language learning and teaching. New York: Longman.
Carless, D . (2005). ‘Issues in teachers’ reinterpretation of a task-based innovation in primary
schools’. TESOL Quarterly 38/4, 639-662.
Carter, R. & Nunan, D. (2001) .The Cambridge guide to TESOL. Cambridge; Cambridge University
Press.
Diaz-Rico, L. (2004) Teaching English learners: strategies and methods. Boston, Mass. Pearson.
Ellis, R. (2003). Task-based learning and teaching. Oxford: Oxford University Press.
Fullan, M. (2001). The new meaning of educational change. New York: Teacher’s College Press.
Fullan, M. & Hargreaves, A. (Eds.) (1992). Teacher development and educational change.
London: Falmer Press.
Hall, D. & Hewings, A. (Eds.). (2001). Innovation in English language teaching: A reader. London:
Routledge.
Kennedy, C. (Ed.) (1999). Innovation and best practice in ELT. London: Longman.
Littlewood, W. (2004) ‘Structuring task-based interaction through collaborative learning
techniques.’ Foreign Language Teaching in Schools. 11 (pp. 1-3) and 12 (pp1-4).
McDonough, J. & Shaw, C. (2003). Materials and methods in ELT. Oxford: Blackwell.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Rea-Dickens, P & Germaine, K. (eds.) (1998). Managing evaluation and innovation in language
teaching. London: Longman.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Willis, J. (1996). A framework for task-based learning. Harlow: Longman.
Related Websites
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Useful Internet Sites:
Participants are advised to explore documents and materials for English language education on
the EMB website:
www.emb.gov.hk
and also from
http://good-practices.emb.hkedcity.net
Learning Theories
http://www.emtech.net/learning_theories.htm
http://www.udel.edu/fth/pbs/webmodel.htm
http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html
http://www.tpr-world.com/tpr-what.html
Primary ELT
http://www.bbc.co.uk/cbeebies
http://www.funbrain.com
http://www.enchanted learning.com http://www.starfall.com.
http://www.sunshine.co.nz
http://scholastic.com/magicschoolbus/home.htm
http://www.scholastic.com
http://www.reading.org
http://www.gradedreading.pwp.blueyonder.co.uk/
http://www.iatefl-ylsig.org
www.learnenglish.org.uk/kidframe.html
Related Journals
Participants should refer in detail to relevant curriculum guides of the Hong Kong Education and
Manpower Bureau, for example:
Curriculum Development Council (CDC) (2002) English Language Education. Key Learning Area
Curriculum Guide (Primary 1 – Secondary 3). Hong Kong: Education and Manpower Bureau.
Curriculum Development Council (CDC) (2004) English Language Curriculum Guide (Primary 1 –
6). Hong Kong: Education and Manpower Bureau.
Curriculum Development Council (CDC) (forthcoming) English Language Curriculum Guide and
Assessment Guide (Senior Secondary). Hong Kong: Education and Manpower Bureau.
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