Course Topics
Course topics will include theoretical notions on: - learning English as an L3, Ln - multilingual awareness - multicompetence - the contemporary classroom and multiple language learner in a globalised world - some principles for youth learning - key methods and approaches - multilingual approaches - teaching materials for teenagers and young adults - discourse techniques in the classroom - evaluation and assessment These concepts are revised and deepened before the planning of the TU and, if needed, during the planning phase of the TU.

Teaching format
Guiding students in hands-on laboratorial work (individual, pair, and group); providing instruction and ongoing feedback

Educational objectives
Planning and creating a Teaching Unit (TU) for the English classroom at lower and upper secondary schools, including: - identifying language learning aims - planning instructional activities and materials - developing assessments to measure learning outcomes. The TU contains a series of lesson plans that take into account the following factors: age/stage of learners; suitable lexis and grammar structures; timing and sequencing of activities; classroom setting; learners’ linguistic repertoire/language constellation; teaching-learning approaches; selection and use of materials; CEFR in teaching ELLs at lower and upper secondary schools; provincial and national guidelines; plan-do-review cycle of learning; 3-H framework (head, heart, hands) for engaging teenagers and young adults. On completion of this lab., students are expected to have acquired the following competences. As regards knowledge and understanding, participants are expected to: - demonstrate awareness of current teaching approaches and practices in the field of English Language Teaching (ELT); - be familiar with theoretical principles that underpin the development of pedagogically sound lesson plans at lower and upper secondary schools. As regards applying knowledge and understanding, participants are expected to: - demonstrate their expertise through the selection of suitable teaching approaches and resources; - demonstrate their expertise in planning lessons that include a focus on holistic techniques and other appropriate strategies; - demonstrate knowledge and understanding of critical alignment in planning learning aims, instructional strategies and assessment practices when creating a Teaching Unit. As regards making judgments, participants are expected to: - be able to develop and convey viewpoints, underpinning them with references to relevant literature; - show an ability to think critically about relevant pedagogical issues pertaining to the English course; - show an ability to evaluate advantages and disadvantages of various pedagogical proposals and practices, and to make informed choices; - adopt a self-critical perspective with a view to continuous development of their knowledge and competences. As regards communication skills, participants are expected to: - give critical and well-informed responses to general and specific questions on topics covered in the course; - use English fluently and appropriately to present work in the lab. As regards learning skills, participants are expected to: - be able to make connections between key concepts, to weigh strengths and weaknesses of arguments, and make informed decisions; - be able to draw on knowledge, experience, and group and individual feedback in order to improve competences.

Assessment
Assignment: planning and preparation of a Teaching Unit (TU) on a suitable topic for teenagers/young adults Oral examination: basic concepts and topics covered during the course; discussion of the submitted TU

Evaluation criteria
The assignment (TU) will be assessed according to the following criteria: - achievement of task - suitability of TU content for teenagers/young adults - coherence of planned activities and tasks; - alignment of learning aims, instruction and assessments - application of learning theories and instructional approaches - suitable embedding in the setting; ability to use cross-curricular and multilingual approaches - design quality of the TU A detailed assessment rubric will be made available to students during the lab. Oral exam: students will be assessed according to their ability to understand and respond to questions related to key concepts and notions covered during the course. The final mark is composed of the assessment of the answers in relation to the key notions and topics (oral examination: 50%) and the assessment of the TU (50%).