MAMethods and Techniques of Teaching English

Credit points: 7
Contact hours: 60

Main Instructor

Janez Skela, PhD


Andreja Drašler, MA, Teaching Assistant
Janez Skela, PhD

Course Description

  • to provide both the theoretical background to the Communicative Approach and opportunities to see how these ideas are manifested in practical classroom materials and procedures;
  • to study the factors involved in classroom teaching of English at the primary and secondary school levels, and, if possible, the teaching of English elsewhere;
  • to develop in the trainees an understanding of how different language skills are intertwined;
  • to introduce the trainees to basic features of teaching different language skills and subskills (i.e. listening, reading, speaking, writing, vocabulary, grammar), and help them learn how to teach these skills;
  • to develop in the trainees an understanding of cross-curricular links with other school subjects;
  • to acquaint the trainees with different instructional materials used to teach English in primary and secondary schools;
  • to help the trainees plan lessons based on different teaching sequences or models (e.g. presentation – practice – production, etc.);
  • to develop in the trainees the ability of self-evaluation and self-reflection, linked with an orientation towards autonomous learning which will help them to undertake their own continuous professional development and growth once their initial training is over;
  • to develop in the trainees the ability to use current ELT approaches creatively;
  • to introduce the trainees to action research procedures, and thus increase their understanding of teacher-initiated classroom investigation.
  • instructional materials in EFL – basic concepts
  • teaching learners of different ages
  • mixed ability / mixed-level language teaching
  • use of language in the EFL classroom
  • learner autonomy in EFL
  • testing and assessment in EFL (basic concepts)
  • English for Specific Purposes 
  • teaching literature in EFL courses
  • the intercultural dimension of EFL teaching
  • Content and Language Integrated Learning (CLIL)

Course Literature:

  • Cunningsworth, A. 1995. Choosing your Coursebook. Oxford: Heinemann.
  • Tomlinson, B. (ed.). 2008. English Language Learning Materials: A Critical Review. London: Continuum.
  • Harmer, J. 2007. The Practice of English Language Teaching. [4th ed.]. Harlow: Longman. Chapter 5, Section A.
  • Hughes, G. 2005. A Handbook of Classroom English. Oxford: OUP.
  • Prodromou, L. 1992. Mixed Ability Classes. London & Basingstoke: Macmillan.
  • Tomalin, B. 2008. Culture – the fifth language skill.
  • Carter, R., and M. N. Long. 1991. Teaching Literature. London: Longman.
  • Collie, J., and S. Slater. 1987. Literature in the Language Classroom: A resource book of ideas and activities. Cambridge: CUP.
  • Duff, A., and A. Maley. 1990. Literature. Oxford: OUP.
  • Benson, P., and P. Voller (eds.). 1997. Autonomy and Independence in Language Learning. London and New York: Longman.
  • Sharle, A., and A. Szabó. 2000. Learner Autonomy. Cambridge: CUP.
  • Thanasoulas, D. 2000. What is Learner Autonomy and How Can It Be Fostered? The Internet TESL Journal, Vol. VI, No. 11.
  • Hutchinson, T., Waters, A. 1987. English for Specific Purposes. Cambridge: CUP.
  • Coyle, D., P. Hood, and D. Marsh. 2010. CLIL: Content and Language Integrated Learning. Cambridge: CUP.
  • Dale, L. and R. Tanner. 2012. CLIL Activities: A Resource for Subject and Language Teachers. Cambridge: CUP.
  • Mehisto, P., D. Marsh, and M. J. Frigols. 2008. Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan.


Seminar paper.

Grading scale of 6-10 (pass) and 1-5 (fail), in accordance with the Statutes of the University of Ljubljana and with the examination system of the Faculty of Arts.