Teaching English as a Second Language (ESL)
Techniques for teaching English to non-native speakers.
A closer look at your course
What you’ll learn
Learning objectives drawn from the published course content.
- Map communication needs.
- Separate skill evidence.
- Bound proficiency claims.
- Define observable success.
- Record task conditions.
- Avoid invalid level inference.
Show all 36 learning objectives
- Create a genuine information gap.
- Sequence support and language work.
- Preserve individual roles.
- Distinguish reading and listening.
- Validate content details.
- Plan mode-specific checks.
- Model question structure.
- Connect form to function.
- Target an observed error.
- Prioritise intelligibility.
- Teach confirmation and repair.
- Avoid accent-based judgements.
- Offer multilingual planning.
- Preserve the English demand.
- Record help and resource limits.
- Write accurate usable messages.
- Distinguish request and confirmation.
- Retain source limitations.
- Monitor targeted evidence.
- Select timely feedback.
- Check a fresh response.
- Compare planned and actual time.
- Retain supplied-language labels.
- Plan unresolved evidence.
- Reconcile paired outcomes.
- Label change measures.
- Avoid causal and level overclaims.
- Defend coherent language teaching.
- Propagate evidence corrections.
- Appraise traceable practice.
Inside the curriculum
Explore the published modules and lessons. Full lesson content is available through your student account, with free enrolment. Learning sequence and administrative access controls still apply.
01Needs, Evidence and Communicative Design3 lessons
Define a meaningful purpose and bounded evidence before instruction.
- Establishing Communication Needs Without Flattening Learner Profiles
- Defining Communicative Success and Its Evidence Conditions
- Creating an Information Gap That Requires a Decision
02Reception, Language Form and Intelligibility3 lessons
Teach accurate meaning and language choices with mode-specific evidence.
- Checking Meaning Across Written and Spoken Input
- Teaching Question Form in the Service of Meaning
- Building Intelligibility Through Confirmation and Repair
03Inclusive Interaction, Writing and Feedback3 lessons
Support meaning without concealing authorship or response conditions.
- Providing Access Without Concealing the Language Demand
- Writing a Usable Request and Relaying Bounded Information
- Monitoring a Specific Demand and Checking the Next Response
04Delivery, Evaluation and Professional Defence3 lessons
Reconcile actual teaching and bounded outcomes in an integrated portfolio.
- Reconciling Actual Opportunities and Supplied Language
- Interpreting Paired Written Outcomes Without a Level Claim
- Capstone: Defending a Coherent ESL Teaching Sequence
Is this course for you?
Who this is for
Teachers planning purposeful English reception, interaction and production with inclusive support and attributable assessment.
Before you begin
Professional English and basic teaching knowledge. Original adult community-learning examples, not a language proficiency examination.
Who this is not for
Not full CEFR level certification, accent elimination, clinical assessment, immigration advice or a complete accredited teacher qualification.
Assessment & completion
20 scenario questions, 5 marks each (100 total), covering every lesson. Complete required lessons and select every correct answer before submission. Portfolio/capstone activities support self or instructor review; the portal does not collect or automatically grade projects and they are not an additional certificate gate. Credit allocation awaits institutional approval.
Materials & resources
4 modules with 12 complete lessons, reviewed sources, a connected fictional case, practice portfolio, scored capstone rubric and reusable template.
Course inquiry
Send a message about Teaching English as a Second Language (ESL). Our team will reply by email or phone.