Designing a Pre-Service ELT Methods Course and Use of Case Method Analysis

Abstract

This paper aims to show the design and implementation of an English Language Teaching (ELT) methods course based on five conditions. Four were related to research on ELT methods: There is no single best method; there are numerous methods that exist in the literature; the claim that ELT is in a post-method era, and teachers need to be better informed of learning theories to further understand teaching methods. The fifth condition was based on a pedagogic rational that implementation of course materials must be socially mediated, through discussion and critical analysis. The paper outlines a theory to method to practice syllabus design of a 15-week, 90-minute course to 14 pre-service English teacher education majors at a university in Japan. Collaborative case method analysis was used to give students opportunities to analyze real classroom events that go beyond lectures and contents in the textbook. Students discussed the case in collaboration, and tried to apply what they learned in the course in their analysis. Results of a two-part questionnaire to learn students’ views on course content and use of case method analysis were given. Outcomes showed students felt they could make connections to learning theories and methods, and that case method analysis was beneficial in their teacher learning. The research contributes to designing an ELT methods syllabus and using case study method analysis. Although the outcomes from the course of 14 students were positive, further research in using the design of the course is encouraged to strengthen the findings.