Language analysis assignments ask you to explain what you know without knowing how you know it
Fluent speakers apply rules they were never taught. TESOL coursework asks you to surface those rules, explain them to someone who does not have them, and anticipate where a learner will go wrong. It is a genuinely unusual kind of thinking.
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Analyze the language, then plan for the learner
Language analysis asks for form, meaning, use and pronunciation for a target item, plus the problems learners predictably have with it. Strong analyses are specific about which learners: the present perfect causes different trouble for a Spanish speaker than for a Mandarin speaker, and naming that is what separates a real analysis from a grammar reference entry.
The lesson planning half then has to follow from the analysis. If you identified that learners confuse the present perfect with the simple past, the lesson should target that confusion. Plans that analyze one problem and teach a different one are a frequent and avoidable loss.
Second language acquisition theory sits underneath both. Rubrics usually want your methodological choices connected to it, whether that is input hypotheses, output, interaction or sociocultural accounts, rather than presented as preference.
- Form, meaning, use and pronunciation all covered
- Anticipated problems tied to specific learner backgrounds
- A lesson that targets the problem the analysis identified
- Method choices connected to SLA theory
What we work on
Your own assignments and your own learner context
- Language analysis assignments, including the anticipated problems section
- Lesson plans for language learners, with staging that builds
- SLA theory papers and applying theory to practice
- Assessing proficiency and giving feedback on learner error
- Writing about learners' first languages accurately
Your coursework, your teaching
- We do not write your lesson plans, analyses or papers.
- We do not supply completed assignments to adapt.
- We do not invent learner data or classroom observations.
- We do not complete work you will submit under your own name.
- We teach the frameworks, review what you wrote, and tell you what the analysis is missing.
We work in English and on English language teaching coursework. We do not translate, and we do not assess proficiency in languages other than English. Read the full policy.
Frequently Asked Questions
Form, meaning, use and pronunciation for the target item, plus anticipated learner problems and how you would address them. The anticipated problems section carries the most points and is usually the thinnest, because it requires thinking about specific learners rather than about the language in general.
Start from the learners' first language and where it differs from English in this specific area. Speakers of languages without articles struggle with the article system in a predictable way. Naming the learner group and the specific interference is what makes the section analytical.
Whichever actually informs your methodological choices. If your lesson relies on rich comprehensible input, that points one way. If it relies on pushed output and negotiation, another. Citing a theory that does not match what your lesson does is a common internal contradiction.
Your program's preferred framework governs, whether that is presentation-practice-production, task-based, or test-teach-test. What matters in every case is that each stage prepares the next and that the production stage actually requires the target language.
Distinguish errors from slips, identify the likely source whether interference, overgeneralization or incomplete rule knowledge, and say what you would do. Listing errors without analyzing their source is the version that reliably loses points.
Send the assignment and the learner context
We will tell you whether the analysis covers all four areas, whether the anticipated problems are specific enough, and whether the lesson targets what you analyzed.
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