Language Awareness for TESOL

Module titleLanguage Awareness for TESOL
Module codeEFPM267
Academic year2019/0
Credits30
Module staff

Dr Susan Riley (Convenor)

Dr Hania Salter-Dvorak (Lecturer)

Dr Philip Durrant (Lecturer)

Duration: Term123
Duration: Weeks

10

Number students taking module (anticipated)

60

Description - summary of the module content

Module description

 

This module will enhance your language awareness as teachers by providing you with an overview of the theories of language which inform and underpin foreign language teaching. It is a core module and you will use your skills, knowledge and experience as a language learner and teacher to help you explore the topics. You will be introduced to the concept of language awareness and its role in language teaching and the need to develop language awareness in your own students. You will develop skills and techniques of language analysis in the areas of phonological, semantic, grammatical and discourse elements of the English language and will learn how to apply these to both written and spoken texts. In addition, you will have the opportunity to explore how language changes as a result of differences in context, time and users, thus developing a wider view of what impacts on our awareness of language.

 

Module aims - intentions of the module

  1. To provide an overview of the theories of language which inform and underpin foreign language teaching.
  1. To provide an introduction to the concept of language awareness and its role in language learning.
  2. To develop an awareness of phonological, semantic, grammatical and discourse elements of the English language.
  3. To develop students’ language analysis skills and techniques and the capacity to apply these to both written and spoken texts.

To explore contextual or other variables that influence language use and lead to change or variation.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. apply a thorough understanding of key perspectives in the field of linguistics to the analysis of spoken and written texts;
  • 2. demonstrate a critical understanding of areas of phonology, semantics, grammar and discourse that inform English language learning and teaching;
  • 3. analyse phonological, lexical, grammatical and discourse aspects of English language texts;
  • 4. apply analytical skills to language awareness-raising activities in the TESOL classroom;

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 5. apply language analysis skills to an analysis of spoken and written texts;
  • 6. demonstrate understanding of the concept of language awareness for both teachers and students;
  • 7. undertake a critical exploration of language awareness in own and/or other students’ contexts and demonstrate the ability to apply knowledge in a group production activity;

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 8. engage in independent study and group/pair work, including the presentation of materials for group and class discussion;
  • 9. digest, select and organise material to produce, to a deadline, a coherent and thoughtful analysis of theory to particular professional and socio-cultural situations; and
  • 10. undertake a critical analysis of the relevant academic literature.

Syllabus plan

Syllabus plan

10 weekly sessions of three hours in length:

 

Week 1
Introduction to the concept of language awareness, an overview of formalist and functionalist approaches to language analysis, and introduction to the techniques employed to analyse spoken and written texts.

 

Week 2
An application of key principles identified in week 1 to the development of phonological awareness.

 

Weeks 3 & 4

An application of key principles to the development of lexical awareness.

 

Weeks 5 - 7 
An application of key principles to the development of grammatical awareness.

 

Weeks 8 & 9

An application of key principles to the development of textual awareness.

 

Week 10

An overview of key principles addressed in the previous weeks and group presentations.

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
302700

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning & Teaching activities30 lectures, seminars, tutorials & workshops
Guided independent study 130Directed reading
Guided independent study 100Assignment preparation: • Analysis tasks: 15 hours each (30 hours total) • Essay: 60-70 hours
Guided independent study 40Directed study: preparation for group poster presentation

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Language analysis tasks (x2) Language samples will be analysed (written comment) for phonological, lexical, grammatical or discourse features, followed by group oral discussion.500 words equivalent each1-3, 5 & 8Verbal comment and review
Group presentation of a language awareness issue in contextPoster (200 words equivalent)or similar Group presentation of poster (30 mins)6-8Verbal teacher and peer comment

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Language analysis tasks Task 1: choice of Phonology or Lexis Written analysis of a sample of language with discussion to show understanding of features of language awareness251,750 words1-3, 5Written feedback
Task 2: choice of any of the three areas they did not do in Task 1 Written analysis of a sample of language with discussion to show understanding of features of language awareness251,750 words1-3, 5Written feedback
Essay. Discuss one area of phonology, grammar, vocabulary or discourse in detail in consideration of language awareness principles, and reflect on your own language awareness development. 503,500 words1-4, 6-7 & 9-10Written feedback

Re-assessment

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Language Analysis task 1 Resubmission of the taskas aboveWithin 6 weeks of referral
Language Analysis task 2Resubmission of the taskas aboveWithin 6 weeks of referral
EssayResubmission of essayas aboveWithin 6 weeks of referral

Resources

Indicative learning resources - Basic reading

 

Andrews, S. (2007). Teacher Language Awareness. Cambridge: Cambridge University Press.

Andrews, L. (2006). Language Awareness and Exploration. London: Routledge.

Arndt, V., Harvey, P., & Nuttall, J. (2000). Alive to Language. Cambridge: Cambridge University Press.

Collins, B. & Mees, I.M. (2003). Practical Phonetics and phonology: a resource book for students. London: Routledge.

Paltridge, B. (2006). Discourse Analysis: an introduction. London: Continuum Press.

Roach, P. (2000). English Phonetics and Phonology. Cambridge: C.U.P.

Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: CUP.

Thornbury, S. (1996). About Language. Cambridge: C.U.P.

Van Lier, L (1995). Language Awareness. Penguin.

Widdowson, H.G. (2000). Linguistics. Oxford: O.U.P.

Yule, G. (1998). Exploring English Grammar. Oxford: O.U.P.

Indicative learning resources - Web based and electronic resources

Chalker, S. (1998). Oxford dictionary of English Grammar (e-resource). 

Module has an active ELE page

Key words search

Language awareness; foreign language teaching; phonological, semantic, grammatical and discourse analysis

Credit value30
Module ECTS

15

Module pre-requisites

none

Module co-requisites

none

NQF level (module)

7

Available as distance learning?

No

Last revision date

09/09/2013