Language Awareness for TESOL

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

Dr Philip Durrant (Lecturer)

Dr Hania Salter-Dvorak (Lecturer)

Dr Susan Riley (Convenor)

Duration: Term123
Duration: Weeks

10

Number students taking module (anticipated)

45

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

  • To provide an overview of the theories of language which inform and underpin foreign language teaching.
  • To provide an introduction to the concept of language awareness and its role in language learning.
  • To develop an awareness of phonological, semantic, grammatical and discourse elements of the English language.
  • 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 studentsÂ’ 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

Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:

  • 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.
  • An application of key principles identified in week 1 to the development of phonological awareness.
  • An application of key principles to the development of lexical awareness.
  • An application of key principles to the development of grammatical awareness.
  • An application of key principles to the development of textual awareness.
  • Group poster 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 100Directed reading
Guided independent study 30Preparation for taught sessions (seminar readings, further reading, session activities and tasks)
Guided independent study 100Assignment preparation: essay
Guided independent study40Directed study: preparation for group poster presentation

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Group collaboration (approx. 5 per group) to prepare a short text for posting on ELE forum explaining understanding of the language awareness constructGroup written text of 200 words approx. 6Oral feedback from module tutors

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
75025

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Group preparation (approx. 5 per group) and presentation of a poster2520 minute group presentation 1-7Marking rubric
Essay 75 5,250 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
Group and poster presentationResubmission of group poster and make a group presentation1-7Within 6 weeks of referral
EssayEssay (5,250 words)1-4, 6-7 & 9-10Within 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.

Bolitho, R., Carter, R., Hughes, R., Ivanic, ., Masuhara, H. And Tomlinson, B. (2003) Ten questions about language awareness. ELT Journal 57/3, 251-259

Carter, R. (2003) Language awareness. ELT Journal 57/1, 64-65

James, C., Garrett, P. & Candlin, C. (2014) (eds). Language Awareness in the classroom. Harlow: Longman

Svalberg, A. (2009) Engagement with language: interrogating a construct. Language Awareness 18 (3-4).

Thornbury, S. (1996; 2017). 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

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

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

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

James, C., Garrett, P. & Candlin, C. (2014) (eds). Language Awareness in the classroom. Harlow: Longman

Journal: Language Awareness

ELE: http://vle.exeter.ac.uk/course/view.php?id=2363&topic=all

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

30/09/2019