Issues in English Language Teaching

Module titleIssues in English Language Teaching
Module codeEFPM313
Academic year2019/0
Credits15
Module staff

Dr Susan Riley (Convenor)

Dr Salah Troudi (Lecturer)

(Lecturer)

Dr Hania Salter-Dvorak (Lecturer)

Duration: Term123
Duration: Weeks

10

Number students taking module (anticipated)

10

Description - summary of the module content

Module description

This module addresses a number of current critical issues in TESOL that arise from the varied nature of English teaching in different global and social contexts. On this module you will explore the implications of the use of English as a Lingua Franca and a means for global communication, as a foreign, second or additional language, and as a medium of instruction for content subjects.  You will examine how issues such as cultural factors and differences in learners all contribute to a complex field in which language teachers need to demonstrate knowledge and understanding. Issues pertinent to your own contexts will also be addressed.

Module aims - intentions of the module

This module aims to enable students to:

  • explore and develop a critical perspective on current debates relating to the role of English as a Lingua Franca and the relationship between TESOL, power and ideologies;
  • critically review and contribute personal views on current approaches to the teaching of culture in the language classroom;
  • examine characteristics of bilingual education and Content and Language Integrated Learning;
  • develop knowledge of and personal perspectives on individualization, differentiation and mixed ability teaching;
  • examine and evaluate perspectives and pedagogical models which reflect authenticity of text and task in the classroom;
  • explore an issue emerging from their own context and, working collaboratively, examine and present a critical review of this.

 

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

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

  • 1. demonstrate a critical awareness of current debates and new insights relating to issues at the forefront of the discipline of TESOL concerning the role of English as a Lingua Franca and the relationship between TESOL and ideologies;
  • 2. demonstrate a conceptual understanding of how culture is defined and theoretically constructed in relation to language learning;
  • 3. show understanding of the implications and practical considerations relating to bilingual education and Content and Language Integrated Learning (CLIL);
  • 4. develop professional knowledge of individualization, differentiation and mixed ability teaching;
  • 5. demonstrate a critical understanding of different perspectives on authenticity;

ILO: Discipline-specific skills

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

  • 6. demonstrate a critical understanding of the role of specific needs and learner diversity in language education;
  • 7. explain and justify the rationale behind choice of approach for language teaching and materials;

ILO: Personal and key skills

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

  • 8. engage in independent study and group/pair work;
  • 9. critically analyse relevant academic literature; and
  • 10. demonstrate self-direction and originality in both independent and collaborative work.

Syllabus plan

Syllabus plan

  • An overview of key current issues in the TESOL field and those addressed in this module.
  • The growth of English as an international Language: TESOL, power and ideology.
  • Theoretical constructions of culture for language education: from Essentialism to ‘small cultures’.
  • Bilingual/multilingual education.
  • Content and Language Integrated Learning (CLIL).
  • Differentiation and mixed ability teaching.
  • The role of authenticity in materials and activities for language learning.
  • An investigation into and presentation of an issue pertinent to students’ contexts.

Learning and teaching

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

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
161340

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Activities 168 x 2 hour seminars and tutorials
Guided independent study 24Directed reading: seminar preparation/review
Guided independent study40Directed reading: further exploration of chosen topics
Guided independent study10Formative assignment preparation
Guided independent study60Summative assignment preparation

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Group work on presentation of an issue relevant to students’ context15 minute presentation and 5 minutes Q & A for each group.1; 2 3, 4 or 5 (depending on topic chosen); 8-10Oral feedback from peers and tutor

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
Written paper, presenting, with reference to relevant academic literature, a discussion of how one or more of the issues raised in this module affect teaching and learning in the students’ own contexts. 1003,750 word1; 2, 3, 4 or 5 (Depending on choice of topic); 6-10 Written 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
Written paper (3,750 words), presenting, with reference to relevant academic literature, a discussion of how one or more of the issues raised in this module affect teaching and learning in the students’ own contexts.Written paper (3,750 words), presenting, with reference to relevant academic literature, a discussion of how one or more of the issues raised in this module affect teaching and learning in the students’ own contexts.1; 2, 3, 4 or 5 (depending on choice of topic); 6-10As agreed with module leader

Re-assessment notes

Resubmissions are subject to GSE conditions and are capped at 50%.

Resources

Indicative learning resources - Basic reading

Baker, C. 2006. Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters

Block, D. 2003. The Social Turn in Second Language Acquisition. Edinburgh: EdinburghUniversity Press.

Hall, J.K. 2003/2005. Teaching and researching Language and Culture.London: Pearson/ Beijing: Foreign Language Teaching and Research Press.

Hall, G. 2011. Exploring English Language Teaching: Language in Action. Routledge.

Hinkel, E. (ed) 2003. Culture in Second Language Teaching and Learning. Cambridge: CUP.

Jenkins, J. 2007. English as a Lingua Franca: Attitude and Identity. Oxford: OUP.

Kramsch, C. 1998. Language and Culture. Oxford: OUP.

Kramsch, C. 1993. Context and Culture in Language Learning.Oxford: OUP.

Mehisto, P., D. Marsh and M.Jesus Frigols. 2008. Uncovering CLIL. Macmillan.

Stevick, Earl W. 1989. Success with Foreign Languages: Seven who achieved it and what worked for them.New York: Prentice Hall.

Tudor, I. 2001. The Dynamics of the Language Classroom. CUP.

Kirkpatrick, A. 2007. World Englishes: Implications for International Communication and English Language Teaching. CambridgeUniversity Press.

Timmis, I. 2002. Native speaker norms and International English: a classroom view. ELT Journal, 56/3, 240-249.

Indicative learning resources - Web based and electronic resources

Journals

TESOL Quarterly

English Language Teaching Journal

Module has an active ELE page

Key words search

TESOL, ELF, EIL, culture, bilingual education, CLIL, Authenticity  

Credit value15
Module ECTS

7.5

Module pre-requisites

None

Module co-requisites

None

NQF level (module)

7

Available as distance learning?

No

Origin date

27/11/2012

Last revision date

24/05/2013