Postgraduate Module Descriptor

EFPM313: Issues in English Language Teaching

This module descriptor refers to the 2019/0 academic year.

Module Aims

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)

This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills1. 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;
Discipline-Specific Skills6. 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;
Personal and Key Skills8. 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.

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

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.