Postgraduate Module Descriptor

EFPM313: Issues in English Language Teaching

This module descriptor refers to the 2021/2 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 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 current and personal views on the use of critical materials;
explore an issue emerging from their own context

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 Skills	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 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 Skills	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;
Personal and Key Skills	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.

How this Module is Assessed

In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.

Formative Assessment

A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Group work on presentation of an issue relevant to students context	Presentation format flexible - equivalent to 1000 words	1; 2 3, 4 or 5 (depending on topic chosen); 8-10	Oral feedback from peers and tutor

Summative Assessment

A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.

Coursework	Written exams	Practical exams
100	0	0

...and this table provides further details on the summative assessments for this module.

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback 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.	100	3,750 word	1; 2, 3, 4 or 5 (Depending on choice of topic); 6-10	Written feedback
	0
	0
	0
	0
	0

Re-assessment

Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale 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); 6-10	As agreed with module leader

Re-assessment notes

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