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 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 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.

Cook, V. (2001). Use the first language in the classroom. The Canadian Modern Language Review, 57(3), 402-423.

Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97-118.

Humphrey, N. et al (2006). Understanding and responding to diversity in the primary classroom: an international study. European Journal of Teacher Education, 29 (3), 305-318.

Ioannou Georgiou, S. (2012). Reviewing the puzzle of CLIL. ELT Journal 66/4, 495-504

Kanpol, B. (1999). Critical pedagogy: An introduction. Santa Barbara

Kirkpatrick, A. (2010). The Routledge handbook of world Englishes. New York: Routledge

Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64-77.

Pennycook, A. (2001). Critical applied linguistics: A critical introduction. London: Erlbaum

Simpson, J. (2011). The Routledge Handbook of Applied Linguistics. (Ch 21: Language and Culture). Routledge.

Todd, R. & Pojanapunya, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System 37, 23-33.