Postgraduate Module Descriptor

EFPM313: Issues in English Language Teaching

This module descriptor refers to the 2021/2 academic year.

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%.

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.