Module EFPM313 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
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
| 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. |
Module Content
Syllabus Plan
- An overview of key current issues in the TESOL field and those addressed in this module, which may include:
- The growth of English as an international Language: TESOL, power and ideology.
- Theoretical constructions of culture for language education: from Essentialism to ‘small cultures’.
- Critical issues and critical materials.
- 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
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Activities | 16 | 8 x 2 hour seminars and tutorials |
| Guided independent study | 24 | Directed reading: seminar preparation/review |
| Guided independent study | 40 | Directed reading: further exploration of chosen topics |
| Guided independent study | 10 | Formative assignment preparation |
| Guided independent study | 60 | Summative assignment preparation |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Journals
TESOL Quarterly
English Language Teaching Journal
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.
