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 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
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.
