Discourse and Language Education
| Module title | Discourse and Language Education |
|---|---|
| Module code | EFPM314 |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Dr Esmaeel Abdollahzadeh (Lecturer) Hania Salter-Dvorak (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 8 |
| Number students taking module (anticipated) | 10 |
|---|
Module description
Following the ‘social turn’ in Applied Linguistics, there is increasing interest in the role played by interaction in the language classroom. This module explores a number of current issues in TESOL through the lens of discourse analysis. On this module you will explore how identity and power is embedded in discourse, the role of teachers and learners, representations of learning materials, and collaborative talk in group work. You will be introduced to different traditions of discourse analysis and explore how research on the language classroom and the language learning experience has been enriched by these traditions, both from the perspective of inside the classroom and beyond.
Module aims - intentions of the module
- explore and develop a critical understanding of the scope of discourse analysis and of key traditions within this field;
- develop awareness and skills of how discourse analytical methods e.g. conversation analysis, can be deployed for investigating language teacher development and learner collaborative talk;
- critically examine the notions of pragmatic competence through discourse study;
- develop knowledge and skills of how discourse analysis and critical discourse analysis can be used for critiquing teaching materials;
- offer critical perspective on the implications of discourse in institutional contexts;
- examine and evaluate discourses and pedagogical considerations in language learning; and
- explore an issue emerging from your own context and experience, working collaboratively to examine and present a critical review of this through the lens of discourse.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate a critical understanding of key traditions of discourse analysis;
- 2. demonstrate awareness of how discourse analytical methods can be deployed for investigating language teacher development and learner collaborative talk;
- 3. critically evaluate the notions of pragmatic competence and intercultural communicative competence in language learning, and the discursive constructions of language learning which these embody;
- 4. deploy discourse analysis and critical discourse analysis to investigate culture(s) in language education;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. demonstrate a critical understanding of the role of discourse in language education;
- 6. explain and justify the rationale behind a choice of a discourse analytical approach in understanding an issue;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. engage in independent study and group/pair work;
- 8. analyse critically relevant academic literature; and
- 9. demonstrate personal knowledge and originality in both independent and collaborative work
Syllabus plan
- An overview of discourse and second language education
- Discourse and developing pragmatic competence
- Discourse and developing intercultural communicative competence
- Critical discourse analysis, power and identity
- Applying approaches in discourse analysis to critique language learning materials
- Language teacher development and discourse
- Learners and collaborative talk
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 | 0 |
Details of learning activities and teaching methods
| 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 |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Group work on presentation of an issue using discourse analysis. | 15 minutes presentation and 5 minutes Q & A for each group. | 2,3 or 4 (depending on choice of topic); | Oral feedback from peers and tutor |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written paper, presenting and discussing an issue which we have looked at during the module through discourse analysis, with reference to relevant academic literature. | 100 | 3,750 word | 2, 3 or 4 (Depending on choice of topic); In addition: 1, 5-9 | Written feedback from tutor |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written paper, presenting and discussing an issue which we have looked at during the module through discourse analysis, with reference to relevant academic literature | Written paper, presenting and discussing an issue which we have looked at during the module through discourse analysis, with reference to relevant academic literature | 2, 3 or 4 (Depending on choice of topic); In addition: 1, 5-9 | Following the programme specification, usually within six weeks. |
Indicative learning resources - Basic reading
Block, D. 2003. The Social Turn in Second Language Acquisition. Edinburgh: Edinburgh University Press
Block, D. 2007. Second Language Identities. Edinburgh: Edinburgh University Press.
Byram, M. 1997. Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
Gee, J. P. & M. Handford. (eds) 2012. The Routledge Handbook of Discourse Analysis. London: Routledge.
Gee, J. P. 2011. An Introduction to discourse analysis: theory and method. London: Routledge.
Gee, J. P. 1990. Social linguistics and literacies: Ideology in discourses. Critical perspectives on literacy and education. London: Falmer Press.
Grenfell, M., Bloome, D., Hardy, C. , Pahl, K., Rowsell, & J., Street, B. 2012. Language, ethnography, and education: Bridging New Literacy Studies and Bourdieu.New York: Taylor & Francis
Hall, G. 2011. Exploring English Language Teaching: Language in Action. Routledge.
Hornberger, N. and S. McKay (eds) Sociolinguistics and Language Education. Bristol: Multilingual Matters pp 290- 316.
Kramsch, C. (ed) 2002. Language Acquisition and Language Socialization. Ecological perspectives. London: Continuum.
Rose, K.R, and G. Kasper. 2001. Pragmatics in Language Teaching. Cambridge: CUP.
Roberts, C., M. Byram, A. Barro, & B. Street. 2001. Language Learners as Ethnographers. Clevedon: Multilingual Matters
Schiffrin, D. 2007. Approaches to Discourse. Oxford: Blackwell.
Thomas, J. 1983. Cross-cultural pragmatic failure. Applied Linguistics, 4, 91-112.
Thomas, J. 1995 Meaning in Interaction: an introduction to pragmatics. Longman.
Seedhouse, P. 2003 The Interactional Archaeology of the Language classroom. Cambridge: CUP.
Journals
TESOL Quarterly
Classroom Discourse
Journal of Language and Intercultural Communication
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 18/11/2012 |
| Last revision date | 12/06/2013 |
