Issues in English Language Teaching

Module title	Issues in English Language Teaching
Module code	EFPM313
Academic year	2025/6
Credits	15
Module staff	Professor Salah Troudi (Convenor) Professor Salah Troudi (Convenor)

Duration: Term	1	2	3
Duration: Weeks		10

Number students taking module (anticipated)	30

Module description

This module addresses a number of current critical issues in TESOL that arise from the varied nature of English teaching in different global and social contexts. On this module you will explore the implications of the use of English as a Lingua Franca and a means for global communication, as a foreign, second or additional language, and as a medium of instruction for content subjects. You will examine how issues such as cultural factors and differences in learners all contribute to a complex field in which language teachers need to demonstrate knowledge and understanding. Issues pertinent to your own contexts will also be addressed.

Module aims - intentions of the module

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)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. demonstrate a critical awareness of current debates and new insights relating to issues at the forefront of the discipline of TESOL;

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

2. demonstrate a critical understanding of the role of specific needs and learner diversity in language education;
3. explain and justify the rationale behind choice of approach for language teaching and materials;

ILO: Personal and key skills

On successfully completing the module you will be able to...

4. engage in independent study and group/pair work;
5. critically analyse relevant academic literature;
6. demonstrate self-direction and originality in both independent and collaborative work.

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 activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
15	135	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled Activities	15	10 x 1.5hr lectures/seminars
Guided independent study	25	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
Outline and synopsis	1,000 words	1-6	Written feedback from tutors

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	100	2,750 words	1-6	Written feedback

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 (2,750 words)	Written paper (2,750 words)	1-6	As agreed with module leader

Re-assessment notes

Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.

Referral – if you have failed the module overall (i.e. a final overall module mark of less than 50%) you will be required to submit a further assessment as necessary. The mark given for a re-assessment taken as a result of referral will be capped at 50%.

Indicative learning resources - Basic reading

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. Bergin & Garvey.
Kirkpatrick, A. (2010). The Routledge Handbook of World Englishes. 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. Erlbaum .
Simpson, J. (2011). The Routledge Handbook of Applied Linguistics. Routledge.
Todd, R. & Pojanapunya, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System 37, 23-33.

Indicative learning resources - Web based and electronic resources

Journals
TESOL Quarterly
English Language Teaching Journal

Key words search

TESOL, ELF, EIL, culture, bilingual education, CLIL, Authenticity

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	27/11/2012
Last revision date	06/05/2025