Issues in English Language Teaching
| Module title | Issues in English Language Teaching |
|---|---|
| Module code | EFPM313 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Professor Dongbo Zhang (Convenor) Professor Salah Troudi (Convenor) Dr Nicholas Bremner (Lecturer) |
| 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 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;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 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;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 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.
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 |
|---|---|---|
| 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 |
|---|---|---|---|
| An outline and synopsis of an issue from those taught in this module that students will work on later for the summative assessment | 1,000 words | 1; 2 3, 4 or 5 (depending on topic chosen); 8-10 | 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, 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 | 2,750 word | 1; 2, 3, 4 or 5 (Depending on choice of topic); 6-10 | Written feedback |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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 (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 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. 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.
Indicative learning resources - Web based and electronic resources
Journals
TESOL Quarterly
English Language Teaching Journal
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 27/11/2012 |
| Last revision date | 13/08/20 |
