University of Khartoum. Faculty of Arts. Department of English. MA in Teaching English to Speakers of Other Languages (TESOL) by Courses

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1 University of Khartoum Faculty of Arts Department of English MA in Teaching English to Speakers of Other Languages (TESOL) by Courses 3

2 Table of Contents Contents Introduction... 5 Rationale... 5 Objectives... 6 Career opportunities for graduates... 6 Admission conditions... 7 Duration of study... 7 Teaching staff... 7 Resources... 7 Module description... 8 Module description... 9 E601 Quantitative Methods and Methodologies in ELT/Applied Linguistics... 9 E603 Foundations of Linguistics for TESOL (Second Language Acquisition, Phonology and Syntax)... 9 E605 Approaches and Methods in Language Teaching E607 Foundations of English for Specific Purposes (ESP) E609 Approaches to Discourse Analysis E6011 Essay and Report Writing Skills E602 Qualitative Methods and Methodologies in ELT/Applied Linguistics E604 ELT Materials Development and Evaluation E606 English for Academic Purposes: Theory and Practice (EAP) E608 Intercultural Communication E610 Introduction to Corpus Linguistics and Use of Corpora in ELT E612 Essay and Report Writing Skills E613 Dissertation E615 Dissertation Writing Preparation Modules instructional formats Modules assessment Grading system Degree Awarded

3 Introduction The programme is intended for both experienced and inexperienced English language teachers/professionals who want to broaden and develop their knowledge and understanding of the field of applied linguistics/tesol so as to boost and enhance their career prospects. The design of the programme draws on a number of areas of English language and Linguistics teaching, learning and research. The design has also been informed by the design of similar applied linguistics/tesol programmes running in a number of top UK universities. Moreover, given its long history of teaching English and Linguistics in Sudan, the English Department at the Faculty of Arts of the University of Khartoum is indeed qualified to design, to house and deliver high-quality and up-to-date postgraduate programmes in applied linguistics/tesol. Rationale This new master programme has featured an up-to-date design, form and contents to ensure high quality and to meet the international standards and benchmarks and thus maintaining its integrity and continuity. We are particularly concerned about the following: a. Providing an up-to-date programme, which considers the current developments in the field of English language learning, teaching and research. b. Meeting the increasing demand of English language professionals and researchers for advanced training in language teaching and research to successfully compete in the dynamic labour market on both local and international levels. c. Addressing the challenges and difficulties faced by most cohorts in similar programmes (e.g., delays in dissertation conduct and submission). 5

4 Objectives The programme aims at providing a professional English teaching programme for those with little or no experience in the field, and it particularly aims to: - Give students the chance to gain practical expertise in key teaching methods and techniques as well as a systematic understanding of recent theory, research findings and issues in language teaching, learning and research. - Encourage students to evaluate and reflect on these issues in relation to their own teaching and research contexts. - Acquaint students with current literature of applied linguistics/tesol. - Encourage students to engage critically and constructively in debates relating to a wide range of aspects of language teaching, learning and research. - Provide professional training in pedagogy and research for the teaching assistants and English language instructors currently in the service of the University of Khartoum and other Sudanese higher education institutions. - Meet the demands of professionals and practitioners concerned with the teaching and research in the field of applied linguistics/tesol. - Create a forum for sharing best practices in applied linguistics/tesol research and pedagogy. Career opportunities for graduates The programme is designed and delivered in a way that opens up career opportunities for the graduates. The graduates could follow a range of career lines such as: - Continuing further research projects (e.g., PhD) - Teaching English as a second/foreign language in both pre- and university levels. - Training other language teachers. - Designing, developing, evaluating and managing TESOL programmes. - Consulting and advising in the educational sector. 6

5 Admission conditions a. In order to be admitted into the programme a candidate must have a BA (Honours) degree in English or Linguistics from the University of Khartoum or any other recognised higher education institution. b. Candidates with BA (General) degrees may conditionally be admitted onto the programme and unconditional admissions will only be granted to candidates who successfully complete the qualifying year taught at the English Department, Faculty of Arts, University of Khartoum. c. Candidates must pass an entrance exam on speaking and writing skills but candidates with an overall IELTS score of 6 with 5 score and above for writing and speaking sub-components will be exempt from the entrance exam. Duration of study The programme is full-time one calendar year spreading over three terms (the length of each term is sixteen weeks). The programme consists of 10 obligatory modules plus a dissertation conducted during the third term. Three non-assessed obligatory modules on academic writing and study skills are also taught over the three terms. All the taught and research elements of the programme must be completed within this year. Teaching staff Title No. Professors 1 Associate Professors 2 Assistant Professors 6 Resources The English department of the faculty of Arts has: - a library which has a good stock of references and research manuscripts. The library is currently supplemented with over 100 textbooks and references. 7

6 - Alan Keller s Self-access Centre, which has a good stock of references both hard and soft. The Centre has an internet access. Module description All modules carry a code, comprising the letter E followed by three digits indicating that the module is an English module taught at the postgraduate level. First term Code Module hrs Assess E601 Quantitative Methods and Methodologies in 3 100% ELT/Applied Linguistics (10 credits) E603 Foundations of Linguistics for TESOL (Second 3 50%/50% Language Acquisition, Phonology and Syntax) (15 credits) E605 Approaches and Methods in Language Teaching 3 100% (15 credits) E607 Foundations of English for Specific Purposes (ESP) 3 100% (15 credits) E609 Approaches to Discourse Analysis (15 credits) 3 100% E611 Non-assessed obligatory modules Essay and Report Writing Skills (0 credits) Second term E602 Qualitative Methods and Methodologies in ELT/Applied Linguistics (10 credits) E604 ELT Materials Development and Evaluation (15 credits) E606 English for Academic Purposes: Theory and Practice (EAP) (15 credits) E608 Intercultural Communication (15 credits) % 3 100% 3 100% 100% E610 Introduction to Corpus Linguistics and Use of 50%/50 3 Corpora in ELT (15 credits) % E612 Non-assessed obligatory modules Essay and Report Writing Skills (0 credits) Third term E mark dissertation (16000-word ± 10%) (40 credits) 3 100% E615 Non-assessed obligatory modules Dissertation Writing Preparation (0 credits) 3 8

7 Module description First term E601 Quantitative Methods and Methodologies in ELT/Applied Linguistics The module looks at the nature of research and quantitative research methods and methodologies, comparing and contrasting them with those of qualitative research. The course will provide candidates with an in-depth and practical knowledge of quantitative research methods of data collection and analysis and TESOL topics suitable for quantitative research will be covered. The module will introduce students to a range of examples of survey and non-experimental types of research reported in international peer-reviewed journals in the discipline of applied linguistics/tesol. By the end of the module, students will: - understand all aspects of research process with particular regard to quantitative research. - understand and evaluate better the methods and aspects of research reported in international peer-reviewed journals in the field of applied linguistics/tesol. - be able to carry out quantitative research projects including research design, data collection, data analysis, writing up and presentation/discussion of findings. E603 Foundations of Linguistics for TESOL (Second Language Acquisition, Phonology and Syntax) The module comprises three segments: syntax, phonology and second language acquisition and it aims at providing students with an understanding of these three segments of linguistics as a basis for understanding second language structure, structure of sounds and the processes of learning and acquisition. The overall module aims to acquaint students with a sufficient grounding in phonology, syntax, and second language acquisition to enable them better understand and informatively approach second language teaching and learning processes. By the end of the module students will be able to demonstrate: 9

8 - An understanding of the core aspects of grammatical structure and sounds structure of English. - An understanding of core concepts in contemporary work in phonology and syntax. - An understanding of the approaches and theories of second language learning and acquisition. - An understanding of the basic descriptive and theoretical tools associated with these areas of linguistics which enable them to analyse samples of relevant data for themselves. E605 Approaches and Methods in Language Teaching The module provides students with an understanding of the current approaches to language teaching by exploring the development of ideas underlying these approaches. The module also examines the relationship between ideas and practice in language teaching as well as exploring recent thinking about key aspects of language teaching. It, moreover, presents students with the critical approaches to English language teaching as opposed to mainstream and pragmatic approaches and the implications of this critical trend on TESOL pedagogy and research. By the end of the module students will be able to demonstrate: - Familiarity with a range of approaches to English language teaching. - Understanding of the philosophical and theoretical underpinnings of the various approaches to language teaching. - An acquaintance with the mainstream and critical approaches to language teaching. E607 Foundations of English for Specific Purposes (ESP) The module will provide candidates with a broad overview of the historical and theoretical foundations of ESP, and will familiarize them with major issues in and approaches to the study of ESP. By the end of the module candidates will develop: 10

9 - An understanding of ESP as a multidisciplinary field. - sufficient knowledge in ESP teaching and materials design, development and evaluation. E609 Approaches to Discourse Analysis The module investigates the main approaches to discourse analysis (e.g., critical discourse analysis, conversation analysis, interactional and variationist sociolinguistics, ethnography, corpus linguistics, and other qualitative and quantitative methods to discourse analysis). These approaches will be tackled with the view of enhancing students understanding of discourse as an advanced level of language analysis that goes beyond the sentence to look at the links between the language and social settings, coherence and cohesion in written and spoken texts, and leading to such issues as pragmatics, gender, genre and critical discourse analysis. By the end of the modules students will be able to demonstrate: - An understanding of how discourse analysis as a language competence relates to language teaching and learning. - The ability to connect approaches of discourse analysis to language teaching and learning in the classroom. - The ability to view and reflect on language teaching and learning as an interactive, social and context dependent activity. Non-assessed obligatory modules E6011 Essay and Report Writing Skills The module provides students with practical training in academic writing by familiarizing them with the standard practices and conventions of writing essays and reports in the discipline of applied linguistics/tesol. It provides practice for students to conform to these practices and conventions. The module also raises students awareness of unacceptable practices in essay writing such as plagiarism, irrelevance, incorrect citation and referencing and unsubstantiated argumentation. The module runs over two terms. 11

10 By the end of the module, students will be able to demonstrate: - An understanding of acceptable and unacceptable practices in essay and report writing in applied linguistics/tesol - An understanding and awareness of good academic writing conventions. - A confidence in handling coursework assignments. Second term E602 Qualitative Methods and Methodologies in ELT/Applied Linguistics The module looks at the nature of research and qualitative research methods and methodologies, comparing and contrasting them with those of quantitative research. The course will provide candidates with an in-depth and practical knowledge of qualitative research methods of data collection and analysis, and TESOL topics suitable for qualitative research will be covered. The module will introduce students to a range of examples of qualitative types of research reported in international peer- reviewed journals in the discipline of applied linguistics/tesol. By the end of the module, students will: - understand all aspects of research process with particular regard to qualitative research. - be well-equipped to carry out qualitative research projects including research design, data collection, data analysis, writing up and presentation/discussion of findings. - understand and evaluate better the methods and aspects of research reported in international peer-reviewed journals in the field of applied linguistics/tesol. - also be well-equipped and informed to combine both in mixed method research projects, as they have studied both quantitative and qualitative methods and methodologies so far. 12

11 E604 ELT Materials Development and Evaluation The module provides students with a sufficient grounding in and understanding of theories of ELT materials design and development by familiarizing and equipping them with the basic arguments in favour of, and against, using course books. It familiarises students with a range of commercial materials to enable them to adapt course book materials as appropriate to their teaching contexts, and gives them practice in designing their own teaching materials. The course will also look at the criteria whereby teachers, module directors and those involved in the selection of teaching materials use to inform their decision of materials selection. By the end of the module, students will be able to demonstrate: - An understanding of a range of methods whereby the ELT textbook can be updated to meet learners needs. - The ability to choose and adapt materials to suit a wide range of teaching/learning contexts. - The ability to take a critical and reflective approach to material design, development and evaluation. E606 English for Academic Purposes: Theory and Practice (EAP) The course will provide candidates with a broad overview of the historical and theoretical foundations of EAP, and will familiarise them with major issues, development and pedagogical applications of EAP. It investigates how EAP teachers should determine what to teach and how to teach it. Although EAP is regarded as a branch of ESP focusing on the learning and use of English in the academic settings, the module will go further and study EAP as a stand-alone and established branch with its own agenda of research and pedagogy. By the end of the module students should be able to demonstrate: A familiarity with and understanding of a range of current EAP research. 13

12 A reflection on the relevance of this current EAP research and practice to their own teaching contexts An understanding and practice of genre analysis of various text types. E608 Intercultural Communication The module takes a multidisciplinary perspective to intercultural communication. It draws on theories from sociology, anthropology, ethnography of communication and linguistics to promote understanding of intercultural communication by providing a thorough investigation of the theories and approaches of the field. The module connects with the discourse analysis approaches taught in the first term. It provides insights into the relationship between linguistics, social/situational and cognitive dimensions of intercultural communication and how illocutionary force, direct and indirect speech acts and politeness theory interplay in intercultural communication situations involving bilingual speakers of English. By the end of the module students will demonstrate: - An understanding of theories and approaches of intercultural communication, and the salient issues involved in the field. - The ability to connect this understanding with their approaches of language teaching and learning. - Familiarity with concepts in the theories of pragmatic and intercultural communication which will enable them to critically examine case studies in intercultural communication. - The ability to appreciate and assess the role of culture in communication. - The ability to analytically investigate the place of culture in understanding language teaching and learning. E610 Introduction to Corpus Linguistics and Use of Corpora in ELT The module provides students with an overview of corpus linguistics and its development and pedagogical applications in the field of applied linguistics/tesol. It familiarises students with 14

13 the current corpus research and corpus-based approaches to applied linguistics/tesol research and practice. By the end of the module students should be able to demonstrate: - An understanding of the potential strengths and weaknesses of corpus-based pedagogy and research in the field of applied linguistics/tesol. - The ability to consult a range of spoken and written corpora. - The ability to use corpus-based pedagogy in a range of teaching situations. Non-assessed obligatory modules E612 Essay and Report Writing Skills The module provides students with practical training in academic writing by familiarising them with the standard practices and conventions of writing essays and reports in the discipline of applied linguistics/tesol. It provides practice for students to conforming to these practices and conventions. The module also raises students awareness of unacceptable practices in essay writing such as plagiarism, irrelevance, incorrect citation and referencing and unsubstantiated argumentation. The module runs over two terms. By the end of the module students will be able to demonstrate: - An understanding of acceptable and unacceptable practices in essay and report writing in applied linguistics/tesol. - An understanding and awareness of good academic writing conventions. - A confidence in handling coursework assignments. E613 Dissertation 100 mark dissertation (16000-word ± 10%) Third term We take this research component of the programme very seriously and we believe it is the most significant aspect of the programme since it provides students with real opportunities to put meaningfully into practice what they have learned during the first and second term. Students must submit their research proposals for approval by the 15

14 end of the second term and they will be assigned supervisors immediately. Supervisors will guide students in a very strict and structured way throughout so that they can submit their dissertations on time. All dissertations must be submitted by the end of the third term. Non-assessed obligatory modules E615 Dissertation Writing Preparation The module is an extension for the essay and report writing skills module with particular focus on dissertation as a lengthy and advanced type of academic text. The module provides students with practical training in dissertation writing by familiarising them with the standard practices and conventions of writing master s dissertations in the discipline of applied linguistics/tesol. It provides practice for students to conforming to these practices and conventions. The module also raises students awareness of unacceptable practices in dissertation writing such as plagiarism, irrelevance, incorrect citation and referencing and unsubstantiated argumentation. The module runs in the third term. By the end of the module students will be able to demonstrate: - An understanding of acceptable and unacceptable practices in dissertation writing in applied linguistics/tesol. - An understanding and awareness of good academic writing conventions. - A confidence in handling and writing up dissertations in applied linguistics/tesol. Modules instructional formats Teaching and learning take place in a mix of various formats to help students unlock their potentials and successfully achieve the programme learning outcomes. Lectures: modules teachers will deliver 3-hour weekly lectures, for 16 weeks, in which they present the key topics, concepts and ideas of the relevant subject through one or a mix of a range of delivery methods (e.g., PowerPoint presentations, whiteboards, handouts, etc.). Seminars: A student-centred method whereby students present and discuss in groups some relevant materials and tasks to independently enhance their knowledge and understanding of the subject. Both teachers and students can lead the discussion during seminars. 16

15 Tutorials: these sessions are mainly run by teachers during the final term to guide and advise students working on the projects/dissertations. Office hours: teachers have weekly office hours during which they are available to answer questions from students (individually or in groups) on any aspects of the relevant module teaching and learning. Modules assessment a. Modules assessment will take two forms: 100% coursework (3000 word essays ± 10%), or 50% coursework ( word essay ± 10%) and 50% end of term exams. b. A student is allowed to take a supplementary examination if he fails in not more than one third of his subjects. c. A student who fails more than one third and up to half of his subjects must re-sit the whole examination. d. A student who fails more than half of his subjects will not be allowed to continue his studies. e. A student who fails any one of his supplementary or re-sit examinations will not be allowed to continue his studies. Grading system Grade Range A B B C F Less than 60 Degree Awarded In order to be awarded the degree of MA in TESOL, a candidate must successfully pass all the requirements of the programme. The MA degree is awarded by the Senate of the University of Khartoum on the recommendation of the Graduate College Board. 17

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