M. A. Teaching English to Speakers of Other Languages. Phase One. POSTGRADUATE CERTIFICATE in TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGE

Transcription

1 M. A. Teaching English to Speakers of Other Languages Phase One POSTGRADUATE CERTIFICATE in TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGE Students Guide (Distance Learning) including forms Faculty of Education and Society University of Sunderland 2014

2 CONTENTS 1 MA TESOL Aim Structure Phases Timetable Modules Learning And Teaching Assessment MA TESOL Team 9 2 Postgraduate Certificate TESOL Aim Modules ELTM08: The Principles And Practice Of English Language Teaching Module leader Learning outcomes Content synopsis Teaching and learning method Reading LFTM04: Linguistics For TESOL Module leader Learning outcomes Content synopsis Teaching and learning method Reading ELTM07: L2 Practical Teaching Module leader Learning Outcomes Content synopsis Teaching and learning method Reading Assessment Weighting And Timetable Assessment Questions Marking Criteria For ELTM For LFTM For ELTM For overall module grade allocation 30 Page 2 University of Sunderland

3 2.4 Method Of Delivery Module Materials And Assignments Communication Feedback on assignments Team and peer support University support Special Circumstances Study Suggestions Studying Writing Referencing Graduation Progression To Postgraduate Diploma TESOL Reassessment 48 3 University Of Sunderland Background 49 4 Summary Checklist Of Commonly-Asked Questions Addresses A Final Note About Regulations 56 Forms Request for an Extension of the hand-in deadline 57 Module Descriptors For The Diploma Phase 59 Student Feedback 71 University of Sunderland Page 3

4 WELCOME We welcome you to the Postgraduate Certificate in Teaching English to Speakers of Other Languages (TESOL) which constitutes the first phase of the MA TESOL of the University of Sunderland. On successful completion of the course, you can either leave the programme with the Certificate or progress to the second phase of the programme, the Postgraduate Diploma TESOL. From there, you can choose to continue to the third phase, write a dissertation and thus complete the MA TESOL. Whatever you do, we hope that you enjoy your studies and the services that we offer, and we wish you well. This guide sets out to explain the MA TESOL programme, to give the details of the Postgraduate Certificate TESOL and to introduce you to the University of Sunderland. Please read through the whole guide, including the University Framework, Rules and Procedures, before you begin working on the study materials. Postgraduate Certificate TESOL Programme and Module Leaders Programme Leader and Module Leader for LFTM04: Ms Kim Willis Tel: (+44) Fax: (+44) kim.willis@sunderland.ac.uk Module Leader for ELTM07: Ms Melanie A. Green Tel: (+44) Fax: (+44) mel.a.green@sunderland.ac.uk Module Leader for ELTM08: Ms Meg Timmins Tel: (+44) Fax: (+44) meg.timmins@sunderland.ac.uk Page 4 University of Sunderland

5 1 MA TESOL 1.1 AIM The MA TESOL aims to provide you with the opportunity to develop your theoretical knowledge of English. It allows you to explore the many ways in which this language is taught to speakers of other languages internationally. The MA is intended to enhance your understanding of the process of learning and teaching and to increase your repertoire of teaching methods, thus enabling you to be effective in your future work, whether it is as a teacher, a head of department, an adviser, an inspector, or a researcher into the English language and language teaching. Many of our graduates have found employment in the higher education sector around the world, in Kurdistan, Qatar, the USA, New Zealand, France and the UK. Others have gone on to complete PhDs in TESOL or Linguistics. The MA TESOL has been designed to allow you to follow one of three tracks. You can pursue an interest in classroom practice and the management of learning, or you can follow an interest in linguistics to explore avenues that relate it to English language teaching, or you can choose to explore both areas of interest. The MA aims to bring together individuals from many different countries and teaching contexts in order to offer them the chance to share their experience and expertise and learn from each other. You should find that you have a great deal in common with your colleagues on the programme, and also that your participation in the programme is enriched by encountering differences between your teaching / learning experience and context and that of your colleagues, and by examining issues from a variety of new perspectives. 1.2 STRUCTURE PHASES The MA TESOL consists of three sequential phases building on each other: 1. The Postgraduate Certificate TESOL 2. The Postgraduate Diploma TESOL 3. The Master of Arts TESOL (dissertation) TIMETABLE The entry date for the Postgraduate Certificate is 4 th October Normally, each of the modules lasts weeks and the Certificate should take 600 learning hours in total. The Postgraduate Diploma programme runs from the end of January 2015 to the middle of October The first two option modules (selected from ELTM06, LFTM03 and LFTM05) run concurrently. ELTM06 and LFTM05 normally last 12 weeks and LFTM03 normally University of Sunderland Page 5

6 lasts 19 weeks. ELTM03 runs from the end of August to mid October 2015 and lasts 8 weeks. This module is shorter and more intensive as it is studied alone. However, you will normally be given SunSpace access to the module materials over the summer before starting at the end of August so that you have some extra time for preparation. You should allow a total of 600 learning hours for the Diploma modules. The Master of Arts dissertation runs from the middle of November 2015 to the end of February 2016, thus lasting 15 weeks. This phase, too, requires 600 study-hours. The timetable of these three phases is therefore as follows: January February March April May June July August September October November December Start of Certificate End of Certificate and Start of Diploma End of Diploma Start of Dissertation End of MA The university vacation periods for 2014/2015 are as follows: (Winter Vacation) (Spring Vacation) (Summer Vacation) Please bear in mind that academic staff may not be available during these periods to assess work or respond to queries. 1.3 MODULES LEARNING AND TEACHING The Certificate programme consists of three core modules. They are: ELTM08 The Principles and Practice of English Language Teaching LFTM04 Linguistics for TESOL Page 6 University of Sunderland

7 ELTM07 L2 Practical Teaching The modules provide opportunities for you to develop your knowledge of English, of approaches to the study of language, of language learning and teaching and of methodologies appropriate to the teaching of English to speakers of other languages. You will evaluate the application of the theories to the practice of teaching. The three certificate modules have been designed around a model of activity-based learning. The activities are based on both the module reading materials, and on the everyday, learning-and-teaching experiences of each individual. The reading materials consist of textbooks, photocopies of parts of textbooks and articles, and in-house texts and explanations. All materials necessary for these modules are provided and we expect most of the reading to focus on those. If you choose to progress to the Diploma, you will take one core module and choose two option modules out of a list of three option modules on offer. The core module is: ELTM03 Research Methods The option modules offered for the Diploma are: ELTM06 LFTM03 LFTM05 Theories of Second/Foreign Language Learning Language, Culture and Power Corpus Linguistics and Language Teaching ELTM03 offers you the chance to develop your awareness of research methods relevant to TESOL, including qualitative and quantitative methods of data collection and analysis. The option modules develop your knowledge and understanding of the theories of second/foreign language learning, of corpus linguistics within ELT, and of the relationship between culture, society and language. You can find the descriptors for the Diploma modules at the back of this Students Guide. For the Master of Arts, there is one element: ELTM05 Dissertation The topic for your dissertation is negotiated with the module leaders and agreed before the start of the dissertation phase. After that, you will receive tutor support from a supervisor in Sunderland. University of Sunderland Page 7

8 1.3.2 ASSESSMENT For the Certificate: ELTM08 LFTM04 ELTM07 has two assignments has one assignment and one time-constrained assessment has two assignments The form, content and timetable of the assessments are explained in detail in section 2.3 of this document. You are assessed on your knowledge and understanding of teaching approaches and methodologies, and of fields of linguistics, and on their application to classroom practice. For the Diploma: ELTM03 ELTM06 LFTM03 LFTM05 has a presentation (poster) and a project. has a time-constrained test and a critical review of a book or journal article. has a number of activities, a portfolio and a project. has a time-constrained test and a project. For the ELTM03 module, you conduct an individually managed research project, and this may serve as the basis of the MA dissertation, should you wish to continue. A sample of assignments for each module is internally moderated to ensure consistency of marking between tutors and modules. In addition to the internal moderation, a sample is also seen by the External Examiner to ensure that standards across Universities are consistent. Certificate If, on having completed ELTM08, LFTM04 and ELTM07, you are referred in any assignments, you are permitted to begin the Diploma stage, and in the meantime, complete your referrals. Diploma All three modules of the Diploma phase, as well as all three Certificate modules, must be passed before the 15-week writing period of the Dissertation phase begins. The ELTM05 dissertation is 15,000 words long. Here, you explore in greater depth either the topic of your Diploma ELTM03 project or another topic/area within TESOL of interest to you. You may choose a topic because you have always wanted to explore it, because it could help you in your career or because of work done in the modules covered Page 8 University of Sunderland

9 in the Certificate or Diploma phases. The modular credit scheme is explained in the Framework included in this guide. For the MA TESOL the scheme is as follows: Three Certificate modules (20 credits each) = total 60 Three Diploma modules (20 credits each) = total 60 The MA dissertation (60 credits) = total 60 Grand Total = 180 credits Students who have obtained a total of 60 credit points are entitled to exit the Programme with a Postgraduate Certificate, and those who obtain 120 credit points can leave the Programme with a Postgraduate Diploma. The Framework also contains an explanation of procedures for those who fail part or all of a programme. Section of this Guide describes our system of reassessment. 1.4 MA TESOL TEAM The MA TESOL team is based in the Faculty of Education and Society, which directs and manages the programme. Let us introduce you to each member of the team. Those of us who are distance learning tutors in the Postgraduate Certificate MA TESOL are indicated here with a CERTIFICATE TUTOR title. Kim Willis Programme Leader: MA TESOL Module Leader: LFTM04, LFTM03 CERTIFICATE TUTOR Faculty of Education & Society Tel: (+44) kim.willis@sunderland.ac.uk Ms Willis has a BA in Combined Arts (German Studies and English Literature, Sunderland 1986), MA in Linguistics (Sussex 1987), a Cert Ed H.E (Sunderland, 1997) and a University Graduate Diploma in Psychology (Sunderland 2007). She is a Senior Lecturer in Languages at the University of Sunderland, where she has been employed since She has taught German and EFL in Germany, Sunderland and Newcastle upon Tyne. Her research interests lie in Linguistics and Psychology. University of Sunderland Page 9

10 Chris Bowerman Module leader: COMM79 Faculty of Applied Sciences Tel: (+44) Dr Bowerman has a BA French and German (Bradford 1987), MSc Intelligent Knowledge based Systems (Essex 1988), PhD Language and Linguistics (UMIST Manchester 1993). He has worked as a translator in Germany and as an English teacher in France. He is a Principal Lecturer in Natural Language Processing and Telematics in the University of Sunderland where he has been employed since His area of interest is Artificial Intelligence and Natural Language Processing; he has published on CALL for writing in German, computer-aided learning and instruction in phonetics on the Internet. Petra Schoofs Module Leader: ELTM06, ELTM05 CERTIFICATE TUTOR Faculty of Education & Society Tel: (+44) petra.schoofs@sunderland.ac.uk Dr Schoofs has a PhD in Linguistics from Newcastle University. She also has an MA (German Magister Artium ) in English, American and German Studies from the Universität Duisburg, Germany. She has over 17 years' experience of teaching English didactics, as well as general linguistics and English and German as Foreign Languages at a variety of levels in Germany, Switzerland and the UK. In addition to this, Petra has experience of working as an academic translator and is qualified by the London Chamber of Commerce as a teacher of Business English. She is also an Associate of the Higher Education Academy UK. Page 10 University of Sunderland

11 Michael Pearce Module Leader: LFTM05 Faculty of Education & Society Tel: (+44) Website: Dr Pearce BA (Kent), MSc (Edinburgh), PGCE (Exeter), Adv. Dip. Ed. (Open), PhD (Leeds) has a broad range of interests in English language studies. He has published articles and chapters on critical discourse analysis, stylistics, perceptual dialectology and corpus linguistics, and is also the author of the Routledge Dictionary of English Language Studies (2007). He has been a Senior Lecturer in English Language at the University of Sunderland since Before that he was a lecturer in English Language at the University of Leeds, and has also taught secondary English in schools in the UK and Colombia, as well as EFL in Spain and Thailand. Meg Timmins Module Leader: ELTM08, ELTM03 CERTIFICATE TUTOR Faculty of Education & Society Tel: (+44) meg.timmins@sunderland.ac.uk Ms Timmins is an experienced teacher who has taught in every age group, from kindergarten to Higher Education, in Uganda, Zambia, Bangladesh, Hong Kong and Oman, as well as in the UK. She has an MA in Applied Linguistics and TESOL, a Certificate in Education and a Dip. Ed. (RSA) in Drama in Education. Since 2007, she has worked on EAP, ELT, USELT and PGCE (distance) programmes at the University of Sunderland and is currently Programme Leader for the PGCE (Overseas). Her areas of interest include ESL/EAL in the mainstream, young learners, language teaching methodology and drama in education. University of Sunderland Page 11

12 Melanie A. Green Module Leader: ELTM07 CERTIFICATE TUTOR MA TESOL Admissions Tutor Faculty of Education & Society Tel: (+44) Ms A. Green is a Senior Lecturer in the areas of TESOL and English for Academic Purposes at the University of Sunderland. Her experience includes being the Director of Studies for English for Academic Purposes at the university s London Campus where her role involved the design, implementation, leadership and subsequent development of the EAP department. Prior to 2008 she was a Head of Department in secondary school education and has contributed to the Secondary Professional Year Programme at the university. Her CELTA was completed in Barcelona where she subsequently taught. Her first degree and PGCE are from Lancaster University and she has been teaching for 17 years. Ms A. Green s Professional Doctorate research is centred on Teaching English Language through Visual Art. It is primarily concerned with the exploration of a teaching methodology and practical resources to enable English Language Educators to engage with, understand the value of and adopt Visual Art in their teaching. Page 12 University of Sunderland

13 2 POSTGRADUATE CERTIFICATE TESOL 2.1 AIM The rationale behind the Certificate is as follows: Students can be: prepared to guide their future students towards language learning equipped to provide their future students with an understanding of the cultural background to the language that they are learning. In order to do this they should understand and analyse: the history of approaches of ELT the functions of teaching methods and techniques how grammatical elements fit together the way sounds are formed and what sound patterns mean how lexis reflects culture The Certificate provides you with the opportunity to: develop your knowledge of theories and research about language learning and teaching, and language itself evaluate and apply these theories to the practice of teaching analyse what you learn of ELT teaching and linguistics synthesise your new knowledge then relate it to your own experience of teaching and learning. 2.2 MODULES ELTM08: THE PRINCIPLES AND PRACTICE OF ENGLISH LANGUAGE TEACHING Module leader Ms Meg Timmins Tel: (+44) University of Sunderland Page 13

14 Learning outcomes Upon successful completion of this module, students will have demonstrated: Knowledge 1. critical knowledge and understanding of different approaches and methods of language teaching and how these are embedded in theory; 2. critical knowledge and understanding of how different approaches and methods in ELT inform ideas on current best practice in the teaching of the four skills of reading, writing, speaking and listening; Skills 3. the reasoned application of this knowledge and understanding to a particular teaching context(s) Content synopsis In this module students will consider the changing situation of English Language Teaching internationally as well as study its evolution over the last 150 years. They will examine the theories underlying a variety of language teaching approaches and methods ranging from the grammartranslation method to communicative language teaching as well as exploring more recent developments and concerns such as the task-based approach, the notion of student autonomy, needs analysis, syllabus design etc. Students will examine the teaching of the four skills of reading, listening, writing and speaking, looking in particular at current recommendations for the teaching of these skills and considering how different teaching contexts can be approached Teaching and learning method ELTM08 is a Distance Learning and On-Campus Module. Of the 200 hours of study required to complete the course, the majority will be based on reading from the study materials supplied and completion of the tutor assessed pieces of work. The study materials include reading tasks, self-assessment questions and feedback. The remaining hours of work will be for self-directed study and tutorial support. On-campus students will receive tutorial support via attendance at tutorials at which the study materials will be discussed and distance learners will receive their support via and Sunspace. (a) study of the learning materials for the module and completion of assessments 130 hours (b) self-directed study and tutorial support 70 hours Page 14 University of Sunderland

15 Reading It is essential that you read and use in your assignments the materials and books provided. In addition, you are encouraged to make use of a wide range of other sources. For guidance see the bibliography at the end of the module. The module materials include texts specially written by F. Breet, Zhang Ping, Sek Man Lo, and A. Nazari. Extracts from the following are reproduced in the materials: Graddol, D. (2007) English Next London: British Council. Graves, K. (1996) Teachers As Course Developers. Cambridge: Cambridge University Press. Prabhu, N. S. (1990) There is no Best Method Why? TESOL Quarterly, 24/2, pp Books that you will receive from the university: Harmer, J. (2007) The Practice of English Language Teaching. Fourth Edition. Harlow: Longman. McDonough, J. and Shaw, C. (2012) Materials and Methods In ELT: A Teachers Guide. 3 rd ed. Oxford: Blackwell Publishers. Richards, J.C. and Rodgers, T. (2014) Approaches and Methods in Language Teaching. Third Edition. Cambridge: Cambridge University Press. Ur, P. (2012) A Course in English Language Teaching. Cambridge: Cambridge University Press. You may also find it useful, to refer to articles in the following journals: Applied Linguistics. Oxford University Press. English Language Teaching Journal. Oxford University Press. IATEFL Publications. IATEFL. Research In Education. Manchester University Press LFTM04: LINGUISTICS FOR TESOL Module leader Ms Kim Willis Tel: (+44) kim.willis@sunderland.ac.uk Learning outcomes Upon successful completion of this module, students will have demonstrated: Knowledge 1 an in-depth understanding of some of the key concepts and issues in the following areas of linguistics: Psychology of language learning; Phonetics and phonology; University of Sunderland Page 15

16 Grammar; Lexis, semantics and pragmatics. Skills 2 an ability to apply their understanding of key concepts and ideas in linguistics to the TESOL classroom. 3 an ability to analyse linguistic issues and to evaluate the application of linguistic concepts and ideas in the TESOL classroom Content synopsis Beginning with an examination of the properties of language and the relevance of psycholinguistics, this module explores linguistic theory and findings in the fields of grammar, phonetics and phonology, lexis, semantics and pragmatics. The module asks you to evaluate, compare and contrast the theories and findings, and analyse their applicability to a variety of social contexts. The module places special emphasis on the applications of the theory to the practice of the classroom. You are expected to extract features of the theory that are relevant to your teaching context and discuss the aspects that might enhance your teaching of English to speakers of other languages. This module permits you to gain an overview of the main areas of linguistics and a general picture of how they relate to each other and to the context of TESOL. Then, through the assessments, the module allows you to concentrate on areas of particular interest to you, thus letting you focus on these areas in greater depth Teaching and learning method It is expected that approximately 65% of students study time will be devoted to reading, answering activity questions and self-assessment questions. The remaining 35% of study should be set aside for writing the tutor-assessed pieces of work. There are four units, each one covering one of the fields mentioned above. Each unit requires: Reading of selected chapters from the text books provided Writing answers to activity questions, which are aimed at helping you to define, compare and evaluate the issues and apply them to your teaching Short self-assessment questions, which are aimed at checking that you have fully grasped the concepts and terms and thought about applications in the context of TESOL. The assignments are equally weighted. The first is based on Units 1 and 2 and the second, (the time-constrained assessment) is based on Units 3 and 4. Both assignments require you to reflect on a context you know well and classroom language use in the light of the issues explored in the units covered. Page 16 University of Sunderland

17 Reading This module is based on readings indicated in the accompanying text books: Cook, V. (2008) Second Language Learning and Language Teaching. 4th ed. London: Arnold. Ellis, R. (1997) Second Language Acquisition. Oxford: Oxford University Press. Holmes, J. (2013) An Introduction to Sociolinguistics. 4th ed. London: Longman. Leech, G. Deuchar, M. and Hoogenraad, R. (2006) English Grammar for Today. 2nd ed. Basingstoke: MacMillan. Roach, P. (2009) English Phonetics and Phonology. 4th ed. Cambridge: Cambridge University Press. Thomas, J. (1995) Meaning in Interaction: An Introduction To Pragmatics. London: Longman. Yule, G. (2014) The Study of Language. 5th ed. Cambridge: Cambridge University Press. In LFTM04, if the page numbers of the book you are studying do not match the page numbers mentioned in the guide, please disregard the page numbers in the guide. In addition, you may find it helpful to refer to the books used for ELTM08, especially the following: Harmer, J (2007) The Practice of English Language Teaching. 4th ed. (With DVD) Longman Handbooks for Language Teachers You may also find it useful to refer to articles in the following journals: Applied Linguistics. Oxford: Oxford University Press. English Language Teaching Journal. Oxford: Oxford University Press ELTM07: L2 PRACTICAL TEACHING Module leader Ms Melanie A. Green Tel: (+44) mel.a.green@sunderland.ac.uk University of Sunderland Page 17

18 Learning Outcomes Upon successful completion of this module, students will have demonstrated Knowledge 1. critical knowledge and understanding of L2 teaching techniques and procedures in various L2 teaching methods 2. in-depth knowledge and understanding of techniques and procedures for teaching grammar, vocabulary and pronunciation Skills 3. an ability to prepare an appropriate lesson plan 4. an ability to critically apply the above knowledge and ability to TESOL classes and to their teaching contexts Content synopsis The module begins with analysing the techniques and procedures of various L2 teaching methods such as the Audio-Lingual Method, Total Physical Response, Communicative Language Teaching, Task-based Approach, and Cooperative Language Learning. In the sessions which follow, different techniques for observing and analysing L2 classes will be discussed. The issues discussed on observation include different types of observation (structured and unstructured), the focus of observation, and ways of recording and analysing observation. Then techniques and procedures for teaching grammar, vocabulary and pronunciation will be explored and practised. These include applying inductive and deductive approaches, realia, word games, and the phonemic chart. There will also be a discussion on how to prepare lesson plans and what to include in them Teaching and learning method The learning on this module will be through lecture input at the beginning of each session followed by group discussions on the L2 teaching techniques and procedures and their applications to TESOL classes and to the students teaching contexts. There will also be simulation of L2 teaching methods and observation of L2 classes. The distance learning students will be required to find an institution in their own country where they can observe English language teaching classes, teach a class, video-record it and then send it to us for assessment. They will also be asked to send us their lesson plan. We will provide the students with guidelines for carrying these out. The oncampus students will take part in the classes of the practical teaching module, observe some EAP classes and teach their peers for the assessment. They will be asked to hand in their lesson plans as well. Page 18 University of Sunderland

19 Reading The following is a list of recommended reading material. It is not essential that you buy all these publications in order to complete the module, but you are expected to read as widely as possible in order to produce acceptable assignments and pass your module successfully. Frank, Carolyn, Judith L. Green and Carol N. Dixon (1999) Ethnographic Eyes: A Teacher's Guide to Classroom Observation. Greenwood Press. Harmer, Jeremy (2007) How to Teach English. Longman. Harmer, Jeremy (2007) The Practice of English Language Teaching (4th Edition). Longman. Harmer, Jeremy (2007) How to Teach Vocabulary. Longman. Kelly, Gerald (2001) How to Teach Pronunciation. Longman. Larsen-Freeman, Diane (2000) Language Teaching Methods: Videos 1 and 2. Office of English Language Programs, Bureau of Educational and Cultural Affairs, Department of State, Washington, D.C., USA. Larsen-Freeman, Diane (2000) Techniques and Principles in Language Teaching (2nd Edition). Oxford University Press. Lubelska, Diana and Margaret Mathews (1997) Looking at Language Classrooms. Cambridge University Press. Richards, Jack C. and Theodore S. Rodgers (2001) Approaches and Methods in Language Teaching (2nd Edition). Cambridge University Press. Scrivener, Jim (2010) Teaching English Grammar: What to Teach and How to Teach it. Macmillan Education. Wajnryb, Ruth (1993) Classroom Observation Tasks. Cambridge University Press. Wright, Andrew, David Betteridge, and Michael Buckby (2006) Games for Language Learning (3rd Edition). Cambridge University Press. Zepeda, Sally J. (2008) The Instructional Leaders' Guide to Informal Classroom Observations (2nd Edition). Eye on Education. You will also be encouraged to read articles from the following journals: ELT Journal Language Teaching Journal TESOL Quarterly Language Learning Journal The Internet TESOL Journal Asian EFL Journal University of Sunderland Page 19

20 2.3 ASSESSMENT WEIGHTING AND TIMETABLE For ELTM08, there are two assessments: 1. Assignment 1, which is based on Units 1-4, is worth 50% and is 2,000 words long. 2. Assignment 2, which is based on the module as a whole, is worth 50% and is 2,000 words long. For LFTM04, there are also two assessments: 1. Assignment 1 is based on Units 1and 2. It is worth 50% and consists of two 1,000 word essays, one for each unit. 2. Assignment 2 is based on Units 3 and 4. It is a time-constrained assessment to be completed within a 5-day period. This assignment is worth 50% and consists of two 1,000 word essays. For ELTM07, there are two assessments: 1. Assignment 1 is a video-recorded lesson recorded on a DVD, delivered towards the end of the module. In this lesson you will teach grammar, vocabulary and/or pronunciation by applying techniques and procedures appropriate to your context. You will also produce a lesson plan and an evaluation of your own lesson. This assignment is worth 50% of the final module mark. 2. Assignment 2 is an observation report for which you will observe and analyse an EL2 class, contributing 50% of the final module mark. This piece of coursework should be 2000 words in length. Page 20 University of Sunderland

21 Please see below for the dates of assignment deadlines. You must obtain a minimum of 40% as the overall mark and attempt each element of the assessment in order to pass a module. The tables below show the submission deadlines for the assignments. Time-scale mapping for MA TESOL Certificate 4. October January 2015 Assignment deadline Week 1 6 Oct 14 Start of teaching (Certificate) ELTM08 LFTM04 ELTM07 Start of teaching (Certificate) Week 6 10 Nov 14 Assignment 1 Week 7 17 Nov 14 Assignment 1 Start of teaching (Certificate) Week 11 7 Jan 15 Assignments 1 and 2 Week Jan 15 Assignment 2 Week Jan 15 Assignment 2 Assignments for ELTM08 must be submitted by pm (UK time) via turnitin in SunSpace. Assignments for LFTM04 must be submitted by pm (UK time) via turnitin in SunSpace. Assignments for ELTM07 must be submitted by pm (UK time) via turnitin in SunSpace ASSESSMENT QUESTIONS The LFTM04 Assignment 2 questions will be ed to you at the beginning of the 5-day period. Set out on the next pages are the actual questions for your assignments. Note the marking criteria for each assignment in section ELTM08 - Assignment 1 Before you start to write, read in the Student Guide: the advice on formal written English, respecting conventions of academic style the learning outcomes of ELTM08 the assessment criteria for the Certificate. University of Sunderland Page 21

22 If there is anything that you do not understand, ask your module tutor, immediately. In this assignment you have the opportunity to demonstrate your: critical knowledge and understanding of different approaches and methods of language teaching and how these are embedded in theory; knowledge and understanding of how different approaches and methods in ELT inform current best practice in the teaching of the four skills of reading, writing, speaking and listening; ELTM08 - ASSIGNMENT 1 For this assignment you are required to write an essay on the following: Question What do you understand by communicative language teaching and how relevant do you think this approach is for an English language teaching context with which you are familiar? Guidelines for answering this question Your essay should include: a critical discussion of what you understand by the term communicative language teaching a brief description ( words) of the specific classroom context with which you are familiar (this may be as a teacher or as learner) a critical discussion of the relevance of CLT in this context and the extent to which more recent developments in English language teaching should be taken into account. For example, task based learning, learner autonomy, etc. You must provide relevant examples and references from the set books for this module, and other sources where appropriate. The completed essay will be no more than 2000 words and will be fully referenced according to the conventions described in your Students Guide. You will lose marks if you do not clearly identify the sources that you use. Please also look at the assessment criteria which are used for grading your assignments in the Students Guide. Page 22 University of Sunderland

23 ELTM08 - Assignment 2 Before you start to write, read in the Student Guide: the advice on formal written English, respecting conventions of academic style the learning outcomes of ELTM08 the assessment criteria for the Certificate. If there is anything that you do not understand, ask your module tutor, immediately. In this assignment you have the opportunity to demonstrate your: ability to apply your knowledge and understanding of theory and best practice in ELT to the evaluation and/or exploitation of authentic or other teaching materials, taking into account the teaching context. ELTM08 - ASSIGNMENT 2 For this assignment you are required to apply your knowledge and understanding of English language teaching to the selection and exploitation of a piece of authentic material. Question Using an authentic reading text which you have selected, design pre-, while- and post-reading activities for a specific group of learners based on insights from Schema Theory and integrating the teaching of two or more language skills. Guidelines for answering this question Select an authentic text and make a copy of it. Include this copy as an appendix to your assignment. Please note that a text taken from a text book or graded reader is not considered to be authentic. Begin your essay by briefly describing the characteristics of the group of students for whom you are preparing the teaching materials. In the remainder of the essay describe the activities you have designed accompanied by a set of instructions for teachers and provide a rationale for each one. You will also need to make sure that you include references to the set books for this module and other relevant sources where appropriate to support your designs for the activities. The completed essay will be no more than 2000 words and will be fully referenced according to the conventions described in your Students Guide. You will lose marks if you do not clearly identify the sources that you use. Please also look at the assessment criteria outlined in the Students Guide, which are used for grading your assignments. University of Sunderland Page 23

24 LFTM04 - ASSIGNMENT 1 Before you start to write, read in the Students Guide: the advice on formal written English, respecting conventions of academic style the learning outcomes of LFTM04 the assessment criteria for the Certificate. If there is anything that you do not understand, ask your module tutor, immediately. For each question, you are required to write 1,000 words (a total of 2000 words for the complete assignment). Do not write 500, or the reader will suspect that you are not able to analyse and evaluate the concepts, and do not write 1,500, or the reader will suspect that you do not understand the specific focus of the question. Answer every question within each section of the question that you choose. Number the sections of your answer accordingly. a), b) etc. Take account of the weighting given in brackets. For example, if a section is worth 10%, you will not need to write much detail, and if it is worth 40%, you will need to write a long, deep answer. You will lose marks if you do not answer every question within each section of your chosen question. Make sure that you refer to the required reading material in answering the questions. You are expected to reference your work thoroughly. Write 1,000 words for each answer. Choose ONE question from PART ONE and ONE question from PART TWO. Page 24 University of Sunderland

25 LFTM04 - ASSIGNMENT 1 PART ONE: THE PROPERTIES OF LANGUAGE AND THE PSYCHOLOGY OF LANGUAGE LEARNING (UNIT 1) EITHER 1. Strategies a) Explain briefly in your own words what you understand by each of the 8 strategies of Good Language Learners as described in the module workbook. (20%) b) Discuss critically which of the strategies you believe are the most important in your own teaching context or will be most important in a future working context. To what extent might other factors such as personality, age and sex, influence the students choice of language learning strategies? (50%) c) Devise an activity that you could give to students to practise paying attention to both form and meaning. Explain how you think the activity would help to practise this particular language learning strategy. (30%) OR 2. Motivation a) Explain briefly in your own words the following types of motivation, providing your own example of each: Integrative motivation Instrumental motivation Resultative motivation Intrinsic motivation (20%) University of Sunderland Page 25

26 b) To what extent do you agree that motivation is the key predictor of successful language learning? What other factors might play an important role? Justify your answer with reference to the literature. (40%) c) How could your theoretical knowledge of motivation in language learning be applied to your current or future teaching situation? (40%) LFTM04 - ASSIGNMENT 1 CONTINUED Page 26 University of Sunderland

27 PART TWO: PHONETICS AND PHONOLOGY (UNIT 2) EITHER: 1. Phonetics and Phonology a) Having studied Unit 2 of the module workbook, how important do you think it is for both teachers and students in your own context to have a knowledge of English articulation, sound patterns, stress and intonation? Justify your answer with reference to the literature. You should begin by briefly outlining the specific context, including the level of the students and their L1 and the purpose of the course. If you have no teaching experience to date, you can refer to a context in which you may be working in future. (70%) b) Devise and justify an activity to teach word stress to a group of intermediate students. (30%) OR 2. Phonetics and Phonology a) Define the following terms in your own words, giving your own example of each: Place of articulation Manner of articulation Epenthesis Simplification (20%) b) How could a knowledge of the place and manner of articulation of consonants and the production of vowels help a teacher of English in your current or future teaching context? Demonstrate your understanding of this complex issue with reference to your reading in this module, supporting your ideas with your own examples. Are there any parts of the section on the description of consonants and vowels that you would not teach? Again, justify your answer with examples. (40%) c) What level of student would you teach about phonotactics and the effects of coarticulation, and why? Describe how you would teach it and give an example of the sort of activity you would devise. Say whether students in your own context use epenthesis and / or simplification and explain how you would deal with it. (40%) University of Sunderland Page 27

28 ELTM07 Before you start to work on your assignments, read in the Students Guide: the advice on formal written English, respecting conventions of academic style the learning outcomes of ELTM07 the assessment criteria for the Certificate. If there is anything that you do not understand, ask your module tutor, immediately. The videoed lesson You should find an institution in your country where you can teach an L2 class, record the lesson and then submit the recording via Sunspace for assessment. You will need to be thinking of possible classes to teach from the very beginning of the module. The lesson can be recorded on a DVD. The lesson should take 20 minutes. You can teach vocabulary, grammar and/or pronunciation. Three weeks before your lesson, you will need to seek your module leader s approval regarding what you are going to teach and how you are going to teach it. For teaching a class and recording your lesson on a DVD, you must obtain the consent of the school head teacher, the teacher of the class, the students parents and the students. Ethically and legally you are not allowed to teach a class and/or video-record it unless you receive the consent of the above parties. In this regard, also read Unit 8 (Classroom Observation) in the ELTM07 Workbook. For this component of the assessment, you will also need to your lesson plan and your self-reflection on your lesson (these should total 1000 words) to your module leader. These must reach your module leader by the submission date. For the self-reflection (lesson evaluation), you should read Unit 9 (Language Lesson Plan) in the ELTM07 Workbook. The observation report A 2000-word observation report must be ed to your module leader by the submission date. You will need to be thinking of possible classes to observe from the very beginning of the module. You should find an institution in your country where you can observe an L2 class and write a report on your observation. The observation report should consist of two parts: observation in 1000 words and analysis of the observation in 1000 words. For recording the observation and analysing it, see Unit 8 (Classroom Observation) in the ELTM07 Page 28 University of Sunderland

29 Workbook. You can include a maximum of five references in your observation report and analysis. For observing a class and recording your observation, you must obtain the consent of the school head teacher, the teacher of the class, the students parents and the students. Ethically and legally you are not allowed to observe a class unless you receive the consent of the above parties. In this regard, also read Unit 8 (Classroom Observation) in the ELTM07 Workbook MARKING CRITERIA For ELTM08 In Assignment 1, you should demonstrate that you have: understood the theories underlying different approaches and methods of language teaching; applied the ideas developed in the reading for the module to a context with which you are familiar; In Assignment 2, you should demonstrate that you have: related the discussion of your own ideas and/or your own teaching context to ideas raised in this module demonstrated your understanding of the ideas developed in your ELTM08 reading. taken context into account when evaluating, exploiting or designing teaching materials and activities For LFTM04 In Assignment 1, you should demonstrate that you have: understood the psychology of language learning, and reflected on manifestations in the TESOL classroom. understood the relevant aspects of phonetics and phonology and reflected on their uses in the TESOL classroom. In Assignment 2, you should demonstrate that you have: understood the relevant aspects of grammar, and reflected on grammatical issues in the TESOL classroom. understood the relevant aspects of lexis, semantics and pragmatics, and reflected on applications of pragmatic studies and discourse analysis in the TESOL classroom For ELTM07 In Assignment 1 ( DVD recorded lesson, self-reflection and lesson plan), you should demonstrate that University of Sunderland Page 29

30 your approach to teaching the class was appropriate you used appropriate techniques to teach the class your material for teaching the class was appropriate you used audio-visual aids effectively you contextualised the language constructions you were teaching you involved your students in the processes of learning and teaching you had a well developed lesson plan your reflection on your lesson was illuminating your reflection and evaluation was linked to relevant ideas from your module reading your teaching and reflection showed an understanding of the ideas developed in the module reading In Assignment 2 (observation report and observation analysis), you should demonstrate that your approach to this lesson observation was appropriate your observation schedule was practical and useful your recoding technique was practical and useful your report reflected the context of teaching and learning clearly your report reflected the steps and procedures of teaching and learning clearly you deeply analysed your lesson observation the analysis of your lesson observation was illuminating your analysis was linked to relevant ideas from your module reading your observation and analysis showed an understanding of the ideas developed in the module reading For overall module grade allocation Please pay special attention to the following description of what sort of work earns an excellent mark (70% or above), and also to the generic assessment criteria at postgraduate level. Each time you finish an assessment of any sort, refer to these descriptions and consider: a) which grade you will probably get if you hand it in as it is, and b) how you might improve your work in order to obtain a better grade. Page 30 University of Sunderland

31 In order to earn a mark of 70% or above, you should show that you have: understood in depth the concepts, theories and issues raised in the programme materials analysed critically and evaluated the concepts, theories and issues analysed your previous knowledge and experience of ELT (as a teacher and / or learner) synthesised all of your new knowledge of the concepts, theories and issues and your previous knowledge and experience of ELT (as a teacher and / or learner) reflected very frequently on applications of your new knowledge to the classroom. You should also have shown that you have: developed your ability to write a range of genres, including lesson plans, reports and essays mastered all of the conventions of referencing written a well-organised piece of work with a clear structure written in a formal, academic style avoided infelicities of grammar, vocabulary and punctuation. Special note: As a TESOL student, it is especially important that you demonstrate the ability to express your arguments and ideas clearly and effectively in English. For this reason, a high density of English language errors may lead to you failing an assignment. You should also note that if you go on to complete the Master s in TESOL, you will be awarded a Master s degree with Distinction if you achieve at least 70% in the dissertation, and a Master s degree with Merit if you achieve 60-69%. University of Sunderland Page 31

32 Ver /02/2008 SJS Categories Reference to Literature Presentation Critical Evaluation Argument and Structure Analysis Knowledge Relevance The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material. Well written, with standard spelling and grammar, in a readable style with acceptable format Contains distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice. Well supported, focussed argument which is clear and logically structured. Comprehensive analysis - clear and orderly presentation A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein Directly relevant to the requirements of the assessment Uses a good variety of literature which includes recent texts and/or appropriate literature, including a substantive amount beyond library texts. Competent use of source material. Competently written, with only minor lapses from standard grammar, with acceptable format May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) Significant analytical treatment which has a clear purpose Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance Some attempt to address the requirements of the assessment: may drift away from this in less focused passages Evidence of use of appropriate literature which goes beyond that referred to by the tutor. Frequently only uses a single source to support a point. Weak use of quotation A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose Basic understanding of the subject but addressing a limited range of material Some correlation with the requirements of the assessment but there is a significant degree of irrelevance Barely adequate use of literature. Over reliance on material provided by the tutor. Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style Some evidence of a view starting to be formed but mainly derivative. A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence Largely descriptive or narrative, with little evidence of analysis A limited understanding of a narrow range of material Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. Grade % 76-85% 70 75% 60 69% 50 59% 40 49% 35 39% 30 34% 15-29% 0-14% Pass Fail Page 32 University of Sunderland