MA in Teaching English to Speakers of Other Languages (TESOL) 2015/16

Transcription

1 MA in Teaching English to Speakers of Other Languages (TESOL) 2015/16 Programme structure full time students Full time students must complete the programme in one year. All students complete the following modules: 7SSEE021 Analysing English for Learning and Teaching (30 credits) 7SSEE020 Language Teaching Methodology (30 credits) 7SSEE022 Second/Additional Language Learning: Research, Theory and Practice (30 credits) 7SSEE001 Research Methods & Dissertation (60 credits) Students must take credits of optional modules. Students normally choose two of the following modules which take place in the Summer term, and are asked to make their choices in March SSEE007 Materials Development in English Language Teaching (15 credits) 7SSEE002 English for Academic Purposes (15 credits) 7SSEE003 English for Speakers of Other Languages: Teaching Migrants in the UK (15 credits) 7SSEE004 Language Assessment (15 credits) 7SSEE014 Working with Texts: Text Analysis for Language Professionals (15 credits) 7SSEE019 Interculturality and Culture in ELT (15 credits) 7SSEE015 The Digital ELT Classroom (15 credits) Students may choose one of the following modules which are from other MA programmes and take place in the Autumn or Spring terms if you are interested please contact the programme administrator at 7SSEE012 Sociolinguistics (15 credits) 7SSEA009 Linguistic Politeness (20 credits) 7SSEM023 Language and Power (30 credits) 7SSEA010 Language, Culture & Society (20 credits) Programme structure part time students Part time students complete the MA programme over two years. Year 1 modules: 7SSEE021 Analysing English for Learning and Teaching (30 credits) 7SSEE022 Second/Additional Language Learning: Research, Theory and Practice (30 credits) One optional module (see options above) 1

2 Year 2 modules: 7SSEE020 Language Teaching Methodology (30 credits) 7SSEE001 Research Methods & Dissertation (60 credits) One further optional module (see options above) Teaching practice at International House Certificate in English Language Teaching In order to qualify for the award of a Certificate in English Language Teaching, students must complete the following: 1. Participate in the practical component of the programme at International House London which includes the following: - Observation of experienced teachers (minimum 6 hours) - Assessed teaching practice (6 hours) - Observation of peers in your teaching practice group (normally at least 24 hours) - Supervised lesson preparation - Feedback on teaching 2. Complete four short written assignments: - Language analysis tasks set and marked by King s - Skills assignment tasks set and marked by King s - Focus on the learner task set and marked by King s and IH London - Reflection on teaching task set and marked by IH London. In consultation with the MA TESOL programme director, IH London will decide whether students should be entered for the award of the Cambridge English CELTA or the International House Certificate in TESOL. The assessments for both of these practical certificates is the same although the marking criteria and number of tasks differ slightly. 2

3 Assessment Module Analysing English For Learning And Teaching Assessment 1. 2 x language analysis tasks (1500 words each) - each worth 25% of the overall module mark 2. Coursework involving professional tasks that show the application of applied linguistic knowledge in language teaching (3000 words) - worth 50% of the overall module mark Language Teaching Methodology 1. Lesson planning task: planning a skills-based (listening/reading/writing/listening) lesson with rationale (3,000 words) - worth 50% of the overall module mark 2. Report on an aspect of the curriculum (3,000 words) - worth 50% of the overall module mark Second/Additional Language Learning: Research, Theory And Practice Summer term optional module 1 Summer term optional module 2 Research Methods & Dissertation 1. Report on a case study of a language learner (4500 words) - worth 65% of the overall module mark 2. Presentation of a research article about SLA, plus handout (15 minutes plus up to 5 minutes for questions) - worth 35% of the overall module mark 1 assignment of 3,500 words 1 assignment of 3,500 words 1 extended piece of writing of 15,000 words 3

4 Compulsory Module Descriptions Analysing English for Learning and Teaching (30 credits) Module organiser: Dr Martin Dewey This module focuses on the systems of English language, i.e. grammar, lexis, pronunciation and pragmatics. It introduces different frameworks and categories for analysing these components and provides opportunities to use these to analyse language use in spoken discourse and written texts. It examines the changes in English resulting from its role as a global language. In particular, this module provides opportunities to apply this knowledge to the teaching of English as a second or foreign language and to the evaluation and design of syllabuses, teaching materials and lesson plans. Language Teaching Methodology (30 credits) Module organiser: Dr Nick Andon This module provides a thorough introduction to the methodology of teaching English as a second or foreign language. You will learn about current principles, approaches and methods and their relationship to theories of language and language learning. You will evaluate different dimensions of the language curriculum including syllabus, materials, learning activities, classroom management, assessment and the roles of teachers and learners. In particular, you will focus on current principles, activity types and techniques for teaching and assessing the four language skills, reading, writing, speaking and listening with the aim of enabling you to evaluate, select, adapt and design teaching and learning activities for specific contexts. Second/Additional Language Learning: Research, Theory and Practice (30 credits) Module organiser: Dr Ursula Wingate This module provides a thorough introduction to the field of second language acquisition (SLA). It introduces key theories of second language acquisition and examines individual and social factors and processes involved in the development and use of a second language. It aims to enable students to critically evaluate SLA research and to identify and understand the potential application of SLA research and theories to language teaching. Research Methods Module organiser: Dr Ursula Wingate This module is divided into two parts: qualitative research methods and quantitative research methods. 4

5 The module opens with an introductory exploration of the strengths and weaknesses, opportunities and limitations traditionally associated with Qualitative and Quantitative research paradigms. The first half of the module subsequently concentrates on qualitative research. Throughout, an explicit link is made with the empirical research studies which the students themselves are expected to conduct for their dissertations. The module reading and in-class activities also have this focus in seeking to demonstrate how qualitative research methods can be deployed in order to effectively research language-related questions. The quantitative part of the unit will begin by introducing basic descriptive techniques before moving on to more advanced statistical procedures including inferential procedures and research design issues. It will primarily cover research techniques that will be relevant to the dissertation, such as questionnaire design. Students will learn to carry out statistical analyses with SPSS, and will collect and analyse their own data. Classes take place in one of the computer labs. By the end of the module students are expected to have prepared a short dissertation proposal setting out the field, working title, brief abstract, indicative reading and timetable for research. On the basis of this information, students are assigned to a suitable dissertation supervisor, and they are entitled to up to 7 hours of tutorial support with their research and writing up of the dissertation Optional Module Descriptions Summer term options English for Academic Purposes (15 credits) Module organiser: Dr Chris Tribble All students need to be able to meet the linguistic demands of a course of study - and this need is critical if they are studying in a second or foreign language. This module focuses on the central problem of written communication in academic contexts, and gives participants an opportunity to develop an understanding of the language and teaching issues that are central to EAP programmes. The module draws on a range of important theoretical and descriptive frameworks in building an account of how best we can help EAP students - in particular functional systemic linguistics, genre analysis, and corpus linguistics. It also gives practical insights into how to use this understanding in preparing practical courses for students studying in English. Apart from this focus on teaching writing, this module gives students the chance to focus on important issues in EAP - in particular: preparing for the IELTS test, study skills, needs analysis and the management of EAP courses. English for Speakers of Other Languages: teaching migrants in the UK (15 credits) Module organiser: Melanie Cooke This option scrutinises the standard principles and theories of language teaching against the backdrop of the socio-political context of English dominant settings such as the UK, 5

6 USA, Canada and Australia. It places the teaching of migrants in the broader contexts of globalisation, migration, superdiversity and public policy, with particular reference to the backgrounds of adult migrants and ESOL/ESL teachers. We will explore some key social theories, e.g. theories of identity, Bourdieu s theory of capital, which have been applied to English language teaching and learning in English dominant settings. Current issues from recent ESOL research will be discussed and students will have the opportunity to relate the issues arising in the module to their own contexts, through discussions and tasks in class as well as through the assessed coursework essay. Interculturality and Culture in ELT (15 credits) Module organiser: Dr Clyde Ancarno This module introduces students to key issues and concepts in the study of intercultural communication and cultural representations in English Language Teaching (ELT). The module explores key concepts in intercultural communication within transnational and cosmopolitan paradigms and uses this theoretical knowledge to critically analyse ELT materials. Language Assessment (15 credits) Module organiser: Dr Jo Lewkowicz Assessment of student performance plays an important role in measuring student progress, evaluating pedagogy and providing public accountability. In second language education, assessment, particularly in the form of large-scale high-stakes standardized testing, also serves a powerful function of selection and gate-keeping for university entrance and employment. This module aims to consolidate and build on the theoretical and experiential knowledge of language testing and assessment that module participants have acquired in their previous academic studies and professional practice. It aims to offer an up-to-date account of current developments and thinking in the field of language testing and assessment, with particular reference to English Language Teaching in different world locations. Discussions on theory and practice will be explicitly referenced to the two established paradigms in language assessment: psychometrically oriented language testing and classroom-based teacher language assessment. The module is designed to provide participants with both theoretical understanding and practical experience in developing a variety of assessment procedures from their specification stage, through the development of the assessment procedures and the rating of student performances, to the interpretation and use of the results. Issue of ethics in language testing and assessment will be considered in relation to design and use in different social contexts. 6

7 Materials Development in English Language Teaching (15 credits) Module organiser: Dr Nick Andon This module will examine the role of materials within the ELT curriculum, and provide participants with tools to investigate learners needs, plan courses for ESP and General English classes, and analyse, design and adapt tasks and materials for their students. The module builds on work already done in all the previous modules, especially on task-based instruction and SLA, descriptions of English, curriculum design and pedagogy. Participants will have the opportunity to apply theory and principles from these earlier modules and put them to practical use. This is a theory-informed practice-oriented module and quite a large part of class time will be used for workshops where participants will work together in pairs and groups, evaluating, adapting and designing materials, and planning courses based on the needs of their students, with the help of the tutors. Some of the outputs from these workshops may be included in participants assignments. Participants will be expected to find time between sessions to do further work on materials development tasks that they start in the workshop sessions, in addition to reading the key texts. It is also recommended that during the module participants spend some time looking carefully at published materials as a source of ideas on content, topics, task types, layout and design, methodology and syllabus. The assignment for this module can be in the form of a piece of professional work in materials design or materials evaluation, rather than a traditional academic essay. The Digital ELT Classroom (15 credits) Module organiser: Dr Cristina Ros I Sole This module will introduce students to the latest technologies and on-line learning environments used in language teaching. These will be presented in the context of theoretical discussions on their pedagogical value and in terms of their applicability to a range of learning contexts. Students will also be able to try these tools in hands on sessions. The assessment will give students the opportunity to design and develop their own lesson plan and/or materials applying pedagogical principles relevant to the digital classroom and using one or more of the on-line and digital technology tools introduced during the module. Working With Texts (15 credits) Module organiser: Dr Chris Tribble Professionals with an interest in materials development, ESP course development, literature, genre analysis, critical discourse analysis or cultural studies, need to understand how texts work and how to work with texts. This module is designed for students who are interested in developing critical knowledge of texts for use in language teaching, applied linguistics or literary research. Although written texts will be the major focus of the option course, students will also be able to use these principles in the analysis of spoken texts. 7

8 Optional modules Autumn and Spring term Language and Power (30 credits) Module organiser: Professor Ben Rampton This module addresses a number of perspectives on the relationship between language and power. It sets up a dialogue between theories and methods from social theory, critical discourse analysis, interactional sociolinguistics and linguistic anthropology. It examines the dynamics of language and power in, for example, gender and sexuality, race and ethnicity, education, informal, institutional & mass-mediated discourse, and global and local interaction. The module also helps students to conduct their own analyses. By the end of this module, participants will have an understanding of relations of language and power in a wide range of domains and communicative settings, and an understanding of how relevant research approaches might be practically applied. Language, Culture and Society (20 credits) Module organiser: Professor Ben Rampton This module examines the ways in which language and discourse are used to construct cultural difference and social identity, both in face-to-face interaction and in public representations. We address issues of power, ideology and social change, as well as the dynamic relationships between class, ethnicity, gender, and generation, and we consider some major 20 th century cultural theorists (e.g. Bakhtin, Foucault, Bourdieu, Goffman). We will also draw on and develop your skills of language and discourse analysis, and we will provide opportunities to engage with our own ongoing research. Linguistic Politeness (20 credits) Module organiser: Dr Eva Ogiermann Linguistic Politeness looks at different ways of conceptualizing politeness; from folk definitions and lay perceptions of what constitutes polite language and behaviour to politeness theories. It introduces you to pragmatic and discursive approaches to politeness, as well as having a strong practical component which will involve investigating how politeness can be best captured in everyday interaction and compared across groups. We will discuss different types of data and different methodologies and cover the full range of politeness phenomena, including impoliteness. Sociolinguistics: Language in its social context (15 credits) Module organiser: Dr Martin Dewey This module aims to provide English Language Teaching professionals with an overview of the field of sociolinguistics, both micro- and macro-, along with an opportunity for the indepth study of those areas within the field that have particular relevance to their professional lives. The module embraces both traditional variationist approaches to sociolinguistics and more recent socio-political approaches, and includes the following: Key concepts and issues in sociolinguists 8

9 The difficulty in defining standard English The global spread of English World Englishes, English as a Lingua Franca and implications for ELT Pidgin and Creole language Language, thought and culture Gendered language Politeness theory The role of sociolinguistics in ELT 9