Programme Specification: BA Teaching English as a Foreign Language 1. Programme title Teaching English as a Foreign Language 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Programme accredited by Middlesex University 5. Final qualification BA (Honours) 6. Academic year 2009-10 7. Language of study 8. Mode of study 9. Criteria for admission to the programme Applicants must be able to use English to a minimum standard. They need a GCSE grade A or B in English Language (or an A' level in English Language/Literature, or professionally-acquired writing skills), or at least Band 6.5 (or equivalent) on the IELTS scale. With regard to other qualifications, general Middlesex University entry regulations for applicants aged 18-20 and 21+ will apply. 10. Aims of the programme The programme aims to: Initial English Language Teaching expertise that is based on broader and deeper preparation than the norm, and bestows a clear capability of employment to teach English language to speakers of other languages in a variety of settings (EFL, ESOL, EAL, private language school, FE college, overseas state school). Wide-ranging analytic and critical understanding of the intellectual bases of enlightened language-teaching (linguistic, literary and methodological). Experience of the demands of foreign language learning to a higher than elementary level.
11. Programme outcomes A. Knowledge and understanding On completion of this programme the successful student will have knowledge and understanding of : 1. appreciation of English linguistic and cultural features that need to be carefully taught to speakers of other languages, and the reasons for this need 2. familiarity with concepts required for understanding, evaluating and creating descriptions of English 3. experience of reading English literature, particularly of the 20 th century, in order to appreciate the variety of critical and theoretical approaches to literary study 4. appreciation of the demands of learning another language, and of the types of English language learner. 5. critical understanding of mainstream theories of language, literature and foreign language learning/teaching, and their influence on pedagogical practice. 6. familiarity with relevant recognised practical classroom procedures and techniques and their underlying rationales 7. awareness of the nature and demands of TESOL employment, and of personal teaching strengths and weaknesses Teaching/learning methods Students gain knowledge and understanding through -interactive seminars, sometimes studentled -linguistic and literary analysis tasks -library research tasks -analysis of pedagogical materials -foreign language exercises and tasks -observed and unobserved teaching practice -observation of model and peer-taught lessons -microteaching -materials writing -interviewing an English learner -self-directed reading of textbooks, textbook extracts and journal articles -formative written assessment -individual tutorials Assessment Method Students knowledge and understanding is assessed by formal written and oral examinations -observed teaching practice -reflective teaching practice logs and reports -oral presentation of journal articles -materials evaluation reports -essays -language and literary analysis tasks B. Cognitive (thinking) skills On completion of this programme the successful student will be able to: 1. relate theory to practice and vice versa 2. recognise, analyse and resolve practical issues of language teaching and learning. 3. understand, analyse and evaluate the informational content of relevant intellectual writing (including technical -learner profile task Teaching/learning methods Students learn cognitive skills through interactive seminars, sometimes student-led -analysis of pedagogical materials -discussion of model and peer-taught lessons -materials writing -self-directed reading of textbooks, textbook extracts and journal articles -keeping a teaching practice logbook
grammar description and texts written in a different language from the mother tongue). 4. identify the linguistic structure of texts 5. think independently C. Practical skills On completion of the programme the successful student will be able to: 1. recognise the linguistic properties of different varieties of communication in English 2. recognise the covert thinking behind overt pedagogical behaviours 3. recognise learner needs and plan and manage individual and group activities aimed at meeting those needs. 4. evaluate, select and adapt learning materials for English language learners 5. employ effective pedagogical techniques for promoting language learning 6. read, write, speak and listen with advanced accuracy and fluency for a variety of purposes in a language not learned from a young age. 7. perform advanced study activities such as gathering and organising information from different sources, writing academic papers and following the full range of citation conventions. -formative written assessment Assessment Method Students cognitive skills are assessed by formal written and oral examinations -reflective teaching practice logs and reports -oral presentation of journal articles -materials evaluation reports -formative and summative writing tasks -language and literary analysis tasks -learner profile task Teaching/learning methods Students learn practical skills through Students learn practical skills through. -interactive seminars, sometimes studentled -linguistic analysis tasks -library research tasks -analysis of pedagogical materials -foreign language exercises and tasks -observed and unobserved teaching practice -observation of model and peer-taught lessons -microteaching -materials writing -interviewing an English learner -formative written assessment -individual tutorials Assessment Method Students practical skills are assessed by observed teaching practice -reports on observed model lessons -reflective teaching practice logs and reports -materials evaluation reports -formative and summative writing tasks -language and literary analysis tasks -learner profile task
D. Graduate Skills On completion of this programme the successful student will be able to: 1. Reflect on personal and career development 2. Engage in effective learning 3. Communicate effectively 4. Work in teams 5. Use information technology 6. Show numeracy where appropriate Teaching/learning methods Students acquire graduate skills through the teaching practice placement -reflecting in writing on the employment experience, general learning, and feedback received during the teaching practice placement -formative written assignments -group teaching practice -group oral presentations -using language analysis software such as GramDef and Wordsmith -observing trends & frequencies in linguistic data -reading research reports in the journal English Language Teaching. Assessment method Students graduate skills are assessed by -reflective reports on teaching practice -language analysis tasks -formative and summative written assignments -group oral presentations 12. Programme structure (levels, modules, credits and progression requirements) 12. 1 Overall structure of the programme The full-time programme lasts three years. Part-time study is also available, over a longer period. A year comprises twenty-four class-contact weeks over three terms (September- June). Within a full-time year there are four study units called modules, each with a credit value of 30 points. A year s full-time study is thus worth 120 credit points, and a full degree requires 360. Each module normally requires approximately 300 hours of student learning, endeavour and assessment, including up to 48 hours of tutor contact. As well as the three years of study, there are three levels. Levels and years usually correspond to each other, but exceptions can occur. Half of the 12 modules (two per year) have a specific TESOL focus, and are contributed by the English Language and Teaching (ELT) subject group. The other half of the programme offers choices in English Literary Studies (ELS), English Language (CML) and English as a Foreign language (ELT) modules for students who are not native speakers of English. These English as a foreign language modules have the same code as the TESOL modules, i.e. they are coded ELT. All students take an introductory module in each of these in Year 1 (the CML module doubles as one of the introductory TESOL modules), and may then continue with either, taking a dissertation module in ELT, or ELS, or CML in the final year. Continuing BA TEFL students may
continue with a modern language module in their second or third year. An innovative feature of the programme is the final year placement module, which requires the teaching (and logbook reporting) of at least 30 hours of English lessons outside the university, plus the compilation of a portfolio of teaching materials. Students from outside Britain are encouraged to work in their own countries in order to maximise the relevance of their experience, which means that video recording of assessed lessons is central to the arrangement. This module is additional to four compulsory teaching practice lessons in year 2. A distinctive feature of the programme is the mixture of native and non-native English speakers who participate. Amongst other things, this allows simulated teaching (microteaching) in university seminars to be undertaken with more than usual realism. The fact that students are required to engage in foreign language learning during the programme is a further distinctive feature. The study units within the programme, the levels at which they are studied; the credit ratings of modules and the awards that can be gained are shown below. Details of each module can be found in the programme handbook. 12.2 Levels and modules Level 1 COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: ELT 1055 Language & Language Acquisition ELT 1056 Core Concepts for Language Analysis ELS 1301 Critical Reading Students must also choose at least one from the following: ELT 1501 English for Academic Purposes OR CML1103 Studying English Language Students must pass all of the modules to continue with the BA TEFL. Students who fail a TEFL module may be able to continue on an award with no TEFL content or repeat the failed TEFL module
Level 2 COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: ELT 2055 Introduction to Classroom Practice ELT 2056 Language Analysis for TESOL Students must also choose at least two from the following: CML 2101 Language and Psychology OR ELS 2303 Twentieth Century Literature OR ELT 2005 Proficiency English OR FRE/GER/ITA/SPA 2002 French, German, Italian, or Spanish 2 OR FRE/GER/ITA/SPA 2003 French, German, Italian, or Spanish 3 OR FRE/GER/ITA/SPA 2004 French, German, Italian, or Spanish 4 Students must pass ELT 2055, ELT 2056. They may make up a fail in the CML and ELS modules by redoing the module or taking an alternative module. Level 3 COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: ELT 3055 Teaching Placement & Materials Development ELT 3056 Methodology across the TESOL Curriculum Students must also choose at least two from the following: ELT 3950 TESOL Proposition Module OR CML 3993 CML Proposition Module OR ELS 3304 ELS Proposition Module OR Students must pass all of the TEFL modules and a proposition module to gain the award. They may substitute one of the optional modules for one other of them. If possible, students must also choose one of these: ELT 3001 English and
Current Affairs OR ELT 3002 English for Business OR FRE/SPA 3005 French or Spanish 5. OR One Other level 3 CML/ELS Module (Not a Proposition Module 12.3 Non-compensatable modules Modules may additionally be designated non-compensatable. Module level Module code TWO ELT 2055 THREE ELT 3055 13. A curriculum map relating learning outcomes to modules See Curriculum Map attached. 14. Information about assessment regulations General Middlesex University regulations apply. Automatic deferral is not permitted on any of the modules; students wishing to defer must consult an assessment administrator. Students may be exempted from ELT 2055 if they already possess recognised TESOL qualifications. In addition, students who can prove that they have taught EFL /ESOL for at least 30 hours before their first enrolment at the university may be exempted from the teaching practice and logbook requirement for ELT 3055, but will need to complete the 2000-word reflective report and the materials portfolio. Any student granted a teaching practice exemption must nevertheless pass at least one observed teaching practice class before graduation (two if they are final year direct entrants). 15. Placement opportunities, requirements and support 16. Future careers Graduates can claim to be qualified well beyond the level of EFL teachers who have completed a recognised intensive introductory TEFL course, so that they should be able to compete well for teaching posts in language schools. Moreover, the linguistic understanding, foreign language competence and classroom-management skills that the programme guarantees will prove useful for other graduate careers, such as in Publishing or Marketing Communications. Students need to appreciate, however, that their qualification is only at an "initial" TESOL level, and that further study is necessary for an extended career in the field. The TEFL programme will provide an entry into the profession, but pay and prospects will be much enhanced after further study and experience.
17. Particular support for learning Students receive support and assistance in arranging final year teaching practice from the Trent Park campus placement unit. Year 2 teaching practice is organised by the programme tutors, and is carried out under their supervision. Learning materials are stored in the Languages Room in the Trent Park learning resource centre. Computer packages are on open access in this room. One of the Trent Park library staff acts as subject librarian for TEFL modules. Disabilities are not generally an obstacle to taking TEFL (the university's disability support services will be able to offer specialist help). However, there are some exceptions; for example hearing difficulties may obstruct the diagnosis and remediation of EFL learners' pronunciation weaknesses during teaching practice. 18. JACS code (or other relevant coding system) 19. Relevant QAA subject benchmark group(s) Linguistics, Languages and Related Studies, Education Studies, English 20. Reference points QAA Benchmarks in contributory subjects SVUK Subject Specifications (Certificate for ESOL Specialists) British Council Requirements for Accreditation of English Language Schools University academic regulations EFL classroom practice University learning and teaching policies and strategy 2003-06 21. Other information The programme is available for part-time and full-time study, and to speakers of other languages than English. These latter are welcomed for the particular insights into English language teaching that they will have gained through their experience as learners of the language. Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the student programme handbook and the University Regulations.
Curriculum map for BA Teaching English as a Foreign Language This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed. A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 C6 C7 D1 D2 D3 D4 D5 D6 3 2 1 2 3 3 3 3 3 3 2 3 2 3 3 3 3 2 3 3 3 3 3 3 1 Module Title Language & Language Acquisition Core Concepts for Language Analysis Module Code by Level A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 C6 C7 D1 D2 D3 D4 D5 D6 ELT 1055 X X X X X X X X X X X X X X ELT 1056 X X X X X X X X X X Critical Reading ELS 1301 X X X X X X X X X X X English for Academic Purposes ELT 1501 X X X X X X X X X X X X X X Studying English Language CML1103 X X X X X X X Introduction to Classroom Practice Language Analysis for TESOL ELT 2055 X X X X X X X X X X X X X X X X X ELT 2056 X X X X X X X X X X X X X X X X X X X X X Twentieth-Century Literature ELS 2303 X X X X X X X X X X X Language and Psychology CML 2101 X X X X X X X X X X X X X X X X X Proficiency English ELT 2005 X X X X X X X X X X X X X X X French., German, Italian, Spanish 2 FRE/GER ITA/SPA 2002 X X X X X X X X X X X X X X
French, German, Italian, Spanish 3 French, German, Italian, Spanish 4 Teaching Placement and Materials Development Methodology across the TESOL Curriculum FRE/GER ITA/SPA 2003 FRE/GER ITA/SPA 2004 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X ELT 3055 X X X X X X X X X X X X X X X ELT 3056 X X X X X X X X X X X X X X X X X X ELS Proposition Module ELS 3304 X X X X X X X X X X CML Proposition Module CML 3993 X X X X X X X X English and Current Affairs ELT 3001 X X X X X X X X X X X X X French, Spanish 5 CML or ELS Option FRE/SPA 3005 CML/ELS 3--- X X X X X X X X X X X X X X X X X X X X X X X X Programme learning outcomes Knowledge and understanding A1 A2 A3 A4 appreciation of English linguistic and cultural features that need to be carefully taught to speakers of other languages, and the reasons for this need familiarity with concepts required for understanding, evaluating and creating descriptions of English experience of reading English literature, particularly of the 20 th century, in order to appreciate the variety of critical and theoretical approaches to literary study appreciation of the demands of learning another language, and of the types of English language learner. Practical skills C1 C2 C3 C4 recognise the linguistic properties of different varieties of communication in English recognise the covert thinking behind overt pedagogical behaviours recognise learner needs and plan and manage individual and group activities aimed at meeting those needs. evaluate, select and adapt learning materials for English language learners
A5 A6 A7 critical understanding of mainstream theories of language, literature and foreign language learning/teaching, and their influence on pedagogical practice. familiarity with relevant recognised practical classroom procedures and techniques and their underlying rationales awareness of the nature and demands of TESOL employment, and of personal teaching strengths and weaknesses Cognitive skills C5 C6 C7 employ effective pedagogical techniques for promoting language learning read, write, speak and listen with advanced accuracy and fluency for a variety of purposes in a language not learned from a young age. perform advanced study activities such as gathering and organising information from different sources, writing academic papers and following the full range of citation conventions. B1 relate theory to practice and vice versa D1 Reflect on personal and career development B2 B3 recognise, analyse and resolve practical issues of language teaching and learning understand, analyse and evaluate the informational content of relevant intellectual writing (including technical grammar description and texts written in a different language from the mother tongue) D2 D3 Engage in effective learning Communicate effectively B4 identify the linguistic structure of texts D4 Work in teams B5 think independently D5 Use information technology D6 Show numeracy where appropriate