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DEGREE REGULATIONS & PROGRAMMES OF STUDY 2017/2018

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DRPS : Course Catalogue : Moray House School of Education : Education

Postgraduate Course: Second Language Teaching Curriculum (EDUA11257)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryOverview of the TESOL curriculum; definitions and models, TESOL program evaluation, Needs analysis for TESOL
Goals and objectives, Syllabus
Methodology, materials, tasks, teaching and learning, Assessment
Ideology and values in curriculum development for TESOL
Course description Not entered
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2017/18, Available to all students (SV1) Quota:  None
Course Start Semester 1
Course Start Date 18/09/2017
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 8, Seminar/Tutorial Hours 16, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 172 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) There are two options: students choose one. For each option, there is a group presentation (maximum five students) and an individual assignment. Students should obtain an overall mark of over 40% with group presentation and the individual assignment combined; they do not need to pass both to pass the course.

Option 1 - Familiar teaching/learning context
Group presentation (40%)
Each student chooses one of the following areas and relates their input critically to curriculum theory, practice and recent research:
- Language teaching context of a school or university that they have learned or taught in.
- One element of the curriculum in that teaching context.
- How the one element relates to the other elements.
- Changes recommended.
- Evaluation of changes recommended.

Individual assignment (60%)
An essay based on the presentation (2,500 words), using the six topics covered there.

Option 2 - Scenario
Group presentation (40%)
Groups are given a choice of three second language teaching scenarios. Each student relates their input critically to curriculum theory, practice and recent research:
- Language teaching context of the scenario in terms of the elements of the curriculum.
- The most important element of the curriculum in that scenario.
- How the element relates to the other elements.
- Changes recommended.
- Evaluation of changes recommended.

Individual assignment (60%)
An essay based on the presentation (2,500 words), using the six topics covered there.

The mark awarded for this essay will be the total score for this course.
Feedback Formative

verbal - on workshop tasks in all workshops
verbal - on presentation practice in workshop immediately after practice
written - on presentation proper - on Turnitin
verbal feedforward - on assignment in final lecture

Summative

written - on assignment on Turnitin
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. analyse concepts and principles in TESOL curriculum development
  2. evaluate critically on the literature and research in TESOL curriculum development
  3. apply the concepts and research to familiar teaching learning contexts in TESOL, and to reflect critically on the curriculum you and others work with
  4. understand how all the elements of curriculum development fit together, to understand how elements which do not fit affect the curriculum as a whole, and to understand ways to repair the situation to make a harmonious whole
  5. understand how the elements of curriculum development in a particular teaching context fit together, and to make informed decisions as a teacher
Reading List
Apple, M. (2004) Ideology and Curriculum. (3rd edn) London: Routledge Falmer.

Breen, M. and Littlejohn, A. (eds) (2000) Decision Making in the Classroom: Process Syllabus In Action. Cambridge: Cambridge University Press.

Brown, J. (1995) The Elements of Language Curriculum: A Systematic Approach to Program Development. Boston: Heinle & Heinle Publishers.

Burns, A. and Richards, J. (2012) The Cambridge Guide to Pedagogy and Practice. New York: Cambridge University Press.

Cutting, J. (2015) Pragmatics. Oxford: Routledge.

Graves, K. (2000) Designing Language Courses: A Guide For Teachers. London: Newbury House.

Hedge, T. (2000) Language Learning in the Classroom. Oxford: Oxford University Press.

Kelly, A. (2009) The Curriculum: Theory and Practice. London: Sage Publishers Limited.

Kumaravadivelu, B. (1994) The postmethod condition; e(merging) strategies for second / foreign language teaching. TESOL Quarterly, 18(1), pp.27-48

Mickan, P. (2013) Language Curriculum Design and Socialisation. Bristol: Multilingual Matters.

Nation, I.S.P. and Macalister, J. (2010) Language Curriculum Design. Oxford: Routledge.

Nation, I.S.P. and Macalister, J. (2011) Case Studies in Language Curriculum Design: Concepts and Approaches in Action around the World. Oxford: Routledge.

Rea-Dickins, P. and Germaine K. (1992) Evaluation. Oxford: Oxford University Press.

Richards, J. (2001) Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Scrivener, J. (2005) Learning Teaching. Oxford: Macmillan ELT.

Spiro, J. (2013) Changing Methodologies in TESOL. Edinburgh: Edinburgh University Press

Stern, H. (1992) Issues and Options in Language Teaching. Oxford: Oxford University Press.

West, R. (1994) Needs analysis in language teaching. Language Teaching , 27(1), pp.1-19.

Willis, J. (1996) A Framework for Task Based Learning. Harlow UK: Longman.
Additional Information
Graduate Attributes and Skills Not entered
Additional Class Delivery Information otal Hours: 200 ( Lecture Hours 8, Seminar/Tutorial Hours 16, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 172 )
KeywordsNot entered
Contacts
Course organiserDr Nicola Galloway
Tel: (0131 6)51 6127
Email:
Course secretaryMrs Moira Ross
Tel: (0131 6)51 6206
Email:
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