Postgraduate Course: Second Language Teaching Curriculum (EDUA11257)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Overview 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
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| Course description |
Not entered
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2019/20, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 1 |
| Course Start Date |
16/09/2019 |
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 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| 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
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- analyse concepts and principles in TESOL curriculum development
- evaluate critically on the literature and research in TESOL curriculum development
- apply the concepts and research to familiar teaching learning contexts in TESOL, and to reflect critically on the curriculum you and others work with
- 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
- understand how the elements of curriculum development in a particular teaching context fit together, and to make informed decisions as a teacher
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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.
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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 ) |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Nicola Galloway
Tel: (0131 6)51 6127
Email: |
Course secretary | Mrs Moira Ross
Tel: (0131 6)51 6206
Email: |
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