Module manager: Dr Martin Lamb
Email: M.V.Lamb@education.leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2024/25
| EDUC5992 | Intro-Second Lang Acquisition |
| EDUC5993 | Teach Oral/Written Skill-TESOL |
| EDUC5994 | Language Testing |
This module is not approved as an Elective
This is the first module in a professional Master’s programme for practising teachers of English in the Chinese education system. It introduces them to the academic field of TESOL, expands their awareness of educational contexts, and encourages them to reflect systematically on their own past experience of English teaching so they can relate it to relevant research knowledge and theory and work out ways of responding to current pedagogic challenges.
Through a combination of short lectures, individual reading tasks, small group discussions, in-class problem-solving, whole class debate, group oral presentations and an individual written essay, we aim to:
* Expand students’ awareness of the contextual features which influence, and are influenced by, the work of TESOL teachers and learners.
* Show how approaches to TESOL reflect historical trends in linguistics and pedagogy,
* Expose students to high quality research and theory in TESOL, on topics of contemporary importance and relevance to their work settings.
* Model a process of systematic reflection on prior teaching experience
* Help students recognize professional challenges faced by themselves or their institutions and conceptualise ways of addressing them through principled change.
On successful completion of the module students will be able to:
1. Describe in detail specific educational contexts and identify visible and invisible influences on their own professional practice.
2. Critically appraise past and present approaches to language education, globally and locally, and apply insights to their own contexts of work.
3. Identify and describe current challenges in their professional contexts.
Skills Learning Outcomes
On successful completion of the module students will be able to:
4. Use digital resources to identify relevant academic literature, read it critically and efficiently, and write short summaries.
5. Write a coherent, extended argument, supported with varied kinds of evidence, proposing a plan of action.
6. Work with colleagues to produce evaluations of policies and curricula, and plan for professional action.
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Supervision | 1 | 1 | 1 |
| seminars | 11 | 3 | 33 |
| Skills Day | 6 | 3 | 18 |
| Independent online learning hours | 98 | ||
| Private study hours | 150 | ||
| Total Contact hours | 52 | ||
| Total hours (100hr per 10 credits) | 300 | ||
Guided reading. Group tasks for class presentation. Small group tutorial.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Assignment | Coursework | 50 |
| Assignment | Coursework | 50 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 21/06/2024
Errors, omissions, failed links etc should be notified to the Catalogue Team