MA TESOL Course Handbook

2016/2017 Faculty of Development and Society DEPARTMENT OF EDUCATION, CHILDHOOD & INCLUSION

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CONTENTS

Introduction to MA TESOL

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The TESOL Centre

4

Introduction 5

Course Aims

6

Course Structure

7

Teaching Timetable

8

Teaching and Learning

9

Assessment and Feedback

10

Learning Support

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Appendix 1: Module Descriptors

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Appendix 2: City Campus Map

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Introduction to MA TESOL

Welcome to the MA in Teaching English to Speakers of Other Languages (TESOL) at

Sheffield Hallam University (SHU). We hope that you will enjoy the course and studying at

SHU.

This handbook gives information about the course, academic content, support and

administration. It will also provide a brief introduction to the teaching staff and details of

where to find information about the course regulations and requirements.

It is important that you read this handbook as it provides essential information about

assessment procedures and regulations as well as general advice on various matters

relating to the course of study. You will also be given separate module handbooks for each

module.

Please do not hesitate to contact me or one of the other tutors if you need additional

information

Helen Donaghue,

MA TESOL Course Leader

https://www.shu.ac.uk/about-us/our-people/staff-profiles/helen-donaghue

h.donaghue@shu.ac.uk

Tel: 0114 225 5506

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The TESOL Centre The TESOL Centre has been running English language and teacher education courses since 1985. More than 2,000 teachers working all over the world have followed our courses at certificate, undergraduate and postgraduate levels. We work closely with Trinity College London which is widely recognised by ELT/TESOL employers and authorities.

Academic Course Team All the academic tutors are based in the Arundel building (floor 2), City Campus (see Appendix 2 for a city campus map) Staff MA ELT Role Telephone Email

Dr Helen Donaghue

Course Leader & Module Leader (ELT Methodologies)

0114 225 5506

h.donaghue@shu.ac.uk

Dr Anna Sidorovitch Module Leader (Analysing Language)

0114 225 6255 a.sidorovitch@shu.ac.uk

Dr Marion Engin Module Leader (SLA)

0114 225 3434 m.engin@shu.ac.uk

Alice Oxholm Module Leader (Developing as an English Language Teacher)

0114 225 5508 a.m.oxholm@shu.ac.uk

Dr Diana Ridley Module Leader (Issues in TESOL/Research Project)

0114 225 5513 d.m.ridley@shu.ac.uk

Dr Nick Moore Module Tutor

0114 225 4692 n.moore@shu.ac.uk

Student Services team The Student Services team is based at the helpdesk on level 1, Charles Street building,City

Campus. They can advise you if you have questions about your course or life at the

University. The student services staff are:

Gill King (Tel: 0114 225 5521)

Anika Sorby (Tel: 0114 225 5906)

They can be contacted by phone or email: tesol@shu.ac.uk

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Introduction

Enrolment

There will be a course enrolment session with Student Services staff in September. The place and time will be emailed to you. Please contact Student Services if you have any questions about this process or if your contact details change. Orientation You will take part in two orientation sessions on 22 and 24 September 2015 (the week before teaching begins). These sessions will give an overview of the course structure and advice on how to find and use available learning support resources including the learning centre, ICT study skills and free English language classes. Postgraduate academic calendar The postgraduate academic calendar can be accessed through this link: https://students.shu.ac.uk/regulations/PG%20Academic%20Calendar%201617.pdf You are expected to be available for the full length of the University academic year. Online student portal: shuspace You will have access to the student portal (Intranet) shuspace: http://shuspace.shu.ac.uk To log in, use the same username and password you will be given to log into the SHU network. You can find general information about:

the university,

up to date timetable and assessment diary

regulations & support systems

access to the Virtual Learning Environment (VLE): Blackboard

links to the library catalogue E-resources to support learning In each module you will be directed to relevant reading, learning resources and interactive discussion tasks on Blackboard, our on-line Virtual Learning Environment (VLE). Once you have enrolled you can access Blackboard from anywhere as long as you have an Internet connection and a web browser. Our student charter Our student charter was developed jointly by the University and Sheffield Hallam Students' Union. It is an example of the working partnership which exists between our staff, students and student representatives. The charter embodies our commitment to delivering a high-quality student experience and sets out the expectations and responsibilities we have for our community of students and staff. A copy of the current University Student Charter can be found at http://www.shu.ac.uk/university/overview/governance/studentcharter/index.html

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Course Aims

The MA TESOL course aims to develop a research led approach to professional practice and

academic expertise in order to prepare students with little or no experience of English language

teaching to be informed, enquiring and collaborative practitioners.

The course aims to develop a teaching approach that is shaped by the unique experience and

interests of each individual, drawing on and incorporating international institutional settings.

Students from different language teaching and learning backgrounds will have the opportunity to

experience, reflect on, and critically evaluate a range of teaching and assessment methods.

Through engaging in reflection and professional dialogue, students will explore and develop their

knowledge and belief systems about English language teaching and learning.

This course will equip you to teach in the international world of work and help you focus on

your ongoing development as an English language teacher and researcher. On this course

you will learn about language and how to describe it and you will learn to become a critically

reflective English language teacher with practical skills such as lesson planning, material

evaluation and classroom management. As well as studying key issues in TESOL, you will

also develop observation and research skills, language analysis skills, and individual and

team skills. Our course also offers language and research skills classes, specifically focused

on helping MA TESOL students develop their academic reading and writing.

Our course emphasizes the following key principles:

practice based learning

reflective practice

core subject knowledge

developing academic literacies

research and development skills

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MA TESOL Course Structure

The course consists of 6 mandatory modules.

Trimester 1

PG Certificate Stage

Trimester 2

PG Diploma Stage

Trimester 3

Masters Stage

Analysing Language

Credit Value: 15 credits

Issues in TESOL

Credit Value : 30 credits

Research Project

Credit Value : 60 credits

Second Language

Acquisition Theory &

Pedagogy

Credit Value :15 credits

Developing as an

English Language

Teacher

Credit Value : 30 credits

ELT methodologies

Credit Value : 30 credits

Total of 60 credits =

PG Cert. TESOL

Total of 120 credits =

PG Dip. TESOL

Total of 180 credits =

MA TESOL

Progressing through the course

The 6 modules have different credit values. Modules count towards credits and credits

are awarded on successful completion of assessments. Modules are assessed by a

range of methods which will result in a numerical module mark out of 100 (the pass mark

being 50%).

To be awarded a Masters degree you must successfully complete all 6 modules, in total

worth 180 credits. One credit involves a notional workload of 10 hours. So a 15 credit

module involves a notional workload of 150 hours, a 30 credit module a total of 300 hours

etc. Workload means all work associated with the module taken, including teaching (e.g.

lectures, seminars, tutorials, workshops,), private study, work required during vacations and

the preparation for assessment and assessment tasks.

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Teaching Timetable 2016-2017

Information about timetabling and rooms are available in "my timetable" on SHU space.

Please check this regularly for any changes once you are enrolled.

Trimester 1: September- December 2016

Modules

Analysing Language Module Code: 77-7532-00S

Thursdays 13.00-15.00

ELT Methodologies Module Code: 77-7530-00S

Tuesdays 14.00-17.00

Second Language Acquisition Theory & Practice Module Code : 77-7531-00S

Wednesdays 12.30-14.30

Trimester 2: January-May 2017

Modules

*Developing as an EL Teacher Module Code: 77-7529-00S

Issues in TESOL Module Code: 77-7528-00S

Trimester 2 & 3 March -Aug 2017

Taught Sessions Individual Supervision

Research Project Module Code: 77-7764-00C

March/April

May-August

* Classroom observations and teaching practice to be timetabled at separate times from the taught sessions in trimester 2. (See Appendix 2 for a map of the City Campus)

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Teaching & Learning

In order to be successful on this course you will need to devote an average of about 40

hours a week to your studies. Attendance in class is obligatory and you need substantial

time for directed reading, your own individual reading, using Blackboard and working in

groups to prepare for seminars and assignments. Your learning will be directed in different

ways:

Tutor Led: timetabled sessions

Tutor Directed: you will be directed to further reading and tasks following on from

input sessions and in preparation for seminars, discussions and assignments.

Self Directed: you will read about subjects of specific interest as well as work on

your own developing study and research skills.

A key factor in independent self-directed learning and reflection is to develop through

collaboration and enquiry. You will take part in activities which encourage peer discussion

and support. Working together, you will explore and evaluate underlying theories and

principles of language teaching and learning. As learners, you will be taken through a range

of different learning, teaching and assessment experiences. These will be used to identify

and reflect on your own and others' beliefs about language teaching and learning and the

impact they may have on yourself as a teacher. Time and space will be given during and

between sessions to evaluate this process from both a learning and teaching perspective.

You will participate in:

Tutor/student led seminars and workshops

Critical evaluation, reflection and debate

Micro-teaching, classroom observation, teaching practice, and peer and learner

discussions and interviews

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Assessment & Feedback

The developmental design of the course ensures that knowledge and skills introduced and

developed in trimester 1 modules are linked to and essential for assessment in trimesters 2

and 3. You will be asked to produce assignments throughout the year which involve a variety

of written and oral tasks. Clear assessment criteria for each assignment will be provided in

each module booklet and written feedback given against these criteria.

We would normally expect to return your work, with detailed comments from the internal

assessors, within four weeks of submission. Confirmed marks will be provided following the

meeting of the assessment board which takes place twice a year.

See individual module descriptors at the end of this handbook for specific module

assessment details.

Assessment summary

Module Title

Assessment

Trimester 1 (Sep-Dec)

Analysing Language

Phonemic analysis of language

Grammatical analysis of language

Second Language Acquisition Theory & Pedagogy

Essay

Questionnaire design & evaluation

English Language Teaching Methodologies

Reflective account

Lesson evaluation

Trimester 2 (Jan-May)

Developing as an English Language Teacher

Reflective essay

Teaching portfolio

Issues in TESOL

Discourse Analysis

Essay

Trimester 3 (May-Aug)

Research Project

Project Proposal

Dissertation

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Assignment submission Each assessed assignment will be submitted electronically via TurnitinUK on the module Blackboard sites.

Details of submission dates are available on your Online Assessment Diary on shuspace. Please check these carefully and make sure that you submit assignments on time. Failure to do this will result in a penalty.

University regulations As a student at Sheffield Hallam University you agree to abide by the University regulations upon enrolment to the University. Please note regulations can change during the year and the latest version can be found on SHUSpace under Rules and Regulations, you should therefore read this handbook in conjunction with these Academic Regulations and Student Policies. These can be found at the foot of the page online at https://shuspace.shu.ac.uk/webapps/portal/frameset.jsp under Rules and Regulations.* Academic integrity, assessment, standards and fairness: The University Student Portal contains the Standard Sheffield Hallam University Assessment Regulations. The policy and procedures included in the Assessment Regulations are adhered to by Assessment Boards held for each course, and it is expected students have familiarised themselves with the relevant details, particularly relating to: - use and procedure of extenuating circumstances (especially relating to IT

problems) - policy on cheating and plagiarism - the submission of coursework - revised procedure for appeals against Award Assessment Board decisions How we ensure all assessments are appropriate and fair for all students All courses at Sheffield Hallam University are subject to the University's quality assurance processes which begin when courses are designed and approved. An important element in this is the input of external partners and professional bodies with subject expertise that inform course design. Subject experts from other Universities also act as external examiners on our courses to ensure your course standards are comparable with other Universities. Each year, all assessment tasks are reviewed by staff before they are released to students. This ensures they are appropriate and suitable for testing the learning outcomes agreed during course approval. The assessment(s) will be set by the module leader and/or module team subject to approval by both an internal moderator and, if the marks from the assessment contribute to your award classification, an external examiner. This will normally take place before they are given to you at the start of teaching. Any work you submit for marking will go through a similar process to check and confirm that the standard of our marking and feedback is fair for all students and reflects the quality of the submitted work. Samples of student work for all assessments will again be checked by an internal moderator and, as above, if appropriate, by an external examiner. Project and dissertation modules and those involving a high level of independent research will normally all be marked by two markers and an agreed mark arrived at prior to a sample being seen by an external examiner.

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The purpose of these quality assurance processes is to ensure that no student is disadvantaged by our assessment practices, to ensure that our assessments allow all students to meet the learning outcomes of their modules to the best of their abilities, and to ensure that standards of marking and feedback are entirely appropriate and fair to all. Academic integrity and misconduct Academic misconduct is committed when a student does not follow published assessment protocols or tries to gain an unfair advantage by breaking, or not following, the academic regulations concerning any part of the assessment process. Sheffield Hallam University and your course team believe strongly in the importance of academic integrity and support the development of good academic practice. As such we take breaches of academic conduct very seriously and all allegations of academic misconduct will be investigated according to the University's Academic Misconduct policy which is available to students on SHUSpace under Rules and Regulations. Plagiarism http://students.shu.ac.uk/rightsrules/regs.html For general information on how to avoid plagiarism, follow the link above. Then click on "Conduct and Discipline". For help with referencing click on the link below: http://libguides.shu.ac.uk/referencing Keeping your course up-to-date Each year your course team review your course, including student achievement and the courses' suitability to meet the needs of its students. Your feedback, changes in teaching practice and the external environment are all used to continually improve your course so it remains up to date and of the highest quality enabling you to fulfil your aspirations. Extenuating circumstances The University has a policy on extenuating circumstances that is intended to support you if you experience unexpected and unanticipated difficulties during your time as a student. Such circumstances may adversely impact on your studies and ability to complete assessments on time or complete them to your usual standard. If you find yourself in this type of situation you are encouraged to discuss your situation in confidence as soon as practical with a member of staff. You will then be advised on the best course of action to support you. Further information on the University's policy is available on SHUSpace under Rules and Regulations | Illness and Difficult Circumstances https://students.shu.ac.uk/regulations/illness/index.html Appeals, complaints and student conduct The University provides a process for you to appeal the decisions made by Progression and Award Boards, Extenuating Circumstances Panels and Academic Conduct Panels. An appeal can request a review of the decision reached by the board and information submitted in appeals is treated confidentially. You will not be disadvantaged as a result of making an appeal provided it is made in good faith. The criteria for appeals are published on SHUSpace under Rules and Regulations. The University also operates a formal complaints process to address concerns raised by students. This process encourages early resolution by raising concerns locally with the member of staff most directly involved with the concern you have - this may be your module

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leader, course leader, academic adviser or student support officer. Early resolution is taken to mean the concern is addressed by agreement with appropriate staff without the need to submit a Student Complaint Form. Complaints will be dealt with promptly and sympathetically with respect for your privacy and confidentiality. The detailed process and guidance on making a formal complaint is published on SHUSpace under Rules and Regulations. The University recognises that the vast majority of its students behave in a responsible manner and meet the expectations of the Code of Conduct for students. However, on occasions a small minority behave in ways which cause harm to the University, its students or its staff, or the public. In these cases it is the responsibility of the University to take action under its Disciplinary Regulations in order to protect the University community and the University’s reputation. These regulations are also published on SHUSpace under Rules and Regulations. The Student representative system As a student, you can have a voice within your course and University through the Student Representative system. You will nominate a Course Representative (Rep) who will provide valuable feedback to the course team about the course from the students' point of view. Course Reps are jointly trained and supported by your Faculty and Sheffield Hallam Students Union and work together with the course team, Union and University to improve courses and your student experience. Your course leader will arrange for a Course Rep to be appointed during the first few weeks of your course. Any student can put themselves forward to be a Course Rep. and Course Reps are also eligible to apply for the Hallam Award, to recognise their developed skills, supporting their employability. To find out how to nominate yourself as a Course Rep. speak to your course leader or contact studentreps@shu.ac.uk. Once a Course Rep has been appointed, it is his /her role to gather feedback and represent the MA TESOL student group They will ask for views about the course. You can also contact your Course Reps at any time to ask for feedback or raise issues about your course. For more information on Student Reps, visit hallamunion.org/studentreps.

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Learning support

You are encouraged to contact module tutors or your course leader if you have any questions about or difficulties with the modules. You will find all the staff friendly and approachable, and keen to help you. As we teach on a range of courses we strongly encourage you to contact a tutor to arrange a meeting time in advance. As well as tutor led seminars and lectures, you will have individual tutorials with module tutors to review progress and discuss learning targets at key points of the course. Towards the end of semester 2 you will be allocated a supervisor for your individual research project. Developing academic literacy Throughout the course, we will support you in developing your academic reading and writing skills. In trimester 1 you will be guided through a process of searching, reading critically, using and synthesizing sources, editing and drafting. In addition, in trimesters 1 and 2 the university offers free weekly English language classes specifically tailored to postgraduate students. Details will be available at orientation sessions and by typing 'University English Scheme' into the search box in shuspace.

Library services As a student at Sheffield Hallam University you have full access to our two learning centres (Adsetts building at City Campus and Collegiate) which are open 24 hours a day, every day of the year. There is a specialist TESOL section in the City Campus learning centre. Our librarians offer free workshops throughout the academic year on a range of topics including searching databases and using Refworks, a referencing software free to SHU students. You also have access to our extensive electronic library which you can search via the library gateway: http://library.shu.ac.uk/. Student advice and information service The University is a large community and it is sometimes difficult to know who to talk to. The student advice and information service can help you find the right person to answer your

questions. The service has two reception points:

next to the main University entrance at City Campus at Heart of the Campus, Collegiate Crescent Campus

The service also has a webpage: https://www.shu.ac.uk/services/sls/support/student_advice.html This webpage has links to various services, including:

Student financial support

Careers and employment

Disabled student support

Student wellbeing

Multifaith chaplaincy

Student and learning services

The university also has an International Student Services team who offer support and regularly organise trips and social activities: http://www.shu.ac.uk/international/

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Appendix 1: MODULE DESCRIPTORS

TITLE Analysing language (Classroom)

CREDITS 15

MODULE LEADER Anna Sidorovitch

MODULE AIM Students develop their knowledge of current issues in the description and analysis of language with a focus on phonology and lexico-grammar relevant to TESOL. They will gain a working understanding of how phonology and grammar work and apply this understanding to the principles of the design of English language teaching materials. By completing the module students will work within a post-graduate academic framework and reflect on their own professional context. The module is designed to sensitize students to independent and systematic study at postgraduate level. MODULE LEARNING OUTCOMES By engaging successfully with this module a student will be able to:

1. Identify, describe and analyse key features of spoken English language. (LO1/LO15) 2. Recognise and assign grammatical structures to written texts. (LO1/LO15) 3. Identify and draw on relevant academic sources in your critical evaluation and application of

approaches to language analysis. (LO6/LO7/LO13/LO15) 4. Demonstrate through reflection in your writing a synthesis of academic issues and evidenced

judgements about their appropriateness to your own professional teaching and learning context. (LO5/LO7/LO8/LO15)

INDICATIVE CONTENT This module supports students to:

explore ways of categorising and describing key feature of spoken and written English language from a variety of levels;

consider different approaches to language analysis as they directly apply to language teaching and learning;

enhance their skills of summarising and critically evaluating relevant academic sources and accurately applying academic writing conventions.

LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways:

Tutor-led sessions to introduce concepts, theories and perspectives

Whole class discussion of concepts, theories and perspectives.

Pair tasks and small group workshop activities

Weekly guided reading

Shuspace student portal for access to the Library Learning Centre and Study support.

Related study and collaborative discussion tasks on Blackboard.

Group and peer support via Blackboard.

Tutor information, support and formative feedback via email and Blackboard.

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ASSESSMENT TASK INFORMATION

Task No.*

Short Description of Task

SI Code EX/CW/PR

Task Weighting %

Word Count or Exam Duration**

In-module retrieval available

1 Phonemic Analysis CW 40% 1,000 N

2 Grammatical Analysis CW 60% 2,000 N

Task 1: Phonemic Analysis (40%) (MLO 1, 3 & 4) A phonemic analysis of a sample of connected speech with a critical application of the analysis to English language teaching and learning. Students collect, transcribe and phonemically analyse 30 to 40 words of a sample of learner's sample and discuss appropriate segmental and supra-segmental features, key features of vocabulary, morphology and syntax that contrast with (standard) English and suggest how their analysis may impact on teaching. To achieve a pass, students will need to meet the following criteria:

collect a sample of authentic spoken English from a learner;

demonstrate a knowledge and understanding of English phonology through transcription and analysis of the sample of spoken learner language;

identify the key features of the sample that contrast with standard language and critically apply the analysis to English language teaching;

use accurate references to support discussion of the data;

use standard written English, applying academic conventions. Task 2: Grammatical Analysis (60%) (MLO 2, 3 & 4) A critical review of key aspects of English grammar and its application to students' contextualised classroom practice. Students analyse a suggested text (from a choice of three) to identify language structures that are important to the meaning of the text. They select one grammatical point and justify how it could inform a piece of materials design. To achieve a pass, students will need to meet the following criteria:

identify and analyse key selected linguistic features at word and sentence level;

critically evaluate contrasting approaches grammar pedagogy;

relate the above to reflection on their own practice and the roles of teachers and learners in a named context;

use accurate references to support discussion of the data;

use standard written English applying academic conventions.

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TITLE English Language Teaching (ELT) Methodologies

SI MODULE CODE 77-7530-00S

CREDITS 30

LEVEL 7

JACS CODE X162

SUBJECT GROUP TESOL

DEPARTMENT Education, Childhood and Inclusion

MODULE LEADER Helen Donaghue

MODULE STUDY HOURS (based on 10 hours per credit)*

Scheduled Learning and Teaching Activities

Placement (if applicable)

Independent Guided Study

Total Number of Study Hours

30 0 270 300

MODULE AIM

Students will critically explore the development and role of English language teaching methodologies. They will learn about different approaches to teaching language skills (reading, writing, listening and speaking) and systems (grammar, vocabulary and pronunciation). They will examine the link between theory and practice and how classroom interaction and language testing has been shaped and influenced by paradigm shifts in methodological philosophy. They will experience and evaluate the process of planning, teaching and reflecting on a lesson.

MODULE LEARNING OUTCOMES

By engaging successfully with this module a student will be able to:

1. reflect on the experience and practice of a range of materials, methods and approaches to language teaching (LO3)

2. make informed arguments and judgements based on theory and personal experience of teaching and learning (LO9)

3. use reading, experience and reflection to demonstrate a synthesis of ideas in relation to current TESOL principles and practice (LO10)

4. reflect on and evaluate factors which have an impact on the achievement of language learning objectives based on feedback from learners, peers and personal experience (LO14)

INDICATIVE CONTENT

This module supports students to:

explore ELT methodologies such as grammar translation, audiolingual and communicative language teaching approaches

understand the principles underlying task-based learning, text-based learning and CLIL

learn about teaching language skills (speaking, reading, listening and writing) and systems (grammar, vocabulary and pronunciation)

consider the link between methodological theory and classroom practice and language testing

enhance their skills of summarising and critically evaluating relevant academic sources and accurately applying academic writing conventions.

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LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS

Students will be supported in their learning in the following ways

classroom based input in the form of lectures and seminars that explore key areas during which they will engage in tasks and activities that are designed to help illustrate and highlight issues central to understanding ELT methodologies

outside classroom activities via Blackboard which includes lecture notes, additional materials, a forum to exchange ideas in groups and links to relevant internet sites will also be available.

ASSESSMENT TASK INFORMATION

Task No.*

Short Description of Task

SI Code

EX/CW/PR

Task Weighting %

Word Count or Exam Duration**

In-module retrieval available

1 Reflective Account CW 70 4000 N

2 Lesson Evaluation CW 30 2000 N

TASK 1: Reflective Account (70%) (MLO 1, 2, 3 & 4) In this assignment students will critically reflect on themselves as learners on this module i.e. what they have learned about ELT methods and methodologies, and their previous experience learning a second language.

TASK 2: Lesson Evaluation (30%) (MLO 1, 2 &4) In this assignment students will plan and micro-teach a lesson to a group of peers. Their focus, objectives, methodological approach and activities will be based on reading and learning on this module and on the ‘students’ interests and needs. They will evaluate their lesson based on their own reflection, tutor feedback, and on a focus group meeting with the student group.

FEEDBACK

Students will receive feedback on their performance in the following ways:

Students will be provided with written criterion-referenced feedback on the assessed assignments as well as specific points that tutors may wish to add.

LEARNING RESOURCES FOR THIS MODULE (INCLUDING READING LISTS)

Reading List

BROWN, H. Douglas (2000). Principles of Language Learning and Teaching London, Longman.

CARTER, Ronald and NUNAN, David (2001) The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.

FOTOS, Sandra & NASSAJI, Hossein (2007). Form-focused instruction and teacher education. Oxford, Oxford University Press.

LARSEN-FREEMAN, Diane. (2000). Techniques and Principles in Language Teaching. Oxford, Oxford University Press.

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RICHARDS, Jack C. & RENANDYA, Willy .A. (2002). Methodology in language teaching: an anthology of current

practice. Cambridge, Cambridge University Press.

RICHARDS, Jack C. and RODGERS, Theordore S. (2001). Approaches and methods in language teaching.

Cambridge, Cambridge University Press.

SCRIVENER, Jim (2011). Learning teaching: a guidebook for English language teachers (3rd

ed.) Oxford,

Macmillan Education.

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TITLE Second Language Acquisition: Theory and Pedagogy

CREDITS 15

MODULE LEADER Marion Engin

MODULE AIM The purpose of this module is to explore and critically review ideas and theories on second language acquisition and the impact that these have on approaches to viewing language itself and theories of teaching. The module will consider how views of SLA have shifted from purely linguistic, behaviourist principles to encompass psychological and sociological aspects of acquisition and how these too have influenced approaches to teaching in the modern classroom. We will compare and contrast acquisition in various settings including both early acquisition by young learners of English and acquisition systems describing adult learning of language. We will explore naturalistic and, importantly, instructed SLA and attempt to account for individual variation in language learning and acquisition. MODULE LEARNING OUTCOMES By engaging successfully with this module a student will be able to:

1. understand and critically evaluate linguistic, sociological and psychological aspects of

theories of second language acquisition (LO2, LO3) 2. select, evaluate and use relevant information and data on second language acquisition

in current research and academic publications and develop a position in relation to these (LO5)

3. make informed arguments and judgements based on theories of SLA and personal experience of teaching and learning situations (LO15)

4. explore aspects of SLA through the design and use of a questionnaire for English language learners and analyse this process (LO4)

INDICATIVE CONTENT This module supports students to explore and critique: A comparison of First and Second Language Acquisition Behaviourist approaches to SLA and approaches to teaching

Linguistic perspectives on SLA Psychological perspectives on SLA Sociocultural perspectives on SLA Teaching implications of the different perspectives on SLA

Individual variation: age, aptitude & motivation Natural & instructed SLA LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS Students will be supported in their learning through the following methods:

Classroom-based input in the form of lectures and seminars that explore key areas during which you will engage in tasks and activities that are designed to help illustrate and highlight issues central to understanding the theories of SLA involved

Outside classroom activities through a Blackboard site which includes lecture notes, additional materials, a forum to exchange ideas in groups and links to relevant internet sites.

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ASSESSMENT TASK INFORMATION

Task No.*

Short Description of Task

SI Code EX/CW/PR

Task Weighting %

Word Count or Exam Duration**

In-module retrieval available

1 Questionnaire design task & Rationale

30 1000 N

2 Essay 70 2000 N

Task 1: Questionnaire design task & rationale (30%) (MLO 3&4) An evaluation of the design and implementation of a questionnaire for learners on specific aspects of language learning. To achieve a pass in task 1 students will meet the following criteria:

Produce a critical review of the process of developing and using a questionnaire with a group of learners

Use standard written English that is reasonably accurate at word, sentence and text level

Use and cite sources correctly using APA referencing conventions.

Task 2: Essay (70%) (MLO 1, 2, & 3) An exploration and critical evaluation of aspects of key theories of second language acquisition.

To achieve a pass in task 2 students will meet the following criteria:

Produce a critical exploration of issues in second language acquisition theories drawing effectively on a range of key, relevant, and current sources

Make and justify a clear and informed position

Relate theoretical concepts to personal experience of teaching and learning situations

Use standard written English that is reasonably accurate at word, sentence and text level

Use and cite sources correctly using APA referencing conventions. Feedback:

You will be provided with written criterion-referenced feedback on the assessed assignments as well as specific points that tutors may wish to add.

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TITLE Developing as an English Language Teacher

SI MODULE CODE 77-7529-00S

CREDITS 30

LEVEL 7

JACS CODE

SUBJECT GROUP TESOL

DEPARTMENT Education, Childhood & Inclusion

MODULE LEADER Alice Oxholm

MODULE STUDY HOURS (based on 10 hours per credit)*

Scheduled Learning and Teaching Activities

Placement (if applicable)

Independent Guided Study

Total Number of Study Hours

30 n/a 270 300

MODULE AIM

In this module, students will critically explore theories of learning and relate these to students' own experiences and ongoing development as learner teachers. During the module, students will be guided to reflect on and critically evaluate significant aspects of their own learning and strategies for their future professional development.

They will also apply their developing knowledge, understanding and skills to writing and justifying language learning objectives, lesson planning and material evaluation in order to deepen their knowledge and understanding of these key aspects of English language teaching and learning.

MODULE LEARNING OUTCOMES

By engaging successfully with this module a student will be able to:

1. critically synthesise and communicate theories of learning and language learning and demonstrate understanding of how these relate to teaching and individual learning (LO3, LO12).

2. identify, select and evaluate a range of relevant sources in order to develop a position in relation to teacher knowledge and student learning (LO6)

3. select, critically analyse, evaluate and justify language teaching approaches, methodologies and materials in order to meet learning objectives with given learning contexts and groups.(LO8)

4. select and use appropriate strategies to advance professional knowledge and skills in order to provide a basis for continuing professional development in international contexts. (LO10)

INDICATIVE CONTENT

This module supports students to explore and critique:

current thinking on learning theory, strategies for learning and personal development;

types and levels of reflection on learning and the use of reflective writing as a tool for professional development;

approaches to classroom observations and be offered the opportunity to teach a class during this module; and

their own knowledge and experience, including reading from prior modules, to analyse, evaluate and design contextualised lesson plans and language learning materials.

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LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS

Students will be supported in their learning, to achieve the above outcomes, in the following ways:

Tutor-led sessions to introduce concepts, theories and perspectives

Whole class discussion of concepts, theories and perspectives.

Pair tasks and small group workshop activities

Weekly guided reading

TESOL language teaching and learning resources

Student presentations

Guided observation of English language classes

Individual tutorial guidance

Online discussion tasks and access to international professional resources and discussions.

Blackboard based input for guided pre-reading, further reading tasks and resources and access to module learning materials.

ASSESSMENT TASK INFORMATION

Task No.*

Short Description of Task

SI Code

EX/CW/PR

Task Weighting %

Word Count or Exam Duration**

In-module retrieval available

1 Reflective account CW 100% 6000

Written reflective account of teacher learning (100%) (MLO 1, 2, 3 & 4) Write a reflective account of individual teacher learning and identify areas for continuing development with suggestions as to how this might be achieved in a future working context. Draw on examples of personal learning during the course and evaluate these in relation to learning theories discussed during the module. This task will be supported by appendices such as relevant materials, plans and example tasks.

FEEDBACK

Students will receive feedback on their performance in the following ways:

Feedback will be provided in sessions through general discussion; through peer group discussion; through individual oral and written formative feedback on drafts in tutorial session and by email; and through summative written feedback at the end of the module.

The summative assessment will be marked using the module criteria feedback sheet, which includes an indication of the level at which each criterion has been met, general comments and specific points for development.

LEARNING RESOURCES FOR THIS MODULE (INCLUDING READING LISTS)

Reading List

Theories of Learning

HERGENHAHN, B.R. and OLSON, Matthew H (2009). An Introduction to theories of learning. 8th ed. Harlow, Pearson Education.

ROBERTS, Jon (1998). Language teacher education (Part 1). London, Arnold.

SCHINK, Dale H. (2012) Learning theories: an educational perspective. London, Pearson.

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TESOL Methodology ,Practice & Materials

COOK, Vivian (2008). Second language learning and language teaching 4th

ed., London, Arnold.

HARWOOD, Nigel (2010). English language teaching materials theory & practice. Cambridge, CUP.

McGRATH, Ian (2002). Materials evaluation and design for language teaching. Edinburgh, Edinburgh University Press.

RICHARDS, Jack & RENANDYA, Willy (2002). Methodology in language teaching: an anthology of current practice. Cambridge, Cambridge University Press.

SCHMITT, Norbert (2010). An introduction to applied linguistics. 2nd

ed., London, Hodder & Stoughton.

SCRIVENER, Jim (2011). Learning teaching. 3rd

ed., London, Macmillan.

SPIRO, Jane (2013). Changing methodologies in TESOL Edinburgh, Edinburgh University Press

THORNBURY, Scott (2005). Uncovering grammar. Oxford, Macmillan Books for Teachers.

TOMLINSON, Brian (2003). Developing materials for language teaching. Cambridge, CUP.

WILLIS, Dave and WILLIS, Jane (2007). Doing task-based teaching: A practical guide to task-based teaching for ELT training courses and practising teachers. Oxford, Oxford University Press.

Reflection and Observation in TESOL

BOLTON, GILLIE (2001). Reflective writing and professional development. London, Paul Chapman.

MOON, Jennifer (1999). Reflection in learning and professional development (selected chapters)

London, Kogan Page.

SMITH, E. (2011). Teaching critical reflection. Teaching in Higher Education. 16 (2), 211-223

Teacher Development

LIU, J. (2004). Confessions of a non- native English-speaking professional in L. D. MEDGYES, Peter (2001). When the teacher is a non-native speaker. In M. CELCE- RICHARDS, Jack and FARRELL, Thomas S.C. (2005) Professional Development for Language Teachers.

Cambridge, Cambridge University Press

SENIOR, Rose (2006). The experience of language teaching. Cambridge, CUP. TEDICK, Diana (2005). Second Language Teacher Education International Perspectives. Mahwah, NJ, Lawrence Erlbaum.

Journals:

ELT Journal

International Journal of Applied Linguistics

Language Teaching Research

TESOL Quarterly

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Web Resources:

http://www.iatefl.org/

http://libguides.shu.ac.uk/EduTESOL

https://www.teachingenglish.org.uk/

http://www.youtube.com/user/TESOLacademic/videos

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TITLE Issues in TESOL

CREDITS 30

LEVEL 7

MODULE LEADER Diana Ridley

MODULE AIM In this module, students will explore in depth four important issues in TESOL: Discourse Analysis; Global Englishes; Learner Autonomy and Motivation; and Teaching Young Learners. MODULE LEARNING OUTCOMES By engaging successfully with this module a student will be able to:

1. identify, explore and analyse key discourse features of spoken and written English and apply findings to ELT materials design (LO1, LO8)

2. develop knowledge and understanding of theories and current debates related to Global Englishes, Learner autonomy and motivation, and teaching young learners with an enhanced focus on a personally selected choice of one of these (LO2)

3. independently search for, select, evaluate, synthesise and use relevant information from a range of sources to make informed and well supported arguments in relation to the issues covered on the module (LO6, LO7, LO14)

4. communicate information and ideas both in writing and orally that are substantially accurate and that are consistent with academic conventions (LO13)

INDICATIVE CONTENT Students will consider current perspectives and debates in four specialist issues in TESOL: discourse analysis, Global Englishes, learner autonomy and motivation, and teaching young learners. For discourse analysis, after studying different approaches, students will select and analyse examples of authentic spoken and written discourse; they will apply the outcomes of their analyses to English language teaching materials design for the classroom. For Global Englishes, learner autonomy and motivation, and teaching young learners, students will explore current theories and recent research in each area with a particular emphasis on differing perspectives; students will develop their own position in relation to these debates and consider practical implications for English language teaching in the world today. LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways:

through input in the form of lectures and seminars that explore current approaches, theories, research and debates relating to discourse analysis, Global Englishes, learner autonomy and motivation, and teaching young learners, and the ways that these impact on English Language teaching. There will be practical group work activities in the face-to-face sessions to explore and consolidate understanding of the issues

via a Blackboard site including lecture notes, additional materials, a forum to exchange ideas in groups and links to relevant internet sites will also be available.

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ASSESSMENT TASK INFORMATION

Task No.*

Short Description of Task SI Code EX/CW/PR

Task Weighting %

Word Count or Exam Duration**

In-module retrieval available

1 Discourse Analysis CW 40% 2400 words N

2 Essay CW 60% 3600 words N

Task 1: Discourse analysis (40%) (MLO 1) To achieve a pass, students will need to meet the following criteria:

with reference to the literature, critically analyse an authentic written text by identifying moves and linguistic features and identify applications to teaching

with reference to the literature, critically analyse a dialogue from an authentic context and identify applications to teaching

write in clear and coherent English, following academic referencing conventions according to the APA system.

Task 2: Essay (60%) (MLO 2, 3, and 4) (options from Global Englishes; learner autonomy and motivation; and teaching young learners) To achieve a pass, students will need to meet the following criteria:

demonstrate knowledge and understanding of the specialist issue selected for the essay

work autonomously to search, using a range of tools and key words, for relevant reading, including research articles, books and web based resources

critically select, synthesise and evaluate the relevant literature

present coherent and informed arguments written in clear and coherent English, following academic referencing conventions according to the APA system.

Reading List BENSON, Phil (2011). Teaching and Researching Autonomy in Language Learning.2

nd ed, Harlow,

Longman.* CAMERON, Lynne (2001). Teaching Languages to Young Learners. Cambridge, CUP. DÖRNYEI, Zoltán (Ed) (2003). Attitudes, Orientations, and Motivations in Language Learning. Oxford, Blackwell JENKINS, Jennifer (2015). Global Englishes: A Resource Book for Students. 3rd ed, London, Routledge. * JOHNSTONE, Barbara (2008). Discourse Analysis. 2

nd ed, Oxford, Wiley- Blackwell.

KIRKPATRICK, Andy (2007). World Englishes. Cambridge, CUP McCARTHY, Michael (1991). Discourse Analysis for Language Teachers. Cambridge, CUP. OXFORD, Rebecca (2011). Teaching and Researching Language Learning Strategies. Harlow, Longman.* PALFREYMAN, David and SMITH, Richard C. (Eds) (2003). Learner Autonomy across Cultures: Language Education Perspectives. Basingstoke, Palgrave Macmillan. PALTRIDGE, Brian (2012) Discourse Analysis: An Introduction. 2

nd ed, London, Continuum.

SEARGEANT, Philip (2012). Exploring World Englishes: Language in a Global Context. London, Routledge. WALSH, Steve (2011). Exploring Classroom Discourse: Language in Action London, Routledge. *

* Available as an electronic book through the SHU Library Gateway

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TITLE Research Project in TESOL (MA TESOL)

CREDITS 60

MODULE LEADER Diana Ridley

MODULE AIM In this final module, students prepare a research proposal, apply for ethics approval, manage an extended piece of research and write a research dissertation in an area of TESOL. Working independently and drawing on earlier modules, students select and evaluate relevant literature; employ appropriate research methodologies; collate and analyse findings; and make recommendations for professional practice and future research. MODULE LEARNING OUTCOMES By engaging successfully with this module a student will be able to

1. identify, propose and manage an ethical research project, identifying focused research questions and making a critical selection of appropriate literature and research methodologies for the topic selected (LO13, LO14, LO4, LO8)

2. articulate how the research topic is currently conceptualised, theorised and understood, by identifying and accessing a range of literature sources; critically appraising literature and practice; and using this appraisal to inform research design and interpretation of findings ( LO2, LO5, LO6, LO7)

3. undertake a sustained ethically-based research project, justifying and applying appropriate enquiry, analysis and project management strategies and make relevant recommendations for professional practice and future research (LO5, LO10, LO11)

4. synthesise all aspects of the research by writing a coherent and logical dissertation following academic conventions (LO7, LO8, LO9, LO10, LO15, LO16

INDICATIVE CONTENT Key content/topics will include:

critical evaluation and synthesis of published research

development of a research proposal including manageable research questions

research ethics

research methodologies and data collection methods, including both qualitative and quantitative approaches

independent research

qualitative and quantitative data presentation and analysis

dissertation writing LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways:

The allocation of an individual supervisor early in the module after research topics have been selected by students

A structured research schedule which is individually confirmed or adapted between each student and their supervisor

A series of lectures and seminars will cover key research concepts: articulating research questions, writing the research proposal, research ethics, qualitative and quantitative research methodologies, data collection methods and options for data analysis

Tutorial support from supervisors

Electronic and/or face-to-face formative feedback from supervisors on drafts of the research proposal, the ethics application and documents, and dissertation draft chapters.

A Blackboard site including lecture notes, additional materials, a forum to exchange ideas in groups and links to relevant internet sites will also be available.

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The assessed research proposal and ethics application provide the opportunity for careful planning of the main research project. Students receive detailed guidance on the ethical principles of research and reflect on the potential benefits and possible negative effects of their research design. Progression on the module to the research is dependent on a satisfactory proposal, ethics application and associated documents for institutional heads and participants. The 12,000 to 15,000 word dissertation can consist of either: i) a piece of research based on a student's data collection and analysis informed by the relevant literature; ii) an in depth critique of the literature on a specific aspect of ELT; or iii) the use and critical analysis of documentary evidence to examine materials, syllabi, curricula and/or policy. Whichever type of dissertation is undertaken, it will build on learning about different aspects of TESOL from previous modules and contribute to the professional development of the students, offering them the opportunity to develop their own and colleagues' practice. ASSESSMENT TASK INFORMATION

Task No.*

Short Description of Task

SI Code EX/CW/PR

Task Weighting %

Word Count or Exam Duration**

In-module retrieval available

1 Proposal and ethics CW 10% 1000 Y

2 Research dissertation CW 90% 12000-15000 N

Task 1: the research proposal (10%) (MLO 1) To achieve a pass you will need to meet the following criteria:

identify a manageable topic and articulate research questions to guide a suitable piece of research.

Critically select, synthesise and evaluate relevant literature and research which will inform the research project.

Identify and demonstrate knowledge and understanding of relevant key concepts in relation to the chosen topic

Identify a possible sample and research methodology and demonstrate awareness of the ethical issues that need to be addressed

Write in clear and coherent English and follow academic referencing conventions according to the APA system.

Task 2: The Dissertation (90%) (MLO 2, 3, and 4) To achieve a pass you will need to meet the following criteria:

Demonstrate knowledge and understanding of relevant key concepts which inform the research.

Critically select, synthesise and evaluate relevant literature and research which underpin the research

Work autonomously to formulate manageable research questions which demonstrate a critical approach to the research

Select and justify the methods, research sample, and approach to analysis used in the research

Address ethical issues of relevance to the project

Present findings, discuss implications, draw conclusions and make relevant recommendations for professional practice

Synthesise all aspects of the research by writing a coherent and logical dissertation following the appropriate academic conventions.

Reading List

BELL, Judith with WATERS, Stephen (2014). Doing Your Research Project. 6th ed, Maidenhead, Open University Press. *

BURNS, Anne (2009). Doing Action Research in English Language Teaching: A Guide for Practitioners. London, Routledge *

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COHEN, Louis., MANION, Lawrence. and MORRISON, Keith (2011). Research Methods in

Education. 7th ed, London, Routledge Falmer. *

DÖRNYEI, Zoltán (2007). Research Methods in Applied Linguistics Oxford, Oxford University Press.

DÖRNYEI, Zoltán and TAGUCHI, Tatsuya (2009). Questionnaires in Second Language Research: Construction, Administration and Processing. 2

nd ed, London, Routledge. *

DUFF, Patricia. (2008). Case Study Research in Applied Linguistics. New York, Lawrence Erlbaum. *

FIELD, Andy (2013). Discovering Statistics using IBM SPSS Statistics. 4th ed, London, Sage.

HEIGHAM, Juanita and CROKER, Robert A. (2009) Qualitative Research in Applied Linguistics Palgrave MacMillan.

MACKEY, Alison and GASS, Susan M. (2012). Research Methods in Second Language Acquisition: A Practical Guide. Oxford, Wiley-Blackwell. *

MACKEY, Alison and GASS, Susan M. (2015). Second Language Research: Methodology and Design. 2

nd ed, London, Routledge. *

PALTRIDGE, Brian. and PHATIKI, Aek (eds) (2010). Continuum Companion to Research Methods in Applied Linguistics. London, Continuum International Publishing Group.

PALTRIDGE, Brian. and PHAKITI, Aek (2015) Research Methods in Applied Linguistics: A Practical Resource (2

nd ed) London: Bloomsbury Academic

RIDLEY, Diana (2012). The Literature Review: A Step-by-Step Guide for Students. 2nd

ed, London,

Sage.

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Appendix 2: CITY CAMPUS MAP