Unit Information for Erasmus Options:

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UNIT TITLE English as a Foreign Language Proficiency (15 credits & 30 credits) UNIT

ABBREVIATION

BRIEF SUMMARY This unit facilitates general language skills in English as a Foreign Language at Pre-Proficiency level, corresponding to level C1.2 of the Common European Framework for languages.

INDICATIVE

CONTENT Specimen syllabus:

 Understanding and writing reviews  Idioms and phrasal verbs

 Expressing opinions

 Responding to short stories

 Making predictions and discussing the future  Letters of application, thanks and apology

 Discussing past and future plans in relation to subject area UNIT LEARNING

OUTCOMES

On successful completion of this unit students will be able to communicate in English as a Foreign Language at Pre-Proficiency level, corresponding to level CEF C1.2

BREAKDOWN OF STUDENT LEARNING ACTIVITY Summative assessment (25%) Directed study (25%) Student-centred learning (50%) ITEMS RECOMMENDED THAT STUDENTS

One of the following:

Hornby, A.S. 2005. Oxford Advanced Learners’ Dictionary. Oxford: OUP.

SUMMATIVE

ASSESSMENT Portfolio (100%: 15 credits- Term 1 only) Exam (100% : 15 credits- Term 2 only) Terms 1 & 2; Portfolio (50%) & Exam (50%) EMPLOYABILITY

AND

SUSTAINABILITY OUTCOMES

Work within social, environmental and community contexts

ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT

Summative assessment

Portfolio and exam, testing reading and writing skills. Formative assessment

(a) Listening skills assessed via whole-class exercise, marked and returned with comments.

(b) Oral skills assessed on a one-to-one basis, formative feedback provided.

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

Detailed assessment criteria clearly specify how different levels of performance are distinguished and rewarded.

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SHOULD BUY Cambridge Advanced Learners’ Dictionary with CD-Rom. 2008. Cambridge: CUP.

Collins Cobuild Advanced English Learners’ Dictionary. 2006. ESSENTIAL

READING / RESOURCES

McCarthy, M. and O’Dell, F. 2010. English Idioms in Use (Advanced). Cambridge: CUP.

Hewings, M. 2005. Advanced Grammar in Use with Answers. Cambridge: CUP.

DATE OF APPROVAL

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UNIT TITLE English as a Foreign Language Mastery (15 & 30 credits) UNIT

ABBREVIATION

BRIEF SUMMARY This unit facilitates general language skills in English as a Foreign Language at Mastery level, corresponding to level C2.2 of the Common European Framework for languages.

INDICATIVE

CONTENT Specimen syllabus:

 Newspapers and their language

 Summarising and evaluating information  Idioms, slogans, clichés

 Commonly confused words

 Nuances of linguistic and cultural meaning

 Justifying opinions related to the quality of a product, service or subject area

UNIT LEARNING OUTCOMES

On successful completion of this unit students will be able to:

1. Communicate in English as a Foreign Language at Mastery level, corresponding to level CEF C2.2

BREAKDOWN OF STUDENT LEARNING ACTIVITY Summative assessment (25%) Directed study (25%) Student-centred learning (50%) SUMMATIVE

ASSESSMENT _{Portfolio (100%: 15 credits- Term 1 only)} Exam (100% : 15 credits- Term 2 only) Terms 1 & 2; Portfolio (50%) & Exam (50%) EMPLOYABILITY

AND

SUSTAINABILITY OUTCOMES

Analyse real world situations critically

ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT

Summative assessment

Portfolio and exam, testing reading and writing skills. Formative assessment

(a) Listening skills assessed via whole-class exercise, marked and returned with comments.

(b) Oral skills assessed on a one-to-one basis, formative feedback provided.

Detailed assessment criteria clearly specify how different levels of performance are distinguished and rewarded.

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ITEMS

RECOMMENDED THAT STUDENTS SHOULD BUY

One of the following:

Hornby, A.S. 2005. Oxford Advanced Learners’ Dictionary. Oxford: OUP.

Cambridge Advanced Learners’ Dictionary with CD-Rom. 2008. Cambridge: CUP.

Collins Cobuild Advanced English Learners’ Dictionary. 2006. ESSENTIAL

READING / RESOURCES

McCarthy, M. and O’Dell, F. 2008. Collocations in Use (Advanced). Cambridge: CUP.

Vince, M. 2003. Advanced Language Practice with Key. Oxford: Macmillan.

DATE OF APPROVAL

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BRITISH CULTURE & BUSINESS

Unit Co-ordinator : Ms Fiona Long

Level : 5 Credit 30 ECTS 15

Unit Description Brief

Summary :

This unit for Erasmus students focuses on Business English in term one and Culture in Modern Britain in Term 2.

Indicative Content :

This unit was designed for Erasmus students. The focus is on Britain; its business practices and culture. The curriculum is organised to facilitate the transient nature of Erasmus students, who may only stay for one term. Term 1 The unit gives an insight into the business world in the UK and internationally (Business Knowledge), and at the same time supports the participants' English language development (Business Communication skills). The term 1 syllabus covers language skills and business topics, such as, in order of priority (list may include but is not limited to..): Speaking, Listening, Reading and Writing, Marketing, Management,

Communication, Online Businesses, Finance, Training, Ethics, Strategy,

Employment and Customer Service. Term 2 provides an overview of current British life in terms of institutions, as well as current issues and events. It enables students to gather information and viewpoints from a British perspective as well as from their European counterparts. In addition to current affairs, topics may include any of the following: National identity and ideas of Britishness, British attitudes, British government and the law, English language in transition, Education,

Multiculturalism, Religious diversity, The British family, Women in Britain, Britain in Europe, The British Press, The Right to Protest, British Institutions

Assessments

1. Coursework 50%

2. In-Class Test 50%

Description

Students sit a two hour class test and complete two essay questions from a choice of six. Students are prepared for the class test by submitting essays during the term. They receive constructive feedback on these in the areas outlined below. There is no prime element of assessment, as both class tests carry equal weighting. The criteria for essay assessment follows the departmental published criteria and includes Content, Structure and Language. Employability & Sustainability. Outcomes also include Communicate effectively using a range of media, Manage own professional development reflectively, Find, evaluate, synthesise and use information.

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Learning Activities

Specifiy breakdown of 300 hours of student learning activity.

Learning Resources

Books recommended for purchase by students :

Dubicka, I and O'Keefe, M (2011) Advanced Market Leader Business English Course Book Pearson Longman; Harlow

Essential Reading/Resources :

BRYSON, B Notes from a Small Island. London: Black, 1996

COLLIE, J What's it like? Life and Culture in Britain today. Cambridge: CUP, 2000 HARVEY, P Britain Explored. Harlow: Longman, 1992

MIKES, G How to be a Brit. Harmondsworth: Penguin, 1986

O'DRISCOLL, J Britain: The Country and its People. Oxford: OUP, 1995 PAXMAN, J The English: A Portrait of a People London: Penguin, 1999 ROOM, A An A to Z of British Life. Oxford:OUP, 1990

Further Reading/Resources :

Tullis, Graham& Trappe, Tonya (2000) New Insights into Business. Longman: Harlow Cambridge International Dictionary of English, CUP, Jones, L. and Richard, A. (2003) New international business English, Student's book CUP; Cambridge Mackenzie, I. (2002) English for business studies: a course for business studies and economics students Cambridge University Press; Cambridge Internet Resources Tell Me More (Online Language Learning Software)

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Language and its Structure 2: Syntax and Semantics

Course Code: 445Z0011

The main topics in this unit are Chomsky's position; role of syntax in generating grammar;

language and meaning; the role of semantics in understanding language; theories of

semantics; semantics and pragmatics; semantics and grammar; meaning construction.

The unit is assessed by presentation (25%) and examination (75%)

It is taught over two terms.

Unit leader: Dr. Stella Bullo

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Benchmarking Uniwide Languages: CEF

Uniwide Levels

CEF

Level

s

EFL

15-credit

units

(7.5 ECTS)

EFL

30-credit

units

(15 ECTS)

Beginners

A1

Threshold

A2

Intermediate

B1

Advanced

B2

Proficiency

C1

EFL

Proficiency

EFL

Pre-Proficiency

Mastery

C2

EFL Mastery

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UNIWIDE LANGUAGES OFFERED 2015-16

Courses are offered for Two terms (September start)

or One Term (September or January start)

Language

Levels

French

All levels except Threshold

Spanish

Beginners - Advanced

Italian

Beginners & Threshold

German

All levels except Mastery

Urdu

All levels except Beginners

Mandarin Chinese

Beginners - Intermediate

Japanese

Beginners & Threshold

Modern Standard Arabic

Beginners - Advanced

English as a Foreign

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France: Images and Identities Brief summary Indicative Content Unit learning outcomes

This unit introduces students to key developments in 20th_{century France} and the contemporary period, by examining both the historical context and cultural representations of (i) the Occupation and Vichy period; (ii)

colonialism and postcolonialism; (iii) post-war social and political transformations culminating in May 1968; (iv) contemporary issues of class, gender, race and identity.

In this unit, students will study a range of texts (including films, fiction,

bande dessinée) which illustrate the key historical periods. Students will be able to:

1. Understand the key periods and issues in modern and contemporary France

2. Analyse a range of texts

3.

Produce written arguments in an assessed essay and in an examination under timed conditions

Assessment

Coursework essay (50%); Examination (50%)

Language The unit is taught in French and English When it runs Term 1 and 2

Taught hours per week 3 hours of seminars Learning activities Summative assessment: 25% Directed study: 25% Student-centred: 50%

Bibliography Atack, M. (1987) Literature and the French Resistance Manchester:MUP Atack, M. (1999) May 68 in French Fiction and Film Oxford: OUP

Austin, G .(2008) French Contemporary Cinema Manchester: MUP Cook, M. (ed) (1993) French Culture since 1945 London: Longman Duchen, C. (1986) Feminism in France London: Routledge

Droz, B. (2005) La fin des colonies françaises Paris: Gallimard Forbes, J. et al (2004) Contemporary France London: Longman Gildea, R. (1996) France since 1945 Oxford: OUP

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Horne, A (2006)A Savage War of Peace, Algeria 1954-1962 New York:NYRB, 2006

Kelly. M. (2002)French Culture and Society London: Arnold Moi, T (1990) French Feminist Thought Oxford: Blackwell

Powrie P. and Reader, K. (2002) French Cinema: A Students’ Guide

London: Arnold

Robinson, L. (1978) Sex, Class and Culture Indiana:UP

Further Reading/ Resources

Atack, M. (1987) Literature and the French Resistance Manchester:MUP Atack, M. (1999) May 68 in French Fiction and Film Oxford: OUP

Austin, G .(2008) French Contemporary Cinema Manchester: MUP Cook, M. (ed) (1993) French Culture since 1945 London: Longman Duchen, C. (1986) Feminism in France London: Routledge

Droz, B. (2005) La fin des colonies françaises Paris: Gallimard Forbes, J. et al (2004) Contemporary France London: Longman Gildea, R. (1996) France since 1945 Oxford: OUP

Horne, A (2006)A Savage War of Peace, Algeria 1954-1962 New York:NYRB, 2006

Kelly. M. (2002)French Culture and Society London: Arnold Moi, T (1990) French Feminist Thought Oxford: Blackwell

Powrie P. and Reader, K. (2002) French Cinema: A Students’ Guide

London: Arnold

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Power and Culture in the Hispanic World

Brief Summary

The unit will explore how cultural realities are forged amidst contradictory power relations in the Hispanic world, and how these emerge and are negotiated at the intersections of race, class, gender and sexuality. From a transnational and transatlantic perspective, it will analyse how cultural texts, both visual and written, constitute the arena where social realities and inequalities are questioned and contested.

Indicative Content

The unit will introduce and analyse different concepts and theories that will facilitate the understanding of Latin American and Spanish cultures, and will focus on the transatlantic dialogues established between the two. In so doing, this course will examine the very nature of the (power) relations between Latin American and its diasporic communities, and Spain, from postcolonial and decolonial perspectives. All these issues will be tackled through the prism of film, literature and art in order to

appreciate the cultural diversity and complex power dynamics at stake in the 21st_Century.

Learning outcomes

1. Develop a broader and critical view of Latin American and Spanish cultures in the 21st_{Century using cultural texts of different nature.} 2. Research and present a negotiated topic in the area of Hispanic

cultures in written form.

3. Analyse and produce structured written arguments examining aspects of Hispanic cultures under timed conditions.

Assessment

Produce a written essay and an exam by the end of the course. Essay: (50%)(Learning Outcomes 1 and 2)

Exam: (50%) (Learning Outcomes 1 and 3) Learning Activities Summative assessment : 25% Directed Study: 25% Student-centred : 50% Books recommended for purchase by students :

Anaya, Rudolfo. Bless Me, Ultima. NY: Warner Books, 1994.

Castillo, Ana. The Mixquiahuala Letters. New York: Anchor Books, 1992.

Essential Reading/ Resources :

Alonso, Santos, La novela española en el fin de siglo 1975-2001 (Madrid: Mare Nostrum, 2003)

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TESOL-Linguistics 2: Language Acquisition

Course code: 445Z0012

The main topics in this unit are: first and second language acquisition and learning amongst

children and adults; learning strategies and styles; development of grammatical, lexical and

pragmatic knowledge. The unit focuses on increasing your understanding of your own

development as a language learner.

The unit is assessed by an assignment (50%) and an exam (50%).

It is taught over two terms.

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Literary Linguistics

Course code: 445Z0016

This unit focuses on the stylistic (linguistic) analysis of narrative and dramatic

‘

texts

’

. More

specifically, it explores the textual or linguistic choices that authors make and the effects that

such choices trigger in terms of understanding and interpretation on the part of the reader or

viewer.

The lecture-seminars concentrate on outlining specific analytical tools and providing an

opportunity for you to consolidate your understanding by practicing applying the tools

introduced to, both, texts provided in the sessions, and

crucially

also to those of your own

choice. Topics covered typically include the relationship between

‘

writer

’

and

‘

reader

’

,

‘

text

’

and

‘

performance

’

, characterisation, language use in interactional structure, meaning in dialogue, the

linguistic construction of fictional

‘

text worlds

’

and drama on stage and screen. Further the unit

introduces you to current research in cognitive linguistics as a means of explaining the active

role that readers play in the interpretation and appreciation of narrative prose and dramatic texts.

It is assessed by CW essays

It is taught over two terms.

Unit leader: Dr Derek Bousfield

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TESOL 2 : Methods, Approaches and Techniques Brief Summary Indicative Content Unit learning outcomes

Practical TESOL teacher preparation unit involving teaching the language skills and systems, materials design and language awareness.

TESOL teacher preparation unit focuses on (in order of priority): how to teach the four language skills and the three language systems; methods and techniques in language teaching; language awareness; how to evaluate and create paper-and computer-based materials; an overview of the main approaches; lesson planning and technology in language teaching.

On successful completion of this course, students will be able to: 1. Demonstrate a critical understanding of the theories behind the various different methodologies, approaches and techniques in TESOL

2. Show critical awareness of the features of good materials design 3. Demonstrate knowledge of the English language systems.

Assessment A two-hour exam (ULO 1) Portfolio comprising:

A = an in-class test (students take two and choose which one to submit) (ULO3)

and

B =one from i) materials using technology /paper-based materials + write up (500 words) OR ii) Review of a coursebook (1,000 words) (ULO2)

Language Some knowledge/experience of TESOL is preferred but not essential When it runs Term 1 and 2

Taught hours per week 3 hours of seminars Learning activities Summative assessment: 25% Directed study: 50% Student-centred: 25%

Bibliography Books recommended for purchase by students:

Thornbury, S. & P. Watkins 2007. The CELTA Course Cambridge: CUP

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Essential Reading/Resources

Harmer, J 2004 How to Teach Writing Longman; Harlow

Harmer, J. 2011 The Practice of English Language Teaching. Longman; Harlow

Kelly, G. 2000, How to Teach Pronunciation Longman; Harlow Larsen-Freeman D, 2000, Techniques and Practice in Language Teaching,OUP; Oxford

Lewis, M. (Eds) 2000 Teaching Collocation - Further Developments in the Lexical Approach Thomson Heinle Language Teaching Publications ELT; Hove

Littlewood, W. 1981 Communicative Language Teaching. Cambridge: CUP.

Thornbury, S. 1999 How to Teach Grammar Longman; Harlow Thornbury, S. 2005 How to Teach Speaking Longman; Harlow Willis, D and Willis, J 2007 Doing Task-Based Teaching OUP: Oxford Further Reading/Resources

Cairn, R, Jan 2000, Total Physical Response, English Teaching Professional

Brown, J.M. & Palmer A.S, 1988, The Listening Approach, Harlow: Longman

Howatt A, 1984, A History of English Language Teaching, Oxford: OUP Krashen, S and Terrell, T, 1995, The Natural Approach, New York: Prentice Hall

Lewis, M, 1996, The Lexical Approach, Hove: LTP

Littlewood, W, 1984, Foreign and Second Language Learning, Cambridge: CUP

McArthur, T.A, 1983, A Foundation Course for Language Teachers, Cambridge: CUP

Prabhu, 1987, Second Language Pedagogy, Oxford: OUP

Richards, J and Rogers T, 1986, Approaches and Methods in Language Teaching, Cambridge: CUP

Saffire Revell, J, and Norman, S, 1997, Powerful Language, English Teaching Professional

Thornbury, S. 2002 How to Teach Vocabulary Harlow; Longman Willis, J, and Willis, D, 1996, ed Challenge and Change in Language Teaching Oxford: Heinemann,

Willis, J, 1996, Framework for Task Based Learning, Harlow: Longman Wilkins, D, 1976, Notional Syllabuses, Oxford: OUP

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UNIT TITLE TESOL 3: Issues in Teaching English as a Foreign Language BRIEF SUMMARY An examination of some of the more contentious issues in Teaching

English as a Foreign Language. These may include debates from fields as diverse as criticisms of TEFL methodology from cultural perspectives, EFL as a cultural export, use of language corpora, and second language acquisition.

UNIT CODE NUMBER 44603016

HOME PROGRAMME BA (Hons) Language Programme HOME DEPARTMENT Languages

SUBJECT AREA Languages and related studies UNIT LEADER(S) Dr Huw Bell

CREDIT VALUE 20 CREDITS AT LEVEL: 3

AMOUNT OF STUDENT EFFORT (HOURS) 200 LEARNING OPPORTUNITIES (HOURS) Lectures / seminars 35

Private study (inc assessment) 165 UNIT STATUS Core mandatory for TEFL route; core option for other routes PRE-REQUISITES Some TEFL experience is required

CO-REQUISITES None

UNIT LEARNING OUTCOMES

On successful completion of the unit, students will demonstrate: 1. An understanding of some of the most important areas of

dispute in applied linguistics as they relate to Teaching English as a Foreign Language, and how they are related; 2. The ability to write a detailed critical assessment of one of the

important issues in Teaching English as a Foreign Language. CURRICULUM

OUTLINE _{Syllabus content may include the following topics:}  Criticisms of Communicative Language Teaching  The rôle of the native speaker

 Linguistic imperialism

 Corpus linguistics in English Language Teaching (ELT)  Critical approaches to second language acquisition  Sociological and ecological approaches to ELT  Critical applied linguistics

TEACHING AND Teaching and learning will be based upon a series of lectures supported by seminars in which student participation is actively

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LEARNING STRATEGIES

encouraged.

A range of printed, audio, visual and electronic resources will be exploited as available.

Independent study using reading lists and appropriate technology will be encouraged.

ASSESSMENT STRATEGIES

1. 2 x 1-hr examination questions (50% of the unit marks, testing learning outcome 1)

2. 1 x 3,000-word coursework essay (50% of the unit marks, testing learning outcome 2)

The assessment criteria for examinations and essays are set out in the Department of Languages Assessment Criteria booklet, distributed to all students.

INDICATIVE STUDENT LEARNING

RESOURCES

Canagarajah, S. 1999. Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press.

Cook, G. and B. Seidlhofer (eds). 1995. Principle and Practice in Applied Lingustics. Oxford: Oxford University Press.

Odlin, T. (ed) 1994. Perspectives on pedagogical Grammar. Cambridge: Cambridge University Press.

Pennycook, A. 1994. The Cultural Politics of English as an International Language. London: Longman.

Pennycook, A. 2001. Critical Applied Linguistics: a critical introduction. London: Lawrence Erlbaum Associates.

Phillipson, R. 1992. Linguistic Imperialism. Oxford: Oxford University Press.

Seidlhofer, B. (ed) 2003. Controversies in Applied Linguistics. Oxford: Oxford University Press.

Wide use will also be made of articles in a variety of journals including Applied Linguistics, TESOL Quarterly, English Language Teaching Journal and Modern Language Journal.

ANY ADDITIONAL NOTES AND COMMENTS

Employability and PDP

In this unit, students will have the opportunity to acquire or develop the following transferable skills: note taking, analytical reading, critical assessment, time management, written communication, cultural awareness, ICT skills.

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TESOL-Linguistics 3: Language Variation

Course code: 446Z0012

The main topics in this unit are the way in which language varies within communities of speakers,

and the way in which language changes over time. This awareness is then analysed in relation to

both first and second language contexts.

The unit is assessed by written exam (50%) and research project (50%).

It is taught over two terms.

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Linguistics 3: Language and Its Structure III

Course code: 446Z0011

The main focus of this unit is an evaluation of the work of key contemporary syntacticians

and sociolinguists. Students will be introduced to the concept of Universal Grammar (UG)

highlighting its principles and parameters, followed by an introduction to alternative views

through sociolinguistic studies, emphasizing prescriptivism (syntax) vs descriptivism

(sociolinguistics). Comparisons between approaches will be encouraged to uphold or

challenge settings established by Universal Grammar

The unit is assessed by an exam (75%) and a presentation (25%)

It is taught over two terms.