The three Language Masters’ Rationalisation: MEd TESOL
MSc Language Teaching
MSc in Education: Language – theory, practice and literacy
Contents Page
Introduction: the rationale for change 2
Current provision 4
Proposed structural changes to current provision 6
Additional proposed changes to the three Language Masters’ Programmes
8
Appendix 1: Course descriptor for new course: Language and the Learner
9
Appendix 2: Proposed merger of Text and discourse in TESOL and
Intercultural Communication and Language Teaching, renaming it
Text, discourse and language teaching
15
Appendix 3: Proposed merger of TESOL Methodology and Theory and practice of second language teaching (to be called TESOL Methodology)
19
Appendix 4: Proposal for a TEFL Qualification 22
SPGSC Nov 09
A1
Language Masters’ Rationalisation
Introduction
Within the Department of Curriculum Research and Development (CRD) there are currently three different taught Language Masters’ Programmes, each of which was designed to attract quite a different set of potential applicants:
1. MEd TESOL (for students who sought a qualification at Master’s level in Teaching English to Speakers of other Languages, though the degree does not provide a teaching qualification. Part of the entry requirement is that students already have two years of teaching experience);
2. MSc in Language Teaching (which was jointly administered by Joan Cutting from CRD and Hugh Trappes-Lomax from PPLS, and came into CRD in 2007). This Master’s Programme focuses on the teaching of any language rather than simply the teaching of English. Two years of teaching experience is also a mandatory entry requirement);
3. MSc in Education: Language – theory, practice and literacy (a new Master’s degree in its second year of delivery, which was designed to attract a wide range of potential applicants from both the home and the international market. No previous teaching experience is required for this Programme).
Programme 2009-10 MEd TESOL MSc Language Teaching MSc in Education: Language Egyptian teachers Completing dissertations from TESOL Distance Learning (now phased out)
Numbers on Programme
14 12 17 25 4
For several important reasons it was decided that a way should be found to align more closely these three taught Masters’ Programmes.
1. The first – and probably most compelling – reason was that numbers in each of the three Programmes were not meeting their targets. With MEd TESOL there has been marked reduction in numbers over the past few years, and there are currently only 14 TESOL students and 25 Egyptian students on Programme (39 students). Until the end of the 2007-08 session the Egyptian students followed a separate Programme; however, it was decided that from last session (2008-09) provision for the Egyptian students should become part of the TESOL Master’s Programme, though they exit at the Diploma stage and do not progress to dissertation. This means that this session there will be a maximum of 14 TESOL students completing the Master’s Programme. The decision to teach Egyptian students alongside TESOL international students has not been unproblematic and this semester the decision was made to separate the two groups for a specific culturally oriented input. It may well therefore be the case that consideration will have to be given next session to returning to the previous means of delivery with this group. Although this session saw a marked improvement in the
matriculated on the Programme which represents an increase of nearly 100%, again targets were not met. The new MSc in Education: Language – theory, practice and literacy is now in its second year of delivery and numbers have more than doubled from last year’s intake (17 students. There were initially 19 students but 2 transferred to other Masters’ Programmes). Given that this is a new Programme this represents a respectable increase on last year’s figures, though it still falls below the minimum target of 18.
2. There is already a history of very close collaboration between the three Language Masters’ Programmes, as one of the conditions of the validation of the MSc in Education: Language – theory, practice and literacy (which had originally devised its own Research Methods course) was thatthe three Language Masters’ Programmes should share a common Language Research Methods course. This common course was duly developed and validated and is now in its second year of implementation. The majority of staff from the three Programmes teach on this course. 3. Most staff working on the Language Masters’ Programmes already teach across all three, as and when particular expertise is required and identified. 4. Analysis of the core and optional courses for each Programme suggested that some
were, in fact, very similar indeed, while others clearly covered similar ground. 5. As a result of the proposals outlined below there will be a reduction in contact time
for some staff and therefore it will be possible for those staff to work on other Programmes within the department and the School.
Current provision
The table below sets out current provision across the three Language Masters’ Programmes.
MEd TESOL MSc Language Teaching MSc in Education: Language Core (4) Core (4) Core (4) Language Education Research
methods (P02685)
Language, Education and Society
(P00373)
Language Education Research Methods
(P02685) TESOL and the Learner
(P00220)
Language Learning and Teaching
(P00368)
Language Learners, Learning and Teaching
(P02593) TESOL Methodology
(P00223)
Language Description for Language Teaching (P00358)
Language in Use (P02595) The TESOL Curriculum
(P00221) Professional Practice (P00380) Intercultural Communication and Language (P02597) Options (7) Options (13) Options (7) Text and Discourse in TESOL
(P00227)
Text and Discourse in TESOL (P00227)
Approaches to Media Analysis (P02603)
Evaluation and Design of TESOL Materials (P00225)
Evaluation and Design of TESOL Materials (P00225)
Evaluation in an Educational Context
(P02548) Techniques and Processes of
Teacher Education and Supervision for TESOL (P00224)
Techniques and Processes of Teacher Education and Supervision for TESOL (P00224)
Language, Culture and Communication online (P01547)
TESOL for Young Learners (P00219)
TESOL for Young Learners (P00219)
Teaching Texts across Borders (P02601)
Management and TESOL (P00239)
Management and TESOL (P00239)
Theory and Practice of Second Language Learning
(P02598) Learner Assessment in TESOL
(P00212)
Language Testing (P00371)
Theory and Practice of Second Language Teaching
(P02600) Online Language Learning
(P02646)
Teaching the Spoken Language (P00388)
Online Language Learning (p02646)
Course Design for Business English
(P00213)
Languages for Specific Purposes
(P00376)
Teaching the Written Language (P00389)
Computer Assisted Language Learning
(P00350)
Teaching Practice and Exploration of the Classroom (P00384)
Classroom-based Research (P00354)
Language Programme Design (P00369)
1. Total: 11 core and 24 options (though one option – Evaluation in an Educational context, is offered by staff in Community and Higher Education), therefore 35 courses in total.
2. Currently Language Education Research Methods is a mandatory core course in both MEd TESOL and MSc in Education: Language. MSc Language Teaching students attend this course though it is not yet a mandatory core.
3. MEd TESOL and MSc Language Teaching share 5 optional courses. 4. MEd TESOL and MSc in Education: Language share one optional course.
5. Students are already free to choose an optional course from any of the three Masters’ Programmes, or from another Master’s Programme, with agreement from the Programme Director.
Proposed structural changes to current provision
MEd TESOL MSc Language Teaching MSc Education: Language
Common core courses
Research Methods (School’s common course) Language and the Learner (new core course to be validated)
Specialist core courses
Second Language Teaching Curriculum
Language, Education and Society Language in Use
TESOL Methodology (merged course)
Professional Practice Text, discourse and language teaching (merged course) Optional courses
Evaluation and Design of Materials Language testing Approaches to Media Analysis Techniques and Processes of
Teacher Education
Language Programme Design Teaching Texts across Borders
Teaching Young Learners Online Language Learning Theory and Practice of Second Language Learning
1. There will be 2 common core courses, 2 additional specialist core courses per Programme (8 core in total), and students will do 2 optional courses from a possible 9. This means that there will be a total of 17 courses.
2. Students can take a specialist core course from any one of the three Masters’ Programmes as an optional course (with the agreement of the Programme Directors). This means that, in effect, each student will be able to choose from 13 possible options.
3. Students can take an optional course from another Master’s Programme outwith the three Language Masters’ Programmes (with the agreement of the Programme Directors).
4. Research methods (common core course): this will be the School’s new common Research methods course. Each of these 10 credit courses will offer participants a common generic input, and specialist Language staff will then offer focused sessions on researching language. Students exiting with a Diploma will do 2 x10 credit Research courses. Students progressing to Dissertation will do the third 10 credit course.
5. Language and the Learner: this new core course brings together Language Learners, Learning and Teaching (Lang Ed: PO2593) TESOL and the Learner
P00368). (See appendix 1 for full course descriptor). This new course will need to be validated.
6. Text and discourse in TESOL (P00227) and Intercultural Communication and Language teaching (ED Lang: P02597) have been brought together and will become
Text, discourse and language teaching (core in Ed Lang) (see appendix 2).
7. TESOL Methodology (TESOL P00223) will merge with Theory and Practice of Second Language Teaching (Ed Lang: P02600) and will be called TESOL Methodology (see appendix 3).
8. In line with School policy the availability of options will be decided by the Head of Department and the Director of Post Graduate Studies.
Additional proposed changes to the three language Masters’ Programmes
1. The MEd TESOL should be renamed MSc TESOL to bring it in line with the other two Language Masters’ Programmes. There is no convincing argument for it to remain as an MEd. Students, particularly international students, perceive an MSc to be a higher qualification than an MEd and other universities offer an MSc. With two MSc qualifications in the Language suite it seems odd to have the third called an MEd; If we hope to encourage students to take optional courses from across the three Masters’ Programmes it is important to ensure that they are viewed as equal both in demand as well as in status.
2. The requirement for two years of teaching experience should be dropped for entry onto the renamed MSc TESOL. The most convincing argument for this change is the fact that TESOL numbers have dropped dramatically over the past few years and, for a number of reasons, the MEd TESOL clearly appears to be less attractive than what is offered by other universities which do not have this entry requirement and are much more successful in terms of recruitment. Staff are well able to offer differentiated provision and assessments to take account of this change; and we already have no such requirement for entry onto the MSc in Education: Language.
3. Similarily, the requirement for two years of teaching experience should be removed from the MSc Language Teaching.
4. There should be the opportunity for students to obtain a Teaching English as a Foreign Language (TEFL) teaching qualification. Again, the marked drop in numbers points to the need to include such an opportunity for students. Universities which have offered this teaching qualification have witnessed a significant increase in numbers.
5. TESOL Curriculum (TESOL: P00221) should be renamed Second Language Teaching Curriculum. This change will make it much clearer to all students on the three Masters’ Programmes exactly what is covered in the course and by removing the name ‘TESOL’ from the title there will be no suggestion that the course is only suitable for TESOL students.
Appendix 1
Course descriptor: Language and the learner Credit rating
20 credits, SCQF 11
Course leader
Brona Murphy
Short description of the course
This course is suitable for international and home students, whether they are already practising teachers or have no prior teaching experience, who have an interest in language and the learning and teaching of language. The course gives students the opportunity to develop further their understanding in the following areas:
• current research on teaching and learning and its impact on pedagogy; • current approaches to teaching and learning;
• first and second language acquisition;
• changing social and cultural contexts of education; • multicultural literatures.
The key aim of the course is that participants have the opportunity to develop from an individual perspective their theoretical and practical understanding of language learning and teaching. To achieve this the course emphasises:
•
the pupil/student perspective on learning;•
the social and cultural contexts of learning;•
the processes involved in acquiring and learning a first and second language and the factors which facilitate and inhibit effective language learning;•
multicultural literatures and their uses in the language classroom;•
that elements of teaching and learning cannot be viewed in isolation.Course learning objectives
Bt the end of the course students will be able to:
1. identify and evaluate critically their current conceptions of learning and teaching; 2. analyse the strengths and limitations of differing representations of language learning
and teaching;
3. analyse research perspectives on language learning and teaching in practice;
4. demonstrate critical awareness of strategies which enhance learning and of the pupil/student perspective on learning and teaching;
5. evaluate critically a range of current theories of first and second language acquisition and learning and demonstrate an understanding of how these might influence first and second language teaching;
6. analyse and evaluate multicultural literatures and their uses in the language classroom;
7. account for individual differences among learners.
Outline of content
Individual sessions will interweave the exploration of specific aspects of participants’ approaches to learning and teaching by focusing on the ways in which perspectives on language learning and teaching can inform practice. In the first five sessions the focus will be very much on learning and language learning; in the final four sessions attention will turn to the complex relationship between learning and classroom teaching, and will consider the implications for teaching which flow from the earlier sessions on learners and learning.
Weeks 1 and 2 Theories of learning Skills for learning / self-concept as learner.
Students will be introduced to different theories of learning and will explore how thinking skills and learning to learn can be fostered.
Learning and the individual
The focus will then shift to the individual and learning; studies concerned with autonomy and the learner; self-concept/self-efficacy/self-worth; motivation and learning; learning styles; and personality will be analysed and students will consider the factors within the individual which can either promote or hinder effective learning.
Week 3 Theories of first language acquisition
This session will examine and explore insights into first language acquisition. It will provide a solid theoretical basis into the research carried out on first language acquisition and make connections with second language learning and teaching. It will highlight how research on first language learning and bilingualism are influential in our initial explorations of second language acquisition.
Weeks 4 and 5 Theories of second language acquisition
Sessions 4 and 5 will provide teachers with the opportunity to understand the principles and issues underlying both past and current research into second language acquisition. They provide an opportunity to apply the theory to practice and allow students to reflect critically on how the theories relate, both directly and indirectly, to language learning and teaching.
Week 6 From learning to teaching
What makes for ‘expert’ teaching?; society’s perceptions of teachers and teaching; what the research literature tells us about teaching.
Students will examine metaphors and conceptions of learning and teaching and how these shape and influence practice. Studies which have attempted to capture what makes for expertise in teaching will be introduced; teachers’ expectations of pupils and how these affect pupil learning will be considered.
Week 7 Multicultural literatures and the construction of national identity In what ways do teaching materials and texts used in the language classroom create constructs of national identity?
This session will use critical literacy questions in order to frame investigation of texts used in the language classroom to analyse the ways in which these texts construct national identities and to consider whose world views are represented in these texts.
In this case “text” should be understood as written prose, visual images, videos and film clips.
Weeks 8 and 9 Language learning and teaching: classroom practices
Sessions 8 and 9 will focus on a range of current debates within the language classroom. They will review the roles of language input and learner output as well as meaning-focused and form-focused interaction, and the distinction between language acquisition and language
learning. The sessions will make reference to relevant teaching methods and approaches and will also show how links can be drawn between specific classroom practices and the theories covered earlier in the course.
Indicative reading
Core texts are indicated in BOLD. A full reading list will be issued at the beginning of the course.
Books:
Benson, P. 2001. Teaching and Researching Autonomy. Harlow: Longman Pearson.
Cook, V. 2001. SecondLanguage Learning and Teaching. Hodder Education.
Entwistle, N., Skinner, D., Entwistle, D. and Orr, S. 2000. Conceptions and Beliefs about “Good Teaching”: an integration of contrasting research areas. Higher Education Research and Development, 19, 1, 5-26.
Fisher, R. 2005. Teaching Children to Learn, Cheltnam: Nelson Thornes Ltd
Kumpulainen, K. and Wray, D. (Eds) (2002) Classroom Interaction and Social learning.
London: Routledge Falmer.
Lantolf, J. (Ed.). 2000. Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
Mercer, N. 2000. Words & Minds: How we use language to think together. London: Routledge.
Mitchell, R. and Myles, F. 2004. Second Language Learning Theories. Second edition. London: Arnold.
Robinson, P. and Ellis, N. 2008. Handbook of Cognitive Linguistics and Second Language Acquisition. London: Routledge.
Journal articles:
Benson, P., 2007. ‘Autonomy in Language teaching and learning’. Language Teaching 41 (1): 21-40.
Cotterall, S., 1999. ‘Key variables in language learning: what do learners believe about them?’ System 27: 493-513.
Ehrman, M. E., B.L.Leaver and R. L. Oxford, 2003. ‘A brief overview of individual differences in second language learning’. System 31: 313-330.
Ellis, N. 2005. At the interface: Interactions of implicit and explicit learning. Studies in Second Language Acquisition, 27; 294-356
Ellis, R., 2005. Principles of Instructed language learning. System 33: 209-224.
Goldschneider, J.M. and DeKeyser, R. 2001. Explaining the “natural order” of L2 morpheme acquisition in English: A meta-analysis of multiple determinants. Language Learning, 51; 1-50.
Johnson, K.E., 2006. ‘The Sociocultural turn and its challenges for second language teacher education’. TESOL Quarterly 40 (1).
Lightbown, P. 2000. Classroom SLA research and second language teaching. Applied Linguistics, 21(4); 431-462.
Pahl,K. and Rowsell,J. 2005. Literacy and Education Understanding the New Literacy Studies in the Classroom. Paul Chapman Publishing
Rayner, S., 2007. A teaching elixir, learning chimera or just fool’s gold? Do learning styles matter?’ Support for Learning 22 (1).
Robinson, P., 2001. Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition. Second Language Research 17 (4)
Rodrigo, V., S. Krashen and B. Gribbons, 2004. The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level. System 32: 53-60. Shor, Ira. 2008. What is Critical Literacy? In Journal for Pedagogy, Pluralism and
Practice, 4 (2)
Teaching methods
Participation, teaching and support for independent study Face-to-face sessions
The taught component of the course will consist of 9 x 3 hour sessions, which will be delivered in Semester 1 in the School of Education, University of Edinburgh. A detailed timetable of these sessions will be provided.
These sessions will consist of a combination of:
• small group and plenary discussions structured in a number of different ways around a
variety of activities, and
• lectures and interactive presentations by the tutors on the course.
In preparation for these sessions students will often be required to do preparatory reading (tutors will indicate which papers/articles should be read) and may at times be asked to, for example, reflect on their own experiences as learners and/or teachers.
Support for independent study
Tutorial support will also be provided, either face-to-face or by e-mail, to allow students to take forward their assignments in an appropriate manner.
Students will be expected to invest the amount of independent study associated with a postgraduate course. However, steps will be taken to try to ensure that this independent study is not an unsupported or isolated activity.
Course assessment
There will be two parts to the assessment of this course – Part 1 (20%) and Part 2 (80%). Part 1: 20%: (1000 words)
Students are required to bring together their thoughts, views and experiences as a learner, a teacher, or both, in a 1000 word summary of a reflective journal that they are required to keep during the course. This is worth 20%.
Reflective Journal: Students are required to write a weekly reflective journal entry (see learning journal contract at end of descriptor), from weeks 1 to 9, discussing any topics or issues which have interested them as a result of studying Language and the Learner. They may wish to discuss topics that have reinforced, influenced or changed their ideas on language learning and/or teaching. They may also wish to write about their practical experiences in the classroom and how they relate to theory.
The Journal can be written as a blog using www.wordpress.com or students may prefer to use WebCT to create their journal. Both will allow others to see the journal and allow them to post comments on the writer’s reflections. Alternatively, if any student wishes to keep their journal private between themselves and the tutor, they may also do this using the WebCT journal facility.
Part 2: 80% (3000 words)
Students will be required to produce an assignment of approximately 3000 words in which they either critically analyse current research perspectives on language acquisition and learning, and language learning and teaching or they connect current research perspectives on first or second language learning and teaching to their own practice. Students will be offered suggested topics/questions for the assignment but will also be able to negotiate with course tutors and identify specific topics or areas of investigation which interest them.
Resource requirements (costs which may have to be met by students)
Journal and Learning Contract
Journal and Learning Contract (adapted from Johnson and Johnson, 2003: 42-43)
As you study this course, you are required to keep a journal in which you record your thoughts and views on the topics that you are studying. You may wish to write on what you are learning about group dynamics and about how you behave in group situations. You may want to discuss learning theories or learner differences that interest you. You may also wish to discuss what you have learned about the psychology of groups and effective behaviour in groups. A journal is a personal collection of writing and thoughts that have value for the writer. It has to be kept up on a regular basis. Entries are evaluated by whether they are valuable to the author, can be shared with others, and reflect significant thinking. Such a journal will be of great interest to you after you have finished the course. The purposes of the journal are:
• to keep track of your thoughts, views and ideas on the topics and issues that you encounter in the
Language and the Learner course
• to answer in writing some of the questions that are important for a clear understanding of the content of
Language and the Learner
• to collect your views and opinions on the content of articles or references that are relevant to the topics
covered in the course
• to keep summaries of conversations or anecdotal material that are unique, interesting or illustrate points
that you find interesting in relation to the Language and the Learner course.
Johnson and Johnson (2003) propose a Learning Contract which each student signs. The contract is as follows:
I understand that I will be taking an experiential approach to learning about group dynamics and to developing the skills needed to function effectively in groups. I willingly commit myself to the statements hereunder:
• I am willing to engage in reflection with regard to the content of the ‘Language and the Learner’
course;
• I am willing to discuss my opinions, views and thoughts on the points from the course that interest me
and that I feel are useful and enlightening;
• I will make the most of my own learning by:
- being open about my feelings and reactions to what is taking place so that others may have information to react to in giving me feedback;
- setting personal learning goals that I will work actively to accomplish – which means that I will take responsibility for my own learning and not wait for someone else to ‘make me grow’;
- seeking out and being receptive to feedback;
- building conclusions about the experiences highlighted in the exercises.
• I will help others to make the most of their learning by:
- providing feedback in constructive ways;
- helping to build the conditions (such as openness, trust, acceptance, and support) under which others can experiment and take risks with their behaviour and contributing to the formulation of conclusions about the experiences highlighted;
• I will use professional judgement in keeping what happens among group members in the exercises appropriately confidential.
Signed: ____________________________________________________ Date: ____________________________________________________ Reference:
Johnson, D. W. and F. P. Johnson, 2003. Joining Together: Group Theory and Group Skills. London: Pearson Education.
Appendix 2: Proposal for course: Text, Discourse and Language Teaching
This document discusses the merging of two courses to make one:
Text And Discourse In TESOL (option in MEd TESOL) to merge with Intercultural Communication And Language Teaching (core in MSc Education: Language), the merged course to be called Text, Discourse and Language Teaching.
The suggested changes in this document are guided by the fact that at a Programme level, it is proposed that the entry requirement for MEd TESOL of two years’ teaching experience be removed, so as to increase intake. MSc Education Language already has no teaching experience entry requirement.
The document does not propose that new course be validated. It argues that, with minor adjustments, a existing course can be used. It contains
- details of the existing courses
- description of the proposed course description of the proposed course. - rationale and manner of minor adjustments
Current course: Text and Discourse in TESOL Learning outcomes
By the end of the course, participants will have demonstrated the ability to:
1. apply a variety of techniques of discourse analysis to samples of written and spoken English;
2. critically compare the merits of different techniques;
3. identify the usefulness and practicability of applying such techniques to gather and analyse data in their own TESOL situation;
4. evaluate the role of discourse analysis in producing or evaluating materials for TESOL;
5. evaluate current research issue in discourse analysis/TESOL methodology.
Indicative content
- Speech Act Theory - Cooperative Principle - Politeness Principle - Conversation Analysis - Exchange Structure - Corpus Linguistics
- Critical Discourse Analysis - Intercultural Pragmatics
(a) A portfolio of two 500-word pieces of course work (worth 30% of the total), each one containing the materials and a discussion of them.
(b) A 3000-word assignment (worth 70% of the total) that presents materials and a discussion, supported by reference to the reading, assesses the approach as a research tool, in terms of ease and practicality and the application of the approach to their own TESOL situation.
Current course: Intercultural Communication and Language Teaching Learning outcomes
1. Upon successful completion of the course, participants will have demonstrated an ability to:
2. apply a variety of approaches to language analysis to samples of authentic English; 3. critically compare the merits of different approaches;
4. identify the intercultural aspects of approaches to language analysis; 5. discuss the broader issues of communication between cultures;
6. apply approaches to language analysis to cultures other than that of UK; 7. evaluate the usefulness of applying such approaches to language teaching; 8. evaluate the role of language analysis in producing materials for teaching; 9. evaluate current research issues in pragmatics/language teaching methodology.
Indicative content
• Introduction: globalisation and the development of the digital media and its effect
on communication. World English or Englishes
• Speech act theory and cooperative principle
• Conversation analysis and classroom exchange structure • Corpus linguistics and electronic discourse
• Introducing theories of inter-cultural comparison representations of problematic
intercultural encounters
• Politeness principle and critical discourse analysis
• Key cultural dimensions: power distance, individualism and collectivism,
masculinity or femininity, uncertainty avoidance and long-term or short-term orientation
• Analysing the significance of non-verbal communication in varying cultural
contexts: personal distance, body language, facial and bodily gestures, pitch and intonation in the spoken language
• Culture and language teaching. Assessment
Folio of coursework
This is worth 30% of the course mark, and the total number of words is 1,500. Participants will put together a folio of texts, analysis and discussion developed in the workshops.
Assignment
addresses the issues in greater depth, supporting the discussion by reference to the reading, taking a critical position vis-à-vis approaches, theories, methodological debates, as well as evaluating relevant current research issues.
Proposed course - Text, discourse and language teaching Learning outcomes
By the end of the course students will be able to:
1. apply a variety of approaches and techniques of language analysis to samples of written and spoken language;
2. critically compare the merits of different approaches and techniques, with particular focus on culture and intercultural communication;
3. identify the usefulness and practicability of applying such approaches and techniques to gather and analyse data;
4. evaluate the role of language analysis in producing or evaluating materials for language teaching;
5. evaluate current research issues in language analysis and language teaching methodology.
Indicative content
•
Corpus Linguistics – techniques for analysing electronic databases of authentic language (concordances, key words, frequency lists, annotation) and how they can be used to analyse data taking into account contextual features such as domain, social dimensions of speakers and writers, and overall purpose. Corpus Linguistics will be combined with Speech Act Theory, Cooperative Principle, Politeness Principle, Conversation Analysis and Exchange Structure, recent research developments in intercultural studies, which is why the theme of Corpus Linguistics will run throughout the course•
Intercultural dimensions and globalisation - The theme of intercultural dimensions and globalisation will also run throughout the course, in order to encourage students to analyse the approaches critically and consider applications to contexts worldwide.•
Speech Act Theory - the origins of the theory (direct and indirect Speech Acts, felicity conditions), limitations of the theory (practicability of applying the theory, mono-cultural implications)applying such approaches practicability of applying such approaches, recent research developments in intercultural studies, and the overlap between Speech Act Theory and Cooperative Principle•
Cooperative Principle – the theoretical background of interpersonal communication (cooperative maxims, conversational implicature, violating maxims), limitations of the theory, recent research developments in intercultural studies, and the overlap between Speech Act Theory and Cooperative Principle•
Politeness Principle – politeness theories (saving face, positive and negative politeness, impoliteness, politeness maxims), limitations of the theory, recent research developments in intercultural studies, and the contradiction between the Politeness Principle and Cooperative Principle in interpersonal interaction.adjacency pairs, pre-sequences, insertion sequences), limitations of the theory, recent research developments in intercultural studies, and the way that Interactional Sociolinguistics complements Conversation Analysis.
•
Exchange Structure – the theory of the initiation-response-feedback structure of classroom discourse (acts, moves, exchanges, lesson), limitations of the theory, recent research developments in intercultural studies, and the overlap between Exchange Structure, Conversation Analysis and Speech Act Theory.•
Critical Discourse Analysis – the theory of language, power and resistance, taking into account social variables such as class and gender, limitations of the theory, recent research developments in intercultural studies, and the contradiction between Critical Discourse Analysis and Principles of Politeness and Cooperation.Assessment
Folio of coursework
This is worth 30% of the course mark, and the total number of words is 1,500. Participants will put together a folio of texts, analysis and discussion developed in the workshops.
Assignment
This is worth 70% of the course mark, and the total number of words is 2500. The assignment addresses the issues in greater depth, supporting the discussion by reference to the reading, taking a critical position vis-à-vis approaches, theories, methodological debates, as well as evaluating relevant current research issues.
The rationale and manner of the adjustments are as follows:
1. Combine both courses, naming the new course Text, Discourse and Language Teaching, to make it attractive to students interested in teaching all languages; this also means replacing the word ‘TESOL’ from the Learning Outcomes with the word ‘language’
2. Use all Text and Discourse for TESOL Learning Outcomes, making it clearer that actually happens in the course, thus that by ‘discourse analysis’ we mean ‘language analysis’, that we analyse ‘approaches’ as well as ‘techniques’, and that the intercultural (cultural dimensions) and globalisation themes now run throughout 3. The Indicative Content in both courses is so similar (the fact that it is expressed in
each course differently is irrelevant) that merging the lectures will not be problematic. Student numbers are unlikely to merit running two workshops; the one workshop will divide students into groups according to their language teaching experience.
Appendix 3: Proposal for merged course: TESOL Methodology
This document discusses the merging of two courses to make one:
TESOL Methodology (core in MEd TESOL) to merge with Theory And Practice In Second Language Teaching (option in MSc Education: Language), the merged course to be called
TESOL Methodology.
The suggested changes in this document are guided by the fact that at a Programme level, it is proposed that the entry requirement for MEd TESOL of two years’ teaching experience be removed, so as to increase intake. MSc Education Language already has no teaching experience entry requirement.
The document does not propose that new course be validated. It argues that, with minor adjustments, a existing course can be used.
It contains
- details of the existing courses
- description of the proposed course description of the proposed courses. - rationale and manner of minor adjustments
Current course: TESOL Methodology Learning outcomes
By the end of the course, participants will have demonstrated the ability to: 1. understand the principles on which TESOL methodology is based;
2. evaluate teaching and learning materials in the light of this understanding; 3. apply their knowledge of principles and practice to the process of lesson
planning;
4. understand the principles of research used in teaching methodology;
5. apply their knowledge of the principles of research used in teaching methodology;
6. evaluate current research issues in Applied Linguistics/TESOL methodology.
Indicative content
- Teaching vocabulary - Teaching grammar - Teaching pronunciation - Developing listening skills - Developing reading skills - Developing speaking skills - Developing writing skills
Assessment: 4,000-word assignment
a) Participants prepare a lesson plan in which the main focus is the development of the understanding and use of an area of the language system (grammar, vocabulary or phonetics), or one of the skills (listening, reading, speaking, writing), or any these in an integrated way. This can be a plan for a single lesson, or for a longer unit of teaching. They can present the lesson plan in any way, provided that it includes as much detail as possible. This is the input to b) and c), and will form an appendix to it, but it is not assessed as such. It may be submitted for formative evaluation before b) and c) are undertaken, but this is not a requirement.
b) Participants provide the rationale for the lesson plan, in which they discuss the objectives, identify features and describe their place in the lesson. They support their discussion by reference to the literature. This part is assessed.
c) Participants give an evaluation of the lesson plan. They should write a short evaluation of any text chosen as input and evaluate the activity types used. They should show an awareness of the strengths and weaknesses of the texts and activities, and of their appropriateness in the context in which they are to be used. They support their discussion by reference to the literature. This part is also assessed.
Current course: Theory and practice in second language teaching (TPSLT) Course learning outcomes
By the end of the course, students will have demonstrated the ability to: 1. evaluate the theoretical principles on of TESOL methodology; 2. analyse observed classes from a theoretical point of view; 3. apply language teaching theory to their own teaching; 4. apply action research theory to teaching experience.
Indicative Content
• theory of TESOL and language learning • case study: analysis of practice
• applying theory to practice with teaching experience • action research
• theory of TESOL and language learning • case study: analysis of practice
• applying theory to practice with teaching experience • action research
Assessment Assignments
A 2500-word essay on language teaching/learning theory, demonstrating an ability to analyse and evaluate the theoretical principles on of TESOL methodology
evaluate classes from a theoretical point of view
Presentation
A 10-minute presentation on the teaching experience, demonstrating an ability to apply language teaching theory to their own teaching, and carry out action research
Proposed merged course - TESOL Methodology Learning Outcomes
By the end of the course students will be able to:
1. evaluate the research principles on which TESOL methodology is based; 2. evaluate teaching and learning materials in the light of this understanding; 3. apply their knowledge of principles and practice to their own teaching; 4. understand the principles of research used in teaching methodology;
5. apply their knowledge of the principles of research used in teaching methodology;
6. evaluate current research issues in Applied Linguistics/TESOL methodology.
Indicative content
The following areas will be covered. All are informed by seminal and recent research on the theory and practice of TESOL methodology.
Block 1 (weeks 1-3)
Issues in planning and implementing instructional sequences for the presentation and practice and application of new language: grammar and syntax, phonology, lexis, at sentence and discourse level. Consideration will be given to choices of form and function (usage and use), variable focus on accuracy and fluency, differing models for lesson planning, inductive and deductive approaches, facilitation of implicit and explicit learning in the foreign and second language classroom through experiential learning and observation . Examples of published coursebook materials will be critically discussed, tried out in peer micro-teaching and evaluated.
Block 2 (weeks 4-5)
Issues and choices in planning and implementing instructional sequences for the development of receptive skills in a foreign or second language. Models for planning instructional sequences focusing on reading and listening comprehension will be analysed and critically evaluated, also similarities and differences between L1 and L2 comprehension. Ways of modeling and developing learners’ cognitive strategies for reading and listening comprehension will be observed by demonstration, video, classroom observation and discussed. Participants will plan lessons collaboratively, peer micro-teach and critically reflect on methods of teaching receptive skills in a foreign language context.
Teaching the productive skills in a foreign / second language context. Models of foreign and second language speaking. Facilitating and assessing learners’ communicative competence in foreign language classrooms and contexts. Observation of practice through video and observation where appropriate and discussion will be used for participants to develop awareness and understanding. Consideration will be given to choices in ways of focusing on both product and process, also form and message focus. Examples of materials and tasks for speaking and writing practice will be analysed and critically evaluated through peer micro-teaching.
Block 4 (weeks 8-9)
Principles and practice of integrating skills through a whole language approach to planning and implementing teaching learning sequences in foreign and second language teaching will be considered and discussed. This will be facilitated by observation and peer micro-teaching.
The rationale and manner of the adjustments are as follows:
1. TESOL Methodology Learning Outcome 1 and 2 to be used as they stand; TPSLT LO.1 refers to the same thing.
2. TESOL Methodology LO.3 to be replaced with TPSLT LO. 3. Both courses work on lesson planning, include observations and have micro-teaching, as they stand; this general LO covers all of that (these three aspects we list in the Indicative Content and the Assessment).
3. TESOL Methodology LOs. 4, 5 and 6, and TPSLT LO.4, which all refer to research, can be expressed more succinctly as one LO which covers all four.
4. The Indicative Content in both courses is so similar (the fact that it is expressed in each course differently is irrelevant) that merging the lectures will not be problematic. We add 'lesson planning, observations and micro-teaching' to flag up that those theories are to be covered. What course organisers will ensure is that there are two streams for workshops: one for those with teaching experience and one for those without. This model is currently used in University of Stirling and others.
5. The action research point of TPSLT is discontinued: it was an inappropriate way of expressing what was actually micro-teaching and discussion of it.
6. The model of Assessment in TPSLT should be used as it is more up-to-date and flexible than TESOL Methodology's, which implies all three elements at the moment but lacks specificity. TPSLT's wording will be improved to avoid ambiguity and better reflect what actually happens: the words 'journal from case-studies' to be replaced by 'journal from observations', and the words 'teaching experience' in the new course descriptor to be replaced by 'micro-teaching experience'.
Appendix 4
TEFL Qualification Equivalent
Masters’ Programmes that offer a Teaching English as a Foreign Language (TEFL) Qualification Equivalent (University of Southampton, Portsmouth and others) have experienced a dramatic increase in student numbers. Market research carried out by MEd TESOL Programme directors with current students every year, and by Gina Reddie (funded MH School International and Marketing Committee), has shown that students would be attracted to the School of Education TESOL Programme if they received a teaching experience qualification recognised by The British Council.
In order to obtain recognition, students must have five hours of observed teaching practice evidenced with a portfolio of written tutor feedback. Students' teaching practice will be assessed by TESOL experienced staff (such as ourselves) according to principles of good practice outlined by the University of Edinburgh. The principles of good practice set out by the University of Edinburgh will also correspond to the criteria outlined in current TEFL teacher training qualifications i.e. UCLES DELTA / Trinity College.
Our proposal is that we should offer run the five hours' observed teaching practice as an added ‘bolt-on’, which would be an optional extra. If we charged, we would keep numbers down and be able to fund a buy-in to manage it. This would be an optional ‘bolt-on’ to the
TESOL Methodology course, but would not carry credits. Moray House would set the fee. Students would have to have passed the TESOL Methodology course in order to do this training.
Teaching Practice Option Description
This course is a bolt-on to the TESOL Methodology course. It will provide students who have passed the theoretical part of TESOL Methodology with the opportunity to gain teaching practice hours required by the British Council to make them qualified foreign language teachers. It will consist of 3 hours of observations in recognised language teaching establishments and 5 hours of teaching practice carried out in Moray House (in-house classes consisting of TESOL students as well as volunteer students from the community). This course, which will take place in the second semester, is aimed at students who do not already have the DELTA qualification. The course numbers are capped at 15 students.
Costing:
To be arranged. Students are required to pay an additional fee to do this option. This allows us the opportunity to arrange buy-in staff. Initially, two tutors will be required to teach this course (Group A and Group B).
Aims
This course has the following aims:
(1) To give teachers practice in teaching English for Academic Purposes to advanced learners
(2) To provide teachers with the opportunity to gain insights into teaching and learning a second/foreign language
(3) To encourage teachers to engage in reflective practice as part of their teaching
Requirements
This course has the following requirements:
(1) Students must have passed the TESOL Methodology course (50% or above)
(2) Students will be expected to carry out observations set up by the tutor outside of class time
Assessment:
To complete the course successfully, students must: (1) teach five hours
(2) attend all classes
(3) participate as either a class or a teacher in all sessions (4) complete 3 hours observations
Structure of the Course
Weeks Group A (3 hrs 45 mins) Group B (3 hrs 45 mins) 1 4 students teaching = 3 hrs Feedback= 45 mins 4 students teaching = 3 hrs Feedback= 45 mins 2 4 students teaching = 3 hrs Feedback= 45 mins 4 students teaching = 3 hrs Feedback= 45 mins 3 4 students teaching = 3 hrs Feedback= 45 mins 4 students teaching = 3 hrs Feedback= 45 mins 4 4 students teaching = 3 hrs Feedback= 45 mins 4 students teaching = 3 hrs Feedback= 45 mins 5 4 students teaching = 3 hrs Feedback= 45 mins 4 students teaching = 3 hrs Feedback= 45 mins 6 4 students teaching = 3 hrs Feedback= 45 mins 4 students teaching = 3 hrs Feedback= 45 mins 7 4 students teaching = 3 hrs Feedback= 45 mins 4 students teaching = 3 hrs Feedback= 45 mins 8 4 students teaching = 3 hrs Feedback= 45 mins 4 students teaching = 3 hrs Feedback= 45 mins 9 4 students teaching = 3 hrs Feedback= 45 mins 4 students teaching = 3 hrs Feedback= 45 mins 10 4 students teaching = 3 hrs Feedback= 45 mins 4 students teaching = 3 hrs Feedback= 45 mins 11 4 students teaching = 3 hrs Feedback= 45 mins 4 students teaching = 3 hrs Feedback= 45 mins
Each class will last for 3 hours 45 minutes. Each student will teach for 45 minutes. Feedback will be given to each student from tutors and class members.
