M. A. Teaching English to Speakers of Other Languages. Phase One. POSTGRADUATE CERTIFICATE in TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGE

M. A. Teaching English to Speakers of Other Languages

Phase One

POSTGRADUATE CERTIFICATE

in

TEACHING ENGLISH

TO SPEAKERS OF OTHER LANGUAGE

Students’ Guide

(Distance Learning)

including forms

Faculty of Education and Society

University of Sunderland

CONTENTS

1 MA TESOL

1.3.1 Learning And Teaching 6

1.3.2 Assessment 8

1.4 MA TESOL Team 9

2 Postgraduate Certificate TESOL

2.1 Aim 13

2.2 Modules 13

2.2.1 ELTM08: The Principles And Practice Of

English Language Teaching 13

2.2.1.1 Module leader 13

2.2.1.2 Learning outcomes 14

2.2.1.3 Content synopsis 14

2.2.1.4 Teaching and learning method 14

2.2.1.5 Reading 15

2.2.2 LFTM04: Linguistics For TESOL 15

2.2.2.1 Module leader 15

2.2.2.2 Learning outcomes 15

2.2.2.3 Content synopsis 16

2.2.2.4 Teaching and learning method 16

2.2.2.5 Reading 17

2.2.3 ELTM07: L2 Practical Teaching 17

2.2.3.1 Module leader 17

2.2.3.2 Learning Outcomes 18

2.2.3.3 Content synopsis 18

2.2.3.4 Teaching and learning method 18

2.2.3.5 Reading 19

2.3 Assessment 20

2.3.1 Weighting And Timetable 21 2.3.2 Assessment Questions 21

2.3.3 Marking Criteria 29

2.3.3.1 For ELTM08 29

2.3.3.2 For LFTM04 29

2.4 Method Of Delivery 33 2.4.1 Module Materials And Assignments 33

2.4.2 Communication 33

2.4.2.1 Feedback on assignments 33 2.4.2.2 Team and peer support 34

2.4.2.3 University support 34 2.4.3 Special Circumstances 36 2.5 Study Suggestions 38 2.5.1 Studying 38 2.5.2 Writing 38 2.5.3 Referencing 44 2.6 Graduation 48

2.6.1 Progression To Postgraduate Diploma TESOL 48

2.6.2 Reassessment 48

3 University Of Sunderland

3.1 Background 49

4 Summary

4.1 Checklist Of Commonly-Asked Questions 50

4.2 Addresses 52

4.3 A Final Note About Regulations 56

Forms

Request for an Extension of the hand-in deadline 57

Module Descriptors For The Diploma Phase

Student Feedback

WELCOME

We welcome you to the Postgraduate Certificate in Teaching English to Speakers of Other Languages (TESOL) which constitutes the first phase of the MA TESOL of the University of Sunderland. On successful completion of the course, you can either leave the programme with the Certificate or progress to the second phase of the programme, the Postgraduate Diploma TESOL. From there, you can choose to continue to the third phase, write a dissertation and thus complete the MA TESOL. Whatever you do, we hope that you enjoy your studies and the services that we offer, and we wish you well.

This guide sets out to explain the MA TESOL programme, to give the details of the Postgraduate Certificate TESOL and to introduce you to the University of Sunderland. Please read through the whole guide, including the University Framework, Rules and Procedures, before you begin working on the study materials.

Postgraduate Certificate TESOL Programme and Module Leaders

Programme Leader and Module Leader for LFTM04:

Ms Kim Willis

Tel: (+44) 0191 515 2217 Fax: (+44) 0191 515 2628

Email: kim.willis@sunderland.ac.uk

Module Leader for ELTM07: Ms Melanie A. Green

Tel: (+44) 0191 515 3087 Fax: (+44) 0191 515 2628

Email: mel.a.green@sunderland.ac.uk

Module Leader for ELTM08:

Ms Meg Timmins

Tel: (+44) 0191 515 2498 Fax: (+44) 0191 515 2628

1

MA TESOL

1.1 AIM

The MA TESOL aims to provide you with the opportunity to develop your theoretical knowledge of English. It allows you to explore the many ways in which this language is taught to speakers of other languages internationally. The MA is intended to enhance your understanding of the process of learning and teaching and to increase your repertoire of teaching methods, thus enabling you to be effective in your future work, whether it is as a teacher, a head of department, an adviser, an inspector, or a researcher into the English language and language teaching. Many of our graduates have found employment in the higher education sector around the world, in Kurdistan, Qatar, the USA, New Zealand, France and the UK. Others have gone on to complete PhDs in TESOL or Linguistics.

The MA TESOL has been designed to allow you to follow one of three tracks. You can pursue an interest in classroom practice and the management of learning, or you can follow an interest in linguistics to explore avenues that relate it to English language teaching, or you can choose to explore both areas of interest.

The MA aims to bring together individuals from many different countries and teaching contexts in order to offer them the chance to share their experience and expertise and learn from each other. You should find that you have a great deal in common with your colleagues on the programme, and also that your participation in the programme is enriched by encountering differences between your teaching / learning experience and context and that of your colleagues, and by examining issues from a variety of new perspectives.

1.2 STRUCTURE

1.2.1 PHASES

The MA TESOL consists of three sequential phases building on each other:

1. The Postgraduate Certificate TESOL 2. The Postgraduate Diploma TESOL 3. The Master of Arts TESOL (dissertation)

1.2.2 TIMETABLE

The entry date for the Postgraduate Certificate is 4th October 2014. Normally, each of the modules lasts 10-15 weeks and the Certificate should take 600 learning hours in total.

The Postgraduate Diploma programme runs from the end of January 2015 to the middle of October 2015. The first two option modules (selected from ELTM06, LFTM03 and LFTM05) run concurrently. ELTM06 and LFTM05 normally last 12 weeks and LFTM03 normally

lasts 19 weeks. ELTM03 runs from the end of August to mid October 2015 and lasts 8 weeks. This module is shorter and more intensive as it is studied alone. However, you will normally be given SunSpace access to the module materials over the summer before starting at the end of August so that you have some extra time for preparation. You should allow a total of 600 learning hours for the Diploma modules.

The Master of Arts dissertation runs from the middle of November 2015 to the end of February 2016, thus lasting 15 weeks. This phase, too, requires 600 study-hours.

The timetable of these three phases is therefore as follows:

The university vacation periods for 2014/2015 are as follows: 13.12.14 – 04.01.15 (Winter Vacation)

21.03.15 – 12.04.15 (Spring Vacation) 27.06.15 – 31.08.15 (Summer Vacation)

Please bear in mind that academic staff may not be available during these periods to assess work or respond to queries.

1.3 MODULES

1.3.1 LEARNINGANDTEACHING

The Certificate programme consists of three core modules. They are:  ELTM08 The Principles and Practice of English Language Teaching

2014 2015 2016 January February March April May June July August September October November December Start of Certificate

End of Certificate and Start of Diploma

End of Diploma Start of Dissertation

 ELTM07 L2 Practical Teaching

The modules provide opportunities for you to develop your knowledge of English, of approaches to the study of language, of language learning and teaching and of methodologies appropriate to the teaching of English to speakers of other languages. You will evaluate the application of the theories to the practice of teaching.

The three certificate modules have been designed around a model of activity-based learning. The activities are based on both the module reading materials, and on the everyday, learning-and-teaching experiences of each individual. The reading materials consist of textbooks, photocopies of parts of textbooks and articles, and in-house texts and explanations. All materials necessary for these modules are provided and we expect most of the reading to focus on those.

If you choose to progress to the Diploma, you will take one core module and choose two option modules out of a list of three option modules on offer. The core module is:

 ELTM03 Research Methods The option modules offered for the Diploma are:

 ELTM06 Theories of Second/Foreign Language Learning  LFTM03 Language, Culture and Power

 LFTM05 Corpus Linguistics and Language Teaching

ELTM03 offers you the chance to develop your awareness of research methods relevant to TESOL, including qualitative and quantitative methods of data collection and analysis. The option modules develop your knowledge and understanding of the theories of second/foreign language learning, of corpus linguistics within ELT, and of the relationship between culture, society and language.

You can find the descriptors for the Diploma modules at the back of this Students‟ Guide.

For the Master of Arts, there is one element:

 ELTM05 Dissertation

The topic for your dissertation is negotiated with the module leaders and agreed before the start of the dissertation phase. After that, you will receive tutor support from a supervisor in Sunderland.

1.3.2 ASSESSMENT

For the Certificate:

 ELTM08 has two assignments

 LFTM04 has one assignment and one time-constrained assessment

 ELTM07 has two assignments

The form, content and timetable of the assessments are explained in detail in section 2.3 of this document. You are assessed on your knowledge and understanding of teaching approaches and

methodologies, and of fields of linguistics, and on their application to classroom practice.

For the Diploma:

 ELTM03 has a presentation (poster) and a project.

 ELTM06 has a time-constrained test and a critical review of a book or journal article.

 LFTM03 has a number of activities, a portfolio and a project.  LFTM05 has a time-constrained test and a project.

For the ELTM03 module, you conduct an individually managed research project, and this may serve as the basis of the MA dissertation, should you wish to continue.

A sample of assignments for each module is internally moderated to ensure consistency of marking between tutors and modules. In addition to the internal moderation, a sample is also seen by the External Examiner to ensure that standards across Universities are consistent.

Certificate

If, on having completed ELTM08, LFTM04 and ELTM07, you are referred in any assignments, you are permitted to begin the Diploma stage, and in the meantime, complete your referrals.

Diploma

All three modules of the Diploma phase, as well as all three Certificate modules, must be passed before the 15-week writing period of the Dissertation phase begins.

The ELTM05 dissertation is 15,000 words long. Here, you explore in greater depth either the topic of your Diploma ELTM03 project or another topic/area within TESOL of interest to you. You may choose a topic because you have always wanted to explore it, because it could

in the Certificate or Diploma phases. The modular credit scheme is explained in the Framework included in this guide. For the MA TESOL the scheme is as follows:

 Three Certificate modules (20 credits each) = total 60  Three Diploma modules (20 credits each) = total 60  The MA dissertation (60 credits) = total 60

Grand Total = 180 credits

Students who have obtained a total of 60 credit points are entitled to exit the Programme with a Postgraduate Certificate, and those who obtain 120 credit points can leave the Programme with a Postgraduate Diploma. The Framework also contains an explanation of procedures for those who fail part or all of a programme. Section 2.6.2 of this Guide describes our system of reassessment.

1.4 MATESOLTEAM

The MA TESOL team is based in the Faculty of Education and Society, which directs and manages the programme. Let us introduce you to each member of the team. Those of us who are distance learning tutors in the Postgraduate Certificate MA TESOL are indicated here with a CERTIFICATE TUTOR title.

Kim Willis

Programme Leader: MA TESOL Module Leader: LFTM04, LFTM03 CERTIFICATE TUTOR

Faculty of Education & Society Tel: (+44) 0191 515 2217

Email: kim.willis@sunderland.ac.uk

Ms Willis has a BA in Combined Arts (German Studies and English Literature, Sunderland 1986), MA in Linguistics (Sussex 1987), a Cert Ed H.E (Sunderland, 1997) and a University Graduate Diploma in Psychology (Sunderland 2007). She is a Senior Lecturer in Languages at the University of Sunderland, where she has been employed since 1989. She has taught German and EFL in Germany, Sunderland and Newcastle upon Tyne. Her research interests lie in Linguistics and Psychology.

Chris Bowerman

Module leader: COMM79 Faculty of Applied Sciences Tel: (+44) 0191 515 3629

Email: chris.bowerman@sunderland.ac.uk

Dr Bowerman has a BA French and German (Bradford 1987), MSc Intelligent Knowledge based Systems (Essex 1988), PhD Language and Linguistics (UMIST Manchester 1993). He has worked as a translator in Germany and as an English teacher in France. He is a Principal Lecturer in Natural Language Processing and Telematics in the University of Sunderland where he has been employed since 1992. His area of interest is Artificial Intelligence and Natural Language Processing; he has published on CALL for writing in German, computer-aided learning and instruction in phonetics on the Internet.

Petra Schoofs

Module Leader:ELTM06, ELTM05 CERTIFICATE TUTOR

Faculty of Education & Society Tel: (+44) 0191 515 2512

Email: petra.schoofs@sunderland.ac.uk

Dr Schoofs has a PhD in Linguistics from Newcastle University. She also has an MA (German “Magister Artium”) in English, American and German Studies from the Universität Duisburg, Germany. She has over 17 years' experience of teaching English didactics, as well as general linguistics and English and German as Foreign Languages at a variety of levels in Germany, Switzerland and the UK. In addition to this, Petra has experience of working as an academic translator and is qualified by the London Chamber of Commerce as a teacher of Business English. She is also an Associate of the Higher Education Academy UK.

Michael Pearce

Module Leader: LFTM05 Faculty of Education & Society Tel: (+44) 0191 515 2148

Email: mike.pearce@sunderland.ac.uk

Website: www.drmichaelpearce.blogspot.com

Dr Pearce BA (Kent), MSc (Edinburgh), PGCE (Exeter), Adv. Dip. Ed. (Open), PhD (Leeds) has a broad range of interests in English language studies. He has published articles and chapters on critical discourse analysis, stylistics, perceptual dialectology and corpus linguistics, and is also the author of the Routledge Dictionary of English Language Studies (2007). He has been a Senior Lecturer in English Language at the University of Sunderland since 2004. Before that he was a lecturer in English Language at the University of Leeds, and has also taught secondary English in schools in the UK and Colombia, as well as EFL in Spain and Thailand.

Meg Timmins

Module Leader: ELTM08, ELTM03 CERTIFICATE TUTOR

Faculty of Education & Society Tel: (+44) 0191 515 2498

Email: meg.timmins@sunderland.ac.uk

Ms Timmins is an experienced teacher who has taught in every age group, from kindergarten to Higher Education, in Uganda, Zambia, Bangladesh, Hong Kong and Oman, as well as in the UK. She has an MA in Applied Linguistics and TESOL, a Certificate in Education and a Dip. Ed. (RSA) in Drama in Education. Since 2007, she has worked on EAP, ELT, USELT and PGCE (distance) programmes at the University of Sunderland and is currently Programme Leader for the PGCE (Overseas). Her areas of interest include ESL/EAL in the mainstream, young learners, language teaching methodology and drama in education.

Melanie A. Green

Module Leader: ELTM07 CERTIFICATE TUTOR MA TESOL Admissions Tutor Faculty of Education & Society Tel: (+44) 0191 515 3087

Email: mel.a.green@sunderland.ac.uk

Ms A. Green is a Senior Lecturer in the areas of TESOL and English for Academic Purposes at the University of Sunderland. Her experience includes being the Director of Studies for English for Academic Purposes at the university‟s London Campus where her role involved the design, implementation, leadership and subsequent development of the EAP department. Prior to 2008 she was a Head of Department in secondary school education and has contributed to the Secondary Professional Year Programme at the university. Her CELTA was completed in Barcelona where she subsequently taught. Her first degree and PGCE are from Lancaster University and she has been teaching for 17 years.

Ms A. Green‟s Professional Doctorate research is centred on „Teaching English Language through Visual Art‟. It is primarily concerned with the exploration of a teaching methodology and practical resources to enable English Language Educators to engage with, understand the value of and adopt Visual Art in their teaching.

2

POSTGRADUATE CERTIFICATE TESOL

2.1 AIM

The rationale behind the Certificate is as follows: Students can be:

 prepared to guide their future students towards language learning  equipped to provide their future students with an understanding

of the cultural background to the language that they are learning.

In order to do this they should understand and analyse:  the history of approaches of ELT

 the functions of teaching methods and techniques  how grammatical elements fit together

 the way sounds are formed and what sound patterns mean  how lexis reflects culture

The Certificate provides you with the opportunity to:

 develop your knowledge of theories and research about language learning and teaching, and language itself

 evaluate and apply these theories to the practice of teaching  analyse what you learn of ELT teaching and linguistics  synthesise your new knowledge then relate it to your own

experience of teaching and learning.

2.2 MODULES

2.2.1 ELTM08: THE PRINCIPLES AND PRACTICE OF ENGLISH LANGUAGE TEACHING

2.2.1.1 Module leader Ms Meg Timmins

Tel: (+44) 0191 515 2498

2.2.1.2 Learning outcomes

Upon successful completion of this module, students will have demonstrated:

Knowledge

1. critical knowledge and understanding of different approaches and methods of language teaching and how these are embedded in theory; 2. critical knowledge and understanding of how different approaches

and methods in ELT inform ideas on current best practice in the teaching of the four skills of reading, writing, speaking and listening;

Skills

3. the reasoned application of this knowledge and understanding to a particular teaching context(s).

2.2.1.3 Content synopsis

In this module students will consider the changing situation of English Language Teaching internationally as well as study its evolution over the last 150 years. They will examine the theories underlying a variety of language teaching approaches and methods ranging from the grammar-translation method to communicative language teaching as well as exploring more recent developments and concerns such as the task-based approach, the notion of student autonomy, needs analysis, syllabus design etc.

Students will examine the teaching of the four skills of reading, listening, writing and speaking, looking in particular at current recommendations for the teaching of these skills and considering how different teaching contexts can be approached.

2.2.1.4 Teaching and learning method

ELTM08 is a Distance Learning and On-Campus Module. Of the 200 hours of study required to complete the course, the majority will be based on reading from the study materials supplied and completion of the tutor assessed pieces of work. The study materials include reading tasks, self-assessment questions and feedback. The remaining hours of work will be for self-directed study and tutorial support. On-campus students will receive tutorial support via attendance at tutorials at which the study materials will be discussed and distance learners will receive their support via email and Sunspace.

(a) study of the learning materials for the module and completion of assessments 130 hours

2.2.1.5 Reading

It is essential that you read and use in your assignments the materials and books provided. In addition, you are encouraged to make use of a wide range of other sources. For guidance see the bibliography at the end of the module.

The module materials include texts specially written by F. Breet, Zhang Ping, Sek Man Lo, and A. Nazari.

Extracts from the following are reproduced in the materials: Graddol, D. (2007) English Next London: British Council.

Graves, K. (1996) Teachers As Course Developers. Cambridge: Cambridge University Press.

Prabhu, N. S. (1990) ‘There is no Best Method – Why?‟ TESOL Quarterly, 24/2, pp. 161–176.

Books that you will receive from the university:

Harmer, J. (2007) The Practice of English Language Teaching. Fourth Edition. Harlow: Longman.

McDonough, J. and Shaw, C. (2012) Materials and Methods In ELT: A

Teachers’ Guide. 3rd ed. Oxford: Blackwell Publishers.

Richards, J.C. and Rodgers, T. (2014) Approaches and Methods in Language

Teaching. Third Edition.Cambridge: Cambridge University Press.

Ur, P. (2012) A Course in English Language Teaching. Cambridge: Cambridge University Press.

You may also find it useful, to refer to articles in the following journals:

Applied Linguistics. Oxford University Press.

English Language Teaching Journal. Oxford University Press.

IATEFL Publications. IATEFL.

Research In Education. Manchester University Press.

2.2.2 LFTM04:LINGUISTICSFORTESOL 2.2.2.1 Module leader

Ms Kim Willis

Tel: (+44) 0191 515 2217 Email: kim.willis@sunderland.ac.uk

2.2.2.2 Learning outcomes

Upon successful completion of this module, students will have demonstrated:

Knowledge

1 an in-depth understanding of some of the key concepts and issues in the following areas of linguistics:

Psychology of language learning; Phonetics and phonology;

Grammar;

Lexis, semantics and pragmatics.

Skills

2 an ability to apply their understanding of key concepts and ideas in linguistics to the TESOL classroom.

3 an ability to analyse linguistic issues and to evaluate the application of linguistic concepts and ideas in the TESOL classroom.

2.2.2.3 Content synopsis

Beginning with an examination of the properties of language and the relevance of psycholinguistics, this module explores linguistic theory and findings in the fields of grammar, phonetics and phonology, lexis, semantics and pragmatics.

The module asks you to evaluate, compare and contrast the theories and findings, and analyse their applicability to a variety of social contexts. The module places special emphasis on the applications of the theory to the practice of the classroom. You are expected to extract features of the theory that are relevant to your teaching context and discuss the aspects that might enhance your teaching of English to speakers of other languages. This module permits you to gain an overview of the main areas of linguistics and a general picture of how they relate to each other and to the context of TESOL. Then, through the assessments, the module allows you to concentrate on areas of particular interest to you, thus letting you focus on these areas in greater depth.

2.2.2.4 Teaching and learning method

It is expected that approximately 65% of students‟ study time will be devoted to reading, answering activity questions and self-assessment questions. The remaining 35% of study should be set aside for writing the tutor-assessed pieces of work.

There are four units, each one covering one of the fields mentioned above. Each unit requires:

 Reading of selected chapters from the text books provided

 Writing answers to activity questions, which are aimed at helping you to define, compare and evaluate the issues and apply them to your teaching

 Short self-assessment questions, which are aimed at checking that you have fully grasped the concepts and terms and thought about applications in the context of TESOL.

The assignments are equally weighted. The first is based on Units 1 and 2 and the second, (the time-constrained assessment) is based on Units 3 and 4. Both assignments require you to reflect on a context you know well and classroom language use in the light of the issues explored in the

2.2.2.5 Reading

This module is based on readings indicated in the accompanying text books:

Cook, V. (2008) Second Language Learning and Language Teaching. 4th ed. London: Arnold.

Ellis, R. (1997) Second Language Acquisition. Oxford: Oxford University Press.

Holmes, J. (2013) An Introduction to Sociolinguistics. 4th ed. London: Longman.

Leech, G. Deuchar, M. and Hoogenraad, R. (2006) English Grammar for

Today. 2nd ed. Basingstoke: MacMillan.

Roach, P. (2009) English Phonetics and Phonology. 4th ed. Cambridge: Cambridge University Press.

Thomas, J. (1995) Meaning in Interaction: An Introduction To

Pragmatics. London: Longman.

Yule, G. (2014) The Study of Language. 5th ed. Cambridge: Cambridge University Press.

In LFTM04, if the page numbers of the book you are studying do not match the page numbers mentioned in the guide, please disregard the page numbers in the guide.

In addition, you may find it helpful to refer to the books used for ELTM08, especially the following:

Harmer, J (2007) The Practice of English Language Teaching. 4th ed. (With DVD) Longman Handbooks for Language Teachers

You may also find it useful to refer to articles in the following journals:

Applied Linguistics. Oxford: Oxford University Press.

English Language Teaching Journal. Oxford: Oxford University Press.

2.2.3 ELTM07: L2 PRACTICAL TEACHING 2.2.3.1 Module leader

Ms Melanie A. Green

Tel: (+44) 0191 515 3087

2.2.3.2 Learning Outcomes

Upon successful completion of this module, students will have demonstrated

Knowledge

1. critical knowledge and understanding of L2 teaching techniques and procedures in various L2 teaching methods

2. in-depth knowledge and understanding of techniques and procedures for teaching grammar, vocabulary and pronunciation

Skills

3. an ability to prepare an appropriate lesson plan

4. an ability to critically apply the above knowledge and ability to TESOL classes and to their teaching contexts.

2.2.3.3 Content synopsis

The module begins with analysing the techniques and procedures of various L2 teaching methods such as the Audio-Lingual Method, Total Physical Response, Communicative Language Teaching, Task-based Approach, and Cooperative Language Learning. In the sessions which follow, different techniques for observing and analysing L2 classes will be discussed. The issues discussed on observation include different types of observation (structured and unstructured), the focus of observation, and ways of recording and analysing observation. Then techniques and procedures for teaching grammar, vocabulary and pronunciation will be explored and practised. These include applying inductive and deductive approaches, realia, word games, and the phonemic chart. There will also be a discussion on how to prepare lesson plans and what to include in them.

2.2.3.4 Teaching and learning method

The learning on this module will be through lecture input at the beginning of each session followed by group discussions on the L2 teaching techniques and procedures and their applications to TESOL classes and to the students‟ teaching contexts. There will also be simulation of L2 teaching methods and observation of L2 classes. The distance learning students will be required to find an institution in their own country where they can observe English language teaching classes, teach a class, video-record it and then send it to us for assessment. They will also be asked to send us their lesson plan. We will provide the students with guidelines for carrying these out. The on-campus students will take part in the classes of the practical teaching module, observe some EAP classes and teach their peers for the assessment. They will be asked to hand in their lesson plans as well.

2.2.3.5 Reading

The following is a list of recommended reading material. It is not essential that you buy all these publications in order to complete the module, but you are expected to read as widely as possible in order to produce acceptable assignments and pass your module successfully.

Frank, Carolyn, Judith L. Green and Carol N. Dixon (1999)

Ethnographic Eyes: A Teacher's Guide to Classroom Observation.

Greenwood Press.

Harmer, Jeremy (2007) How to Teach English. Longman.

Harmer, Jeremy (2007) The Practice of English Language Teaching (4th Edition). Longman.

Harmer, Jeremy (2007) How to Teach Vocabulary. Longman. Kelly, Gerald (2001) How to Teach Pronunciation. Longman.

Larsen-Freeman, Diane (2000) Language Teaching Methods: Videos 1 and 2. Office of English Language Programs, Bureau of Educational and Cultural Affairs, Department of State, Washington, D.C., USA.

Larsen-Freeman, Diane (2000) Techniques and Principles in Language

Teaching (2nd Edition). Oxford University Press.

Lubelska, Diana and Margaret Mathews (1997) Looking at Language

Classrooms. Cambridge University Press.

Richards, Jack C. and Theodore S. Rodgers (2001) Approaches and

Methods in Language Teaching (2nd Edition). Cambridge University

Press.

Scrivener, Jim (2010) Teaching English Grammar: What to Teach and

How to Teach it. Macmillan Education.

Wajnryb, Ruth (1993) Classroom Observation Tasks. Cambridge University Press.

Wright, Andrew, David Betteridge, and Michael Buckby (2006)Games

for Language Learning (3rd Edition). Cambridge University Press.

Zepeda, Sally J. (2008) The Instructional Leaders' Guide to Informal

Classroom Observations(2nd Edition). Eye on Education.

You will also be encouraged to read articles from the following journals:  ELT Journal

 Language Teaching Journal  TESOL Quarterly

 Language Learning Journal  The Internet TESOL Journal  Asian EFL Journal

2.3 ASSESSMENT

2.3.1 WEIGHTING AND TIMETABLE

For ELTM08, there are two assessments:

1. Assignment 1, which is based on Units 1 - 4, is worth 50% and is 2,000 words long.

2. Assignment 2, which is based on the module as a whole, is worth 50% and is 2,000 words long.

For LFTM04, there are also two assessments:

1. Assignment 1 is based on Units 1and 2. It is worth 50% and consists of two 1,000 word essays, one for each unit.

2. Assignment 2 is based on Units 3 and 4. It is a time-constrained assessment to be completed within a 5-day period. This assignment is worth 50% and consists of two 1,000 word essays. For ELTM07, there are two assessments:

1. Assignment 1 is a video-recorded lesson recorded on a DVD, delivered towards the end of the module. In this lesson you will teach grammar, vocabulary and/or pronunciation by applying techniques and procedures appropriate to your context. You will also produce a lesson plan and an evaluation of your own lesson. This assignment is worth 50% of the final module mark.

2. Assignment 2 is an observation report for which you will observe and analyse an EL2 class, contributing 50% of the final module mark. This piece of coursework should be 2000 words in length.

Please see below for the dates of assignment deadlines.

You must obtain a minimum of 40% as the overall mark and attempt each element of the assessment in order to pass a module.

The tables below show the submission deadlines for the assignments. Time-scale mapping for MA TESOL Certificate

4. October 2014 – 19. January 2015

Assignment deadline

ELTM08 LFTM04 ELTM07

Week 1 6 Oct 14 Start of teaching (Certificate) Start of teaching (Certificate) Start of teaching (Certificate) Week 6 10 Nov 14 Assignment 1

Week 7 17 Nov 14 Assignment 1

Week 11 7 Jan 15 Assignments

1 and 2

Week 12 12 Jan 15 Assignment 2

Week 13 19 Jan 15 Assignment 2

Assignments for ELTM08 must be submitted by 11.59 pm (UK time) via turnitin in SunSpace.

Assignments for LFTM04 must be submitted by 11.59 pm (UK time) via turnitin in SunSpace.

Assignments for ELTM07 must be submitted by 11.59 pm (UK time) via turnitin in SunSpace.

2.3.2 ASSESSMENT QUESTIONS

 The LFTM04 Assignment 2 questions will be emailed to you at the beginning of the 5-day period.

 Set out on the next pages are the actual questions for your assignments. Note the marking criteria for each assignment in section 2.3.3.

ELTM08 - Assignment 1

Before you start to write, read in the Student Guide:

 the advice on formal written English, respecting conventions of academic style

 the learning outcomes of ELTM08  the assessment criteria for the Certificate.

If there is anything that you do not understand, ask your module tutor, immediately.

In this assignment you have the opportunity to demonstrate your:

 critical knowledge and understanding of different approaches and methods of language teaching and how these are embedded in theory;

 knowledge and understanding of how different approaches and methods in ELT inform current best practice in the teaching of the four skills of reading, writing, speaking and listening;

ELTM08 - ASSIGNMENT 1

For this assignment you are required to write an essay on the following:

Question

What do you understand by ‘communicative language teaching’ and how relevant do you think this approach is for an English language teaching context with which you are familiar?

Guidelines for answering this question Your essay should include:

a critical discussion of what you understand by the term ‘communicative language teaching’

a brief description (50 – 100 words) of the specific classroom context with which you are familiar (this may be as a teacher or as learner)

a critical discussion of the relevance of CLT in this context and the extent to which more recent

developments in English language teaching should be taken into account. For example, task – based

learning, learner autonomy, etc.

You must provide relevant examples and references from the set books for this module, and other sources where appropriate.

The completed essay will be no more than 2000 words andwill be fully referenced according to the conventionsdescribed in your Students‟ Guide. You willlose marks if you do not clearly identify the sources that youuse. Please also look at the assessment criteria which are used for grading your assignments in the Students‟ Guide.

ELTM08 - Assignment 2

Before you start to write, read in the Student Guide:

 the advice on formal written English, respecting conventions of academic style

 the learning outcomes of ELTM08

 the assessment criteria for the Certificate.

If there is anything that you do not understand, ask your module tutor, immediately.

In this assignment you have the opportunity to demonstrate your:

 ability to apply your knowledge and understanding of theory and best practice in ELT to the evaluation and/or exploitation of authentic or other teaching materials, taking into account the teaching context.

ELTM08 - ASSIGNMENT 2

For this assignment you are required to apply your knowledge and understanding of English language teaching to the selection and

exploitation of a piece of authentic material.

Question

Using an authentic reading text which you have selected, design pre-, while- and post-reading activities for a specific group of learners based on insights from Schema Theory and integrating the teaching of two or more language skills.

Guidelines for answering this question

Select an authentic text and make a copy of it. Include this copy as an appendix to your assignment. Please note that a text taken from a text book or graded reader is not considered to be authentic. Begin your essay by briefly describing the characteristics of the group of students for whom you are preparing the teaching materials. In the remainder of the essay describe the activities you have designed accompanied by a set of instructions for teachers and provide a rationale for each one. You will also need to make sure that you include references to the set books for this module and other relevant sources where appropriate to support your designs for the activities.

The completed essay will be no more than 2000 words and will be fully referenced according to the conventions described in your Students‟ Guide. You will lose marks if you do not clearly identify the sources that you use. Please also look at the assessment criteria outlined in the Students‟ Guide, which are used for grading your assignments.

LFTM04 - ASSIGNMENT 1

Before you start to write, read in the Students‟ Guide:

 the advice on formal written English, respecting conventions of academic style

 the learning outcomes of LFTM04

 the assessment criteria for the Certificate.

If there is anything that you do not understand, ask your module tutor, immediately.

For each question, you are required to write 1,000 words (a total of 2000 words for the complete assignment).

Do not write 500, or the reader will suspect that you are not able to analyse and evaluate the concepts, and do not write 1,500, or the reader will suspect that you do not understand the specific focus of the question.

Answer every question within each section of the question that you choose.

Number the sections of your answer accordingly. a), b) etc. Take account of the weighting given in brackets. For example, if a section is worth 10%, you will not need to write much detail, and if it is worth 40%, you will need to write a long, deep answer. You will lose marks if you do not answer every question within each section of your chosen question.

Make sure that you refer to the required reading material in answering the questions. You are expected to reference your work thoroughly. Write 1,000 words for each answer. Choose ONE question from PART ONE and ONE question from PART TWO.

LFTM04-ASSIGNMENT 1

PART ONE: THE PROPERTIES OF LANGUAGE AND THE PSYCHOLOGY OF LANGUAGE LEARNING (UNIT 1) EITHER

1. Strategies

a) Explain briefly in your own words what you understand by each of the 8 strategies of Good Language Learners as described in the module workbook. (20%)

b) Discuss critically which of the strategies you believe are the most important in your own teaching context or will be most important in a future working context. To what extent might other factors such as personality, age and sex, influence the students‟ choice of language learning strategies? (50%)

c) Devise an activity that you could give to students to practise „paying attention to both form and meaning‟. Explain how you think the activity would help to practise this particular language learning strategy. (30%)

OR

2. Motivation

a) Explain briefly in your own words the following types of motivation, providing your own example of each:

 Integrative motivation  Instrumental motivation  Resultative motivation  Intrinsic motivation (20%)

b) To what extent do you agree that motivation is the key predictor of successful language learning? What other factors might play an important role? Justify your answer with reference to the literature. (40%)

c) How could your theoretical knowledge of motivation in language learning be applied to your current or future teaching situation? (40%)

PART TWO: PHONETICS AND PHONOLOGY (UNIT 2) EITHER:

1. Phonetics and Phonology

a) Having studied Unit 2 of the module workbook, how important do you think it is for both teachers and students in your own context to have a knowledge of English articulation, sound patterns, stress and intonation? Justify your answer with reference to the literature.

You should begin by briefly outlining the specific context, including the level of the students and their L1 and the purpose of the course. If you have no teaching experience to date, you can refer to a context in which you may be working in future. (70%)

b) Devise and justify an activity to teach word stress to a group of

intermediate students. (30%)

OR

2. Phonetics and Phonology

a) Define the following terms in your own words, giving your own example of each:  Place of articulation  Manner of articulation  Epenthesis  Simplification (20%)

b) How could a knowledge of the place and manner of articulation of consonants and the production of vowels help a teacher of English in your current or future teaching context? Demonstrate your understanding of this complex issue with reference to your reading in this module, supporting your ideas with your own examples. Are there any parts of the section on the description of consonants and vowels that you would not teach? Again, justify your answer with examples. (40%)

c) What level of student would you teach about phonotactics and the effects of coarticulation, and why? Describe how you would teach it and give an example of the sort of activity you would devise. Say whether students in your own context use epenthesis and / or simplification and explain how you would deal with it. (40%)

ELTM07

Before you start to work on your assignments, read in the Students‟ Guide:

 the advice on formal written English, respecting conventions of academic style

 the learning outcomes of ELTM07

 the assessment criteria for the Certificate.

If there is anything that you do not understand, ask your module tutor, immediately.

The videoed lesson

You should find an institution in your country where you can teach an L2 class, record the lesson and then submit the recording via Sunspace for assessment. You will need to be thinking of possible classes to teach from the very beginning of the module.

The lesson can be recorded on a DVD. The lesson should take 20 minutes. You can teach vocabulary, grammar and/or pronunciation. Three weeks before your lesson, you will need to seek your module leader‟s approval regarding what you are going to teach and how you are going to teach it.

For teaching a class and recording your lesson on a DVD, you must obtain the consent of the school head teacher, the teacher of the class, the students‟ parents and the students. Ethically and legally you are not allowed to teach a class and/or video-record it unless you receive the consent of the above parties. In this regard, also read Unit 8 (Classroom Observation) in the ELTM07 Workbook.

For this component of the assessment, you will also need to email your lesson plan and your self-reflection on your lesson (these should total 1000 words) to your module leader. These must reach your module leader by the submission date. For the self-reflection (lesson evaluation), you should read Unit 9 (Language Lesson Plan) in the ELTM07 Workbook.

The observation report

A 2000-word observation report must be emailed to your module leader by the submission date. You will need to be thinking of possible classes to observe from the very beginning of the module.

You should find an institution in your country where you can observe an L2 class and write a report on your observation. The observation report should consist of two parts: observation in 1000 words and analysis of

Workbook. You can include a maximum of five references in your observation report and analysis.

For observing a class and recording your observation, you must obtain the consent of the school head teacher, the teacher of the class, the students‟ parents and the students. Ethically and legally you are not allowed to observe a class unless you receive the consent of the above parties. In this regard, also read Unit 8 (Classroom Observation) in the ELTM07 Workbook.

2.3.3 MARKING CRITERIA 2.3.3.1 For ELTM08

In Assignment 1, you should demonstrate that you have:

 understood the theories underlying different approaches and methods of language teaching;

 applied the ideas developed in the reading for the module to a context with which you are familiar;

In Assignment 2, you should demonstrate that you have:

 related the discussion of your own ideas and/or your own teaching context to ideas raised in this module

 demonstrated your understanding of the ideas developed in your ELTM08 reading.

 taken context into account when evaluating, exploiting or designing teaching materials and activities.

2.3.3.2 For LFTM04

In Assignment 1, you should demonstrate that you have:

 understood the psychology of language learning, and reflected on manifestations in the TESOL classroom.

 understood the relevant aspects of phonetics and phonology and reflected on their uses in the TESOL classroom.

In Assignment 2, you should demonstrate that you have:

 understood the relevant aspects of grammar, and reflected on grammatical issues in the TESOL classroom.

 understood the relevant aspects of lexis, semantics and

pragmatics, and reflected on applications of pragmatic studies and discourse analysis in the TESOL classroom.

2.3.3.3 For ELTM07

In Assignment 1 ( DVD recorded lesson, self-reflection and lesson plan), you should demonstrate that

 your approach to teaching the class was appropriate  you used appropriate techniques to teach the class  your material for teaching the class was appropriate  you used audio-visual aids effectively

 you contextualised the language constructions you were teaching  you involved your students in the processes of learning and

teaching

 you had a well developed lesson plan

 your reflection on your lesson was illuminating

 your reflection and evaluation was linked to relevant ideas from your module reading

 your teaching and reflection showed an understanding of the ideas developed in the module reading

In Assignment 2 (observation report and observation analysis), you should demonstrate that

 your approach to this lesson observation was appropriate  your observation schedule was practical and useful  your recoding technique was practical and useful

 your report reflected the context of teaching and learning clearly  your report reflected the steps and procedures of teaching and

learning clearly

 you deeply analysed your lesson observation

 the analysis of your lesson observation was illuminating

 your analysis was linked to relevant ideas from your module reading

 your observation and analysis showed an understanding of the ideas developed in the module reading

2.3.3.4 For overall module grade allocation

Please pay special attention to the following description of what sort of work earns an excellent mark (70% or above), and also to the generic assessment criteria at postgraduate level. Each time you finish an assessment of any sort, refer to these descriptions and consider:

a) which grade you will probably get if you hand it in as it is, and b) how you might improve your work in order to obtain a better

In order to earn a mark of 70% or above, you should show that you have:

 understood in depth the concepts, theories and issues raised in the programme materials

 analysed critically and evaluated the concepts, theories and issues

 analysed your previous knowledge and experience of ELT (as a teacher and / or learner)

 synthesised all of your new knowledge of the concepts, theories and issues and your previous knowledge and experience of ELT (as a teacher and / or learner)

 reflected very frequently on applications of your new knowledge to the classroom.

You should also have shown that you have:

 developed your ability to write a range of genres, including lesson plans, reports and essays

 mastered all of the conventions of referencing

 written a well-organised piece of work with a clear structure  written in a formal, academic style

 avoided infelicities of grammar, vocabulary and punctuation.

Special note:

As a TESOL student, it is especially important that you demonstrate the ability to express your arguments and ideas clearly and effectively in English. For this reason, a high density of English language errors may lead to you failing an assignment.

You should also note that if you go on to complete the Master‟s in TESOL, you will be awarded a Master‟s degree with Distinction if you achieve at least 70% in the dissertation, and a Master‟s degree with Merit if you achieve 60-69%.

Ver 1.3 13/02/2008 SJS P a ss F a il G ra d e 8 6 – 1 0 0 % 76 -8 5 % 7 0 – 7 5 % 6 0 – 6 9 % 5 0 – 5 9 % 4 0 – 4 9 % 3 5 – 3 9 % 3 0 – 3 4 % 15 -2 9 % 0 -1 4 % Ca teg o ries Re lev a n ce Th e w o rk e x ami n ed i s e x emp la ry a n d p ro v id es c le ar e v id en ce o f a co mp le te g ra sp o f th e k n o w le d g e, u n d er st an d in g a n d s k il ls a p p ro p ri at e to t h e Le v el o f th e q u al if ic at io n . T h er e is al so a m p le e x ce ll en t ev id en ce sh o w in g t h at a ll t h e le ar n in g o u tc o mes a n d r esp o n si b il it ie s ap p ro p ri at e to t h at L ev el a re f u ll y s at isf ie d . A t th is le v el i t is ex p ec te d t h at t h e w o rk w il l b e ex emp la ry i n a ll t h e ca te g o ri es ci te d a b o v e. I t w il l d em o n st ra te a p ar ti cu la rl y c o m p el li n g e v al u at io n , o ri g in al it y , an d e le g a n ce o f ar g u m en t, i n te rp re ta ti o n o r d is co u rse. 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2.4 METHODOFDELIVERY

2.4.1 MODULE MATERIALS AND ASSIGNMENTS

The distance learning materials consist of the module workbooks for the three modules (available online) and the prescribed textbooks. The books should usually reach you at least a week before the entry date. If they have not arrived by that date or if there are any missing, see section 2.4.3.

The module materials are designed to help you organise your study by guiding you through the concepts and issues discussed in the readings. They are also aimed at developing a critical awareness of alternative ways of thinking so that you can evaluate the concepts and issues. Finally, they aim to help you reflect upon classroom practice as a result of enhancing your understanding in this way.

When you write your assignments, base them mainly on the material presented in the module; where you do draw from other sources, make sure that they are properly referenced (see below). Assignments should be word-processed with double spacing. Type the question that you are answering on the first page and put your name in the top right hand corner of each page of your assignment. Assignments should not exceed the word limit.

Next, complete the electronic version of the assignment form provided and email it with your assignment to your module tutor. Assignments must be submitted on or before the deadline stipulated. You should keep a copy of each assignment for your own records. In the case of LFTM04 Assignment 2, you will be sent the questions five days before the deadline and will be required to email your assignment to your module tutor.

2.4.2 COMMUNICATION

2.4.2.1 Feedback on assignments

For all three modules, we assess the assignments, give them a mark and write comments that are intended as guiding feedback. You should normally receive the feedback by email no more than 4 weeks (excluding vacations) after we receive the assignments, so that it can contribute to your learning experience.

If you are unclear about the feedback and would like a further explanation, or you would like to know why you have been given a particular mark, do not hesitate to get in touch with your tutor or the module leader concerned. If you are still unhappy about your mark, you have the right to appeal: check the University regulations (https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2784).

2.4.2.2 Team and peer support

You are not on your own in this programme. We want communication between you and your tutors to be easy, so that you are supported throughout. Your tutors will guide you in your studies, support your progress and assess your work. Do contact us with any enquiries, comments or concerns that you may have about the programme, the materials, your work, and so on.

At the end of each module you will be asked to pass on your comments via SunSpace (on the module materials, the readings, the method of delivery and so on). We ask you to tell us about the aspects of the modules you found most positive, as well as your suggestions for improvement. Student feedback is an integral part of our quality assurance and you will find our responses to student feedback at the end of this Guide.

If you need immediate help or have an urgent question, you can email or telephone your tutor, the relevant module leader, the Programme leader or the MA TESOL administrator. We are generally available on weekdays from 9am to 5pm (our time!). If we are not in our offices at the moment when you try to contact us, you can be sure that we will respond to your communication at the first possible opportunity. If we are not at work for some reason, there will usually be somebody to deal with your enquiry. We aim to reply to emails and phone calls within five working days at the latest, and within two days in the case of urgent queries.

You are also encouraged to contact other students on the programme via the SunSpace discussion groups and email, in order to benefit from their support, share experiences and to gain a better understanding of the module materials and readings.

2.4.2.3 University support

Questions about the module materials, the reading content and your work, should be directed to your tutor or to the module leaders. For all administrative enquiries about the Certificate and the other two stages of the MA TESOL programme, contact:

Christopher Webb,

MA TESOL Administrator Faculty of Education and Society Forster Building, University of Sunderland Chester Road Sunderland SR1 3SD Tel: (+44) 0191 515 2566 Fax: (+44) 0191 515 2628 Email: christopher.webb@sunderland.ac.uk

If you are unable to reach a particular member of staff or have a general query, you can also contact:

Forster Reception

Faculty of Education and Society

Forster Building, University of Sunderland Chester Road

Sunderland SR1 3SD

Tel: (+44) 0191 515 3192 Fax: (+44) 0191 515 2628 Email: forster.reception@sunderland.ac.uk

For information about Admissions and scholarships, you are advised to contact:

The Admissions Office University of Sunderland, The Gateway,

City Campus,

Chester Road, Sunderland, SR1 3SD

Tel: (+44) 0191 515 3154 Fax: (+44) 0191 515 3155 Email: admissions@sunderland.ac.uk

To access library resources, you are advised to visit the University Library Services (ULS) web site www.library.sunderland.ac.uk. The site provides a gateway to information resources and services for students both on and off campus. Tailored resources and support are available from specific subject areas of the ULS web site. Single sign-on using university userID and

password is used to allow student access to electronic resources regardless of location. You can also email our Off-Campus Library Service at

libraryhelp@sunderland.ac.uk (Tel: (+44) 0191 515 2909).

My Module Resources:

Your module reading list is a live interactive resource list available from within your online module space and the University‟s library website. What do you get?

• Real time library information, both availability and location of print books, plus being able to place reservations on books that are already on loan

• Direct access/links to electronic resources

• Allows you to set up RSS alerts for changes and additions to your Module Resource list

• Smartphone and tablet friendly – providing QR capture, touch screen functionality and e-resource access

How does this help you?

• Getting the right resources easily from flexible access points

• Receive guidance from your tutor on what to read at a point of need by using search filters e.g. useful website, teaching practice, teaching and

learning

• Helping you to use a wider range of resources to support your learning and achieve better grades

https://moduleresources.sunderland.ac.uk/ Skills for Learning

Your librarians and study skills tutors will be working closely with you and your lecturers to develop and deliver the skills you need to succeed at university.

You can find and use our online and printed resources from either My Sunderland New Sunspace or the University Library website‟s Skills for Learning pages.

Throughout the year you will be able to find help and advice by either attending or completing on line workshops to develop and improve your academic and employability skills. Don‟t struggle, improve your skills by using our Skills for Learning resources

http://library.sunderland.ac.uk/skills/

2.4.3 SPECIAL CIRCUMSTANCES

You should telephone or email the Programme administrator immediately, if:

 the books have not arrived before the entry date  there are books missing

 you experience any difficulties accessing the questions via email for the time-constrained assessment for LFTM04.

Should you fail to get in touch with the administrator, try to contact your tutor, the relevant module leader or the Programme leader as shown in 2.4.2.3 above. If you can send us official evidence of the date of arrival of the books, the deadline for you to hand in the assignment in question may be negotiable.

If you think that you are going to have to hand in your assignment late, fill in the Request for an Extension form at the back of this guide and send it to your module leader. The module leader may give you an extension of up to 72 hours maximum at his/her discretion. If you require longer than this, you must complete an extenuating circumstances form and submit documentary evidence (e.g. doctor‟s certificate) to support your claim. You can find the University‟s Extenuating Circumstances Policy at

https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-2995

Unfortunately, we cannot guarantee that late assignments will be marked and commented upon in time for them to be sent back to you before the