Module Descriptors

This module is designed to introduce students to the key principles in the theory and practice of English Language Teaching to Speakers of Other Languages. It will serve as a bridging module for any student interested in studying for a postgraduate teaching qualification, whether it be Certificate, Diploma or Masters in English Language Teaching.

The module will introduce students to the contexts in which English is learned today, how to assess the needs, lacks and wants of different types of learner, and the roles and responsibilities of teachers. The module will cover the teaching of language systems (grammar, vocabulary and pronunciation) and skills (listening, speaking, reading and writing), error correction, lesson planning, and the use of technology in language learning. As much a practical module as a theoretical one, the assessments will require the learner to display a profound understanding of the theoretical concepts upon which current ELT practice is founded, by applying that theory to teaching practice in a 'real-world' classroom. Students will also be asked to reflect critically on their own practice, and to develop the skills required by an English as a Second Language teacher.

On successful completion of this module the student will be able to:

L1. Provide evidence of knowledge of a selection of the theories and principles of the Teaching of English to Speakers of Other Languages

L2. Demonstrate the ability to apply these theories and principles in practice in the learning space.

L3. Display an understanding of the many and complex issues facing language teachers and learners in a variety of contexts.

Demonstrating detailed understanding of principles and theories of Education. Demonstrating operational awareness of selected theories and how they impact on the learning space.

Detailed knowledge and understanding of grammatical, lexical and phonological features of the English language, appropriate to this level.

Sourcing and analysing data associated with learning and teaching;

Producing a report using relevant research and theories in language teaching;

Developing a broad variety of effective materials to support teaching and learning;

Accurately presenting findings of research, and implementing knowledge gained in own practice.

The ability to appreciate and critically evaluate one’s own teaching, as well as that of others

Undertaking critical analysis and drawing on a range of sources such as academic reports, evaluations and existing resources to develop learning and teaching skills;

Identifying and analysing the complexity of issues surrounding learning and teaching in the context of English as a Second Language

Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues

Ability to use language creatively and precisely for a range of purposes and audiences

Ability to contextualise from a variety of perspectives

Ability to engage with and interpret layers of meaning within texts and other cultural products

Presenting and evaluating a range of complex arguments both in written form, and as a class presentation; in both cases, ICTs will be employed

Making effective and consistent use of the library resources, electronic media, and a VLE to inform and organise studying.

Displaying appropriate and accurate writing and speaking skills in accordance with a rubric.

The ability to work autonomously, manifested in self-direction, self-discipline, and time management

Show self-reliance, initiative, adaptability and flexibility

Take significant responsibility for the work of others and for a range of resources

Deal professionally with ethical and diverse issues that may exist within different practices;

Exercising time management and adhering to deadlines and assessment criteria.

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on our VLE, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link:
https://www.uws.ac.uk/media/4153/academic-engagement-and-attendance-procedure.pdf


For the purposes of this module, academic engagement equates to the following:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link:

http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/

1.05

1. More than one assessment method can be used to assess individual learning outcomes.
2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
   This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.