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Session: 2022/23

Last modified: 09/03/2022 16:08:22

Title of Module: TESOL: The Scottish Context

Code: LING11009 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:S  Brown

Summary of Module

This module is designed to assist students in understanding, and in developing the associated skills related to, the key issues around learning and teaching within the field of Teaching English for Speakers of Other Languages (TESOL) in Scotland. It will serve as an optional module for the MEd in TESOL, and is designed for any student interested in studying for a postgraduate teaching qualification, whether it be a Certificate, Diploma or Masters in TESOL.

The module will analyse and discuss the English as an Additional Language (EAL) and English for Speakers of Other Languages (ESOL) contexts in Scotland, with a particular focus on the impact of migration to Scotland post-2000, with the dispersal of asylum seekers and refugees, as well as migration from the ‘accession’ countries from post-2004. It will cover areas related to learning and teaching in supporting bilingualism within the school, college and university sectors, as well as the role of policy and assessment in supporting learners of English. Students will explore issues around culture, identity and race while developing an awareness of the role of policy in supporting learners and learning in a global world.  Students will be encouraged to relate their learning to their own context.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

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

L1. At the end of this module the student will be able to:

L2. Evaluate critically the ESOL context in Scotland using a range of analytical skills.

L3. Discuss and analyse critically the research supporting English Language learners

L4. Interpret and evaluate information (including qualitative and quantitative data) with reference to core themes of bilingualism.

L5. Demonstrate an ability to communicate effectively and appropriately, orally and in writing, in interpersonal and in academic style

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

• Knowledge that covers and integrates most, if not all, of the main areas of a subject discipline – including their features, boundaries, terminology and conventions.
• A critical understanding of the principal theories, principles and concepts.
• A critical understanding of a range of specialised theories, principles and concepts.
• Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
• A critical awareness of current issues in a subject/discipline and one or more specialisms.

Practice: Applied Knowledge and Understanding SCQF Level 11.

• Use a significant range of the principal skills, techniques, practices and/or materials which are associated with a subject/discipline.
• Use a range of specialised skills, techniques, practices and/or materials which are at the forefront of, or informed by, forefront developments.
• Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry.
• Plan and execute a significant project of research, investigation or development.
• Demonstrate originality or creativity in the application of knowledge, understanding and/or practices.
• Practise in a wide and often unpredictable variety of professional level contexts.

Generic Cognitive skills SCQF Level 11.

• Apply critical analysis, evaluation and synthesis to issues which are at the forefront of, or informed by, developments at the forefront of a subject/discipline.
• Identify, conceptualise and define new and abstract problems and issues.
• Develop original and creative responses to problems and issues.
• Critically review, consolidate and extend knowledge, skills practices and thinking in a subject/discipline.
• Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information

Communication, ICT and Numeracy Skills SCQF Level 11.

A range of advanced and specialised skills as appropriate to a subject/discipline, for example:
• Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
• Communicate with peers, more senior colleagues and specialists.
• Use a wide range of software to support and enhance work at this level and specify new software or refinements/improvements to existing software to increase effectiveness.
• Undertake critical evaluations of a wide range of numerical and graphical data.

Autonomy, Accountability and Working with others SCQF Level 11.

• Exercise substantial autonomy and initiative in professional and equivalent activities
• Take responsibility for own work and for the work of others;
• Practise in ways which draw on critical reflection on own and others’ roles and responsibilities
• Deal with complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Core information will be presented in the form of lectures. This will be underpinned, supported and extended through reading assignments based on the VLE. In tutorial sessions, students will be able to reflect critically on their understanding of theoretical and empirical information, apply their knowledge to concrete scenarios and case studies, and develop their interpersonal and intercultural communication skills. Throughout the module, students will develop their ability to appreciate diversity in terms of academic knowledge as well as in terms of linguistic and cultural differences. The module will be assessed through coursework, comprising a presentation and a case study report. Through their assignments, students will be able to demonstrate their ability to integrate theoretical knowledge and empirical information, search for, evaluate, analyse and interpret source materials, and develop balanced and evidence-based conclusions, in appropriate academic style.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery12
Tutorial/Synchronous Support Activity24
Asynchronous Class Activity24
Independent Study140
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

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

Ball, S.J. (2008) The Education Debate, Bristol: The Policy Press

Barton, D. and Pitt, K. (2003) Adult ESOL Pedagogy: a review of research, an annotated bibliography and recommendations for future research, London: NRDC

Cooke, M. and Simpson, J. (2008) ESOL: A Critical Guide, Oxford: OUP

Crystal, D. (2003) ed 2 English as a Global Language, Cambridge, Cambridge University Press

Doughty, H. and Allan, J. (2008) Social capital and the evaluation of inclusiveness in Scottish further education colleges. Journal of Further and Higher Education, 32(3), pp. 275 — 284

Gallacher, J., Crossan, B., Field, J. and Merrill, B. (2002) Learning careers and the social space: exploring the fragile identities of adult returners in the new further education. International Journal of Lifelong Education. 21(6), pp. 493 — 509

Gillies, D. J. M.(2006) A curriculum for excellence: a question of values. Scottish Educational Review. 38(1), pp. 25-36

Roberts, C., Cooke, M., Baynham, M. And Simpson, J. (2007) Adult ESOL in the United Kingdom: Policy and research’, in Prospect, Vol.22, No.3, pp.

Schellekens, P. (2007) The Oxford ESOL Handbook, Oxford: Oxford University Press

The Scottish Government (2007b) The Adult ESOL Strategy for Scotland: Edinburgh

The Scottish Government (2015) Welcoming Our Learners: Scotland’s ESOL Strategy 2015-2020, Edinburgh

Ward, J. (2007) ESOL: The context for the UK Today, Leicester: NIACE

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

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:
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:

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelCareer-Long Professional Learning
External ExaminerH Kuchah
Accreditation DetailsUWS
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Coursework: 100% (Presentation: 50%, Case Study Report 50%)
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Case studycheck mark  check mark 500
Presentation check markcheck markcheck mark 500
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  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.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link:
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.