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Session: 2022/23
Last modified: 15/03/2022 11:04:34
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Title of Module: Language Analysis |
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Code: LING11008 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | tbc
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| Summary of Module |
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Summary of Module
This module is designed to assist students in understanding, and in developing the associated skills related to, the key theories of language required within the field of Teaching English for Speakers of Other Languages (TESOL). It will serve as a core 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 introduce students to a range of knowledge and skills required by a TESOL practitioner, specifically with regard to descriptions of language and language analysis. The module will cover the teaching of language systems (discourse and syntax, morphology, lexis and phonology, grammatic and language frameworks as well as semantics). Students will develop an awareness of the English language with a focus on phonology and grammar through an introduction to theories of language analysis and description, and their relevance to the teacher’s role in second language teaching. Students will study the varieties of grammar (prescriptive, descriptive, reference, pedagogic and theoretical) as well as develop an ability to analyse and explain pronunciation, lexis, syntax and discourse in context.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
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.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate a critical understanding of English grammar, lexis, semantics or phonology and its use in the TESOL context.
L2.
Critically analyse language to enhance TESOL practice.
L3.
Using different types of language analysis, critically analyse both spoken and written texts for the TESOL context.
L4.
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 |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| 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.
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| 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.
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| 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
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| 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.
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| 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.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | N/A |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| 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 a class test and coursework, specifically a presentation. 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 Delivery | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 24 |
| Independent Study | 140 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Brown and Yule (1984) Teaching the Spoken Language, Cambridge: CUP
Crystal, D. (2003), English as a Global Language (2nd Ed.), Cambridge: CUP
de Swaan, A. (2002) Words of the World: The Global Language System. New York: Wylie
Holmes, J. (2013) An Introduction to Sociolinguistics (4th Ed.) Abingdon: Routledge
Parrot, M. (2010) Grammar for English language Teachers, Cambridge: CUP
Swan, M. and Walter, C. (1997) How English Works, Oxford: OUP
Van Dijk, T.A. (Ed.) (2011) Discourse Studies. A Multidisciplinary Introduction. 2nd Ed. London: Sage
Cutting, J. (2015). Language and context in TESOL. Edinburgh: Edinburgh University Press
Coupland, N. (2016). Sociolinguistics: Theoretical Debates. Cambridge: Cambridge University Press.
Yule, G. (2010). The study of language (4th ed.). Cambridge: Cambridge University Press.
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(**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)
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| Engagement Requirements |
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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: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | S Brown |
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| External Examiner | H Kuchah |
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| Accreditation Details | UWS |
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| Version Number | 2.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Coursework: 50% (Presentation) |
| Class test: 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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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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: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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