Unit Information for Erasmus Options: 2012-13

UNIT TITLE English as a Foreign Language Proficiency (15 credits & 30 credits)

UNIT

ABBREVIATION

BRIEF SUMMARY This unit facilitates general language skills in English as a Foreign

Language at Pre-Proficiency level, corresponding to level C1.2 of the

Common European Framework for languages.

INDICATIVE

CONTENT Specimen syllabus:

Understanding and writing reviews

Idioms and phrasal verbs

Expressing opinions

Responding to short stories

Making predictions and discussing the future

Letters of application, thanks and apology

Discussing past and future plans in relation to subject area

UNIT LEARNING

OUTCOMES

On successful completion of this unit students will be able to

communicate in English as a Foreign Language at Pre-Proficiency

level, corresponding to level CEF C1.2

BREAKDOWN OF STUDENT LEARNING ACTIVITY

Summative assessment (25%) Directed study (25%) Student-centred learning (50%)

ITEMS RECOMMENDED THAT STUDENTS

One of the following: Hornby, A.S. 2005. Oxford Advanced Learners’ Dictionary. Oxford: OUP.

SUMMATIVE ASSESSMENT

Portfolio (100%: 15 credits- Term 1 only) Exam (100% : 15 credits- Term 2 only) Terms 1 & 2; Portfolio (50%) & Exam (50%)

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES

Work within social, environmental and community contexts

ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT

Summative assessment Portfolio and exam, testing reading and writing skills. Formative assessment (a) Listening skills assessed via whole-class exercise, marked and returned with comments. (b) Oral skills assessed on a one-to-one basis, formative feedback provided.

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

Detailed assessment criteria clearly specify how different levels of performance are distinguished and rewarded.

SHOULD BUY Cambridge Advanced Learners’ Dictionary with CD-Rom. 2008. Cambridge: CUP. Collins Cobuild Advanced English Learners’ Dictionary. 2006.

ESSENTIAL READING / RESOURCES

McCarthy, M. and O’Dell, F. 2010. English Idioms in Use (Advanced). Cambridge: CUP. Hewings, M. 2005. Advanced Grammar in Use with Answers. Cambridge: CUP.

DATE OF APPROVAL

UNIT TITLE English as a Foreign Language Mastery (15 & 30 credits)

UNIT

ABBREVIATION

BRIEF SUMMARY This unit facilitates general language skills in English as a Foreign

Language at Mastery level, corresponding to level C2.2 of the

Common European Framework for languages.

INDICATIVE

CONTENT Specimen syllabus:

Newspapers and their language

Summarising and evaluating information

Idioms, slogans, clichés

Commonly confused words

Nuances of linguistic and cultural meaning

Justifying opinions related to the quality of a product, service or subject area

UNIT LEARNING

OUTCOMES

On successful completion of this unit students will be able to:

1. Communicate in English as a Foreign Language at Mastery level,

corresponding to level CEF C2.2

BREAKDOWN OF

STUDENT

LEARNING

ACTIVITY

Summative assessment (25%) Directed study (25%) Student-centred learning (50%)

SUMMATIVE

ASSESSMENT

Portfolio (100%: 15 credits- Term 1 only) Exam (100% : 15 credits- Term 2 only) Terms 1 & 2; Portfolio (50%) & Exam (50%)

EMPLOYABILITY

AND

SUSTAINABILITY

OUTCOMES

Analyse real world situations critically

ASSESSMENT

STRATEGIES FOR

EACH ELEMENT OF

ASSESSMENT

Summative assessment Portfolio and exam, testing reading and writing skills. Formative assessment (a) Listening skills assessed via whole-class exercise, marked and returned with comments. (b) Oral skills assessed on a one-to-one basis, formative feedback provided.

ASSESSMENT

CRITERIA FOR

UNIT/ELEMENTS OF

ASSESSMENT

Detailed assessment criteria clearly specify how different levels of

performance are distinguished and rewarded.

ITEMS

RECOMMENDED

THAT STUDENTS

SHOULD BUY

One of the following: Hornby, A.S. 2005. Oxford Advanced Learners’ Dictionary. Oxford: OUP. Cambridge Advanced Learners’ Dictionary with CD-Rom. 2008. Cambridge: CUP. Collins Cobuild Advanced English Learners’ Dictionary. 2006.

ESSENTIAL

READING /

RESOURCES

McCarthy, M. and O’Dell, F. 2008. Collocations in Use (Advanced).

Cambridge: CUP.

Vince, M. 2003. Advanced Language Practice with Key. Oxford:

Macmillan.

DATE OF

APPROVAL

BRITISH CULTURE & BUSINESS

Unit Co-ordinator : Mr Anthony Picot

Level : 5 Credit 30 ECTS 15

Unit Description

Brief

Summary :

This unit for Erasmus students focuses on Business English in term one and Culture

in Modern Britain in Term 2.

Indicative

Content :

This unit was designed for Erasmus students. The focus is on Britain; its business

practices and culture. The curriculum is organised to facilitate the transient nature

of Erasmus students, who may only stay for one term. Term 1 The unit gives an

insight into the business world in the UK and internationally (Business Knowledge),

and at the same time supports the participants' English language development

(Business Communication skills). The term 1 syllabus covers language skills and

business topics, such as, in order of priority (list may include but is not limited to..):

Speaking, Listening, Reading and Writing, Marketing, Management,

Communication, Online Businesses, Finance, Training, Ethics, Strategy,

Employment and Customer Service. Term 2 provides an overview of current British

life in terms of institutions, as well as current issues and events. It enables students

to gather information and viewpoints from a British perspective as well as from their

European counterparts. In addition to current affairs, topics may include any of the

following: National identity and ideas of Britishness, British attitudes, British

government and the law, English language in transition, Education,

Multiculturalism, Religious diversity, The British family, Women in Britain, Britain

in Europe, The British Press, The Right to Protest, British Institutions

Assessments

1. Coursework 50%

2. In-Class Test 50%

Description

Students sit a two hour class test and complete two essay questions from a choice of

six. Students are prepared for the class test by submitting essays during the term.

They receive constructive feedback on these in the areas outlined below. There is no

prime element of assessment, as both class tests carry equal weighting. The criteria

for essay assessment follows the departmental published criteria and includes

Content, Structure and Language. Employability & Sustainability. Outcomes also

include Communicate effectively using a range of media, Manage own professional

development reflectively, Find, evaluate, synthesise and use information.

Learning Activities

Specifiy breakdown of 300 hours of student learning activity.

Learning Resources

Books recommended for purchase by students :

Dubicka, I and O'Keefe, M (2011) Advanced Market Leader Business English Course Book Pearson Longman; Harlow

Essential Reading/Resources :

BRYSON, B Notes from a Small Island. London: Black, 1996

COLLIE, J What's it like? Life and Culture in Britain today. Cambridge: CUP, 2000

HARVEY, P Britain Explored. Harlow: Longman, 1992

MIKES, G How to be a Brit. Harmondsworth: Penguin, 1986

O'DRISCOLL, J Britain: The Country and its People. Oxford: OUP, 1995

PAXMAN, J The English: A Portrait of a People London: Penguin, 1999

ROOM, A An A to Z of British Life. Oxford:OUP, 1990

Further Reading/Resources :

Tullis, Graham& Trappe, Tonya (2000) New Insights into Business. Longman: Harlow Cambridge International Dictionary of English, CUP,

Jones, L. and Richard, A. (2003) New international business English, Student's book CUP; Cambridge Mackenzie, I. (2002) English for

business studies: a course for business studies and economics students Cambridge University Press; Cambridge Internet Resources

Tell Me More (Online Language Learning Software)

Language and its Structure 2: Syntax and Semantics

Course Code: 445Z0011

The main topics in this unit are Chomskyan's position; role of syntax in generating

grammar; language and meaning; the role of semantics in understanding language; theories

of semantics; semantics and pragmatics; semantics and grammar; meaning construction.

The unit is assessed by presentation (25%) and examination (75%)

It is taught over two terms.

Unit leader: Dr. Stella Bullo

Benchmarking Uniwide Languages: CEF

Uniwide Levels

CEF Levels

EFL 15-credit units (7.5 ECTS)

EFL 30-credit units (15 ECTS)

Beginners

A1.1

A1

Elementary

A1.2

Threshold

A2.1

A2

Pre-Intermediate

A2.2

Intermediate

B1.1

B1

Post-Intermediate

B1.2

Pre-Advanced

B2.1

B2

EFL Advanced

Advanced

B2.2

EFL Advanced

Post-Advanced

C1.1

C1

EFL Proficiency

Pre-Proficiency

C1.2

EFL Pre-Proficiency

Proficiency

C2.1

C2

EFL Mastery

Mastery

C2.2

EFL Mastery

UNIWIDE LANGUAGES TIMETABLE 2013-14

Autumn Term (23 September – 20 December 2013)

Monday

Tuesday

Wednesday

Thursday

9 – 12

EFL Proficiency (30-cr) A

EFL Mastery (30-cr) A

1 – 4

Arabic Beginners A

Chinese Beginners A

French Beginners B

German Beginners A

Italian Beginners A

Japanese Beginners A

Spanish Beginners B

4 – 7

Chinese Intermediate A

French Beginners A

French Elementary A

Spanish Beginners A

Spanish Intermediate A

Chinese Threshold A

French Threshold A

French Intermediate A

Spanish Elementary A

Spanish Threshold A

French Pre-Advanced A

German Pre-Advanced A

Italian Pre-Advanced A

Spanish Pre-Advanced A

Arabic Threshold A

Chinese Elementary A

EFL Proficiency (30-cr) B

EFL Mastery (30-cr) B

German Threshold A

Italian Threshold A

Japanese Threshold A

UNIWIDE LANGUAGES TIMETABLE 2013-14

Spring Term (13 January – 4 April 2014)

Monday

Tuesday

Wednesday

Thursday

9 – 12

EFL Pre-Proficiency (15-cr) C

EFL Mastery (15-cr) C

EFL Proficiency (30-cr) A

EFL Mastery (30-cr) A

Spanish Beginners D

1 – 4

Arabic Beginners D

Chinese Beginners D

French Beginners D

French Intermediate C

German Beginners D

Italian Beginners D

Japanese Beginners D

Spanish Beginners E

4 – 7

Arabic Beginners C

Chinese Beginners C

French Beginners C

German Beginners C

Italian Beginners C

Japanese Beginners C

Spanish Beginners C

Arabic Elementary C

French Pre-Advanced C

French Advanced C

German Elementary C

Italian Elementary C

Spanish Elementary C

Spanish Intermediate C

French Elementary C

Spanish Beginners G

Spanish Advanced C

Chinese (Mandarin Beginners) for

Cantonese Speakers C

EFL Pre-Proficiency (15-cr) D

EFL Mastery (15-cr) D

EFL Proficiency (30-cr) B

EFL Mastery (30-cr) B

French Threshold C

French Post-Intermediate C

French Post-Advanced C

German Intermediate C

German Post-Intermediate C

Italian Beginners E

Japanese Elementary C

Spanish Post-Intermediate C

German Film and Popular Culture

Course code: 445Z0007

The main topics in this unit are German film and popular culture. The films studied will be drawn

from every major period of German film-making from silent cinema right up to modern Turkish

German Cinema. Examples of popular culture will be drawn from numerous different media and

genres, including crime fiction, comedy manga, and science-fiction and horror Heftromane.

The unit is assessed by 50% Assessed Coursework and 50% Examination.

It is taught over two terms.

Unit leader: Dr. Chris Jones

Italian Culture: Myths and Realities

Topics

Content

Unit learning

outcomes

Topics will range from socio-cultural trends (education, youth

culture, family and gender dynamics) to political issues, and will be

studied in terms of their impact on contemporary Italian society.

Through an integrated approach that aims to merge language

proficiency with area studies, the unit will use authentic material,

from newspaper articles to literary texts, from films to music, to

explore issues which are of relevance to contemporary Italian

society, and at the same time to enhance the students’

competence in Italian language.

On completion of this unit, students will be expected to be able to:

1. With guidance, analyse and evaluate aspects of Italian

culture and society, and present their findings in writing;

2. With limited guidance, locate, interpret and synthesise

information from press and journal articles, written in

English and in Italian;

3. Present and defend research findings in oral form.

Assessment

1. Essay (75%): an essay of 3000 words on a negotiated topic

related to an aspect of culture and society

2. Oral presentation (25%): an oral session in which students will

present various sides of an argument linked to one of the

topics studied. The presentation will be based on a collection

of primary and/or secondary sources, and on the students’

personal assessment of them. This is followed by a Q&A

session. (25%)

The students will receive regular feedback to the formative

assessment, including through dedicated sessions in the

course of the academic year.

Language The unit is taught in Italian and in English. Formative assessment

will include work in Italian, whereas the summative assessment

requires students to produce materials in English

When it runs Term 1 and 2

Taught hours

per week

3 hours of seminars

Learning

activities

Summative assessment: 25%

Directed study: 25%

Student-centred: 50%

Bibliography L. Buono Hodgart, Capire l’Italia e l’italiano, Perugia: Guerra

Collins Zanichelli, il Ragazzini, Italian Dictionary. Collins, any

edition

Anna Proudfoot and Francesco Cardo, Modern Italian Grammar:

A Practical Guide. London: Routledge. 2012

France: Images and Identities

Brief summary

Indicative

Content

Unit learning

outcomes

This unit introduces students to key developments in 20th century France

and the contemporary period, by examining both the historical context and

cultural representations of (i) the Occupation and Vichy period; (ii)

colonialism and postcolonialism; (iii) post-war social and political

transformations culminating in May 1968; (iv) contemporary issues of

class, gender, race and identity.

In this unit, students will study a range of texts (including films, fiction,

bande dessinée) which illustrate the key historical periods.

Students will be able to:

1. Understand the key periods and issues in modern and contemporary France 2. Analyse a range of texts

3. Produce written arguments in an assessed essay and in an examination under timed conditions

Assessment Coursework essay (50%); Examination (50%)

Language The unit is taught in French and English

When it runs Term 1 and 2

Taught hours

per week

3 hours of seminars

Learning

activities

Summative assessment: 25%

Directed study: 25%

Student-centred: 50%

Bibliography Atack, M. (1987) Literature and the French Resistance Manchester:MUP

Atack, M. (1999) May 68 in French Fiction and Film Oxford: OUP

Austin, G .(2008) French Contemporary Cinema Manchester: MUP

Cook, M. (ed) (1993) French Culture since 1945 London: Longman

Duchen, C. (1986) Feminism in France London: Routledge

Droz, B. (2005) La fin des colonies françaises Paris: Gallimard

Forbes, J. et al (2004) Contemporary France London: Longman

Gildea, R. (1996) France since 1945 Oxford: OUP

Horne, A (2006)A Savage War of Peace, Algeria 1954-1962 New

York:NYRB, 2006

Kelly. M. (2002)French Culture and Society London: Arnold

Moi, T (1990) French Feminist Thought Oxford: Blackwell

Powrie P. and Reader, K. (2002) French Cinema: A Students’ Guide

London: Arnold

Robinson, L. (1978) Sex, Class and Culture Indiana:UP

Further Reading/ Resources

Atack, M. (1987) Literature and the French Resistance Manchester:MUP

Atack, M. (1999) May 68 in French Fiction and Film Oxford: OUP

Austin, G .(2008) French Contemporary Cinema Manchester: MUP

Cook, M. (ed) (1993) French Culture since 1945 London: Longman

Duchen, C. (1986) Feminism in France London: Routledge

Droz, B. (2005) La fin des colonies françaises Paris: Gallimard

Forbes, J. et al (2004) Contemporary France London: Longman

Gildea, R. (1996) France since 1945 Oxford: OUP

Horne, A (2006)A Savage War of Peace, Algeria 1954-1962 New

York:NYRB, 2006

Kelly. M. (2002)French Culture and Society London: Arnold

Moi, T (1990) French Feminist Thought Oxford: Blackwell

Powrie P. and Reader, K. (2002) French Cinema: A Students’ Guide

London: Arnold

Robinson, L. (1978) Sex, Class and Culture Indiana:UP

Power and Culture in the Hispanic World

Brief Summary

The unit will explore how cultural realities are forged amidst contradictory power relations in the Hispanic world, and how these emerge and are negotiated at the intersections of race, class, gender and sexuality. From a transnational and transatlantic perspective, it will analyse how cultural texts, both visual and written, constitute the arena where social realities and inequalities are questioned and contested.

Indicative Content

The unit will introduce and analyse different concepts and theories that will facilitate the understanding of Latin American and Spanish cultures, and will focus on the transatlantic dialogues established between the two. In so doing, this course will examine the very nature of the (power) relations between Latin American and its diasporic communities, and Spain, from postcolonial and decolonial perspectives. All these issues will be tackled through the prism of film, literature and art in order to appreciate the cultural diversity and complex power dynamics at stake in the 21st Century.

Learning outcomes

1. Develop a broader and critical view of Latin American and Spanish cultures in the 21st Century using cultural texts of different nature.

2. Research and present a negotiated topic in the area of Hispanic cultures in written form.

3. Analyse and produce structured written arguments examining aspects of Hispanic cultures under timed conditions.

Assessment

Produce a written essay and an exam by the end of the course.

Essay: (50%)(Learning Outcomes 1 and 2)

Exam: (50%) (Learning Outcomes 1 and 3)

Learning Activities

Summative assessment : 25%

Directed Study: 25%

Student-centred : 50%

Books recommended for purchase by students :

Anaya, Rudolfo. Bless Me, Ultima. NY: Warner Books, 1994. Castillo, Ana. The Mixquiahuala Letters. New York: Anchor Books, 1992.

Essential Reading/

Resources :

Alonso, Santos, La novela española en el fin de siglo 1975-2001 (Madrid: Mare Nostrum, 2003) Hurtado, Aída. The Color of Privilege. Ann Arbor: U of Michigan P, 2004.

Further Reading/

Resources :

Connell, R . 2000The Men and the Boys. St. Leonards (New South Wales):

Allen & Unwin.

Elena, A. & M. Díaz Lόpez. 2003. The Cinema of Latin America. London:

Wallflower Press.

García, Alma. Ed. 1997. Chicana Feminist Thought: The Basic Historical

Writings. New York-London: Routledge, 1997.

Hart, S. 2004. A Companion to Latin American Film. Ipswich: Boydell and

Brewer.

Roth, Benita. 2003. Separate Roads to Feminism: Black, Chicana, and

White Feminist Movements in America's Second Wave. Cambridge UP.

Shaw, D. 2003. Contemporary Cinema of Latin America: 10 Key

Films (New York and London: Continuum.

Shaw, D. (ed.). 2007. Contemporary Latin American Cinema. Breaking into

the Global Market. Lanham: Rowman & Littlefield.

Swanson, P. (ed.). 2003. The Companion to Latin Americna Studies.

London:Arnold.

Films:

Fresa y chocolate (Strawberry and Chocolate) Tomás Gutiérrez Alea

(1993)

Los diarios de motocicleta (The Motorcycle Diaries) Walter Salles (2004)

El secreto de sus ojos (The Secret in Their Eyes) Juan José Campanella

La historia oficial (The Official Version) Luis Puenzo (1984)

Unit title Intercultural Communication: 15 (Term 1) and 30 credits (Terms 1 and 2)

Aims: This unit introduces key concepts in communication and meaning negotiation in intercultural interaction and equips students with tools for carrying out empirical research and presenting research findings.

Learning

outcomes:

On successful completion of this unit, students will be able to: 1. Describe and critically analyse specific communicative patterns

that are emergent during interaction in cross-cultural settings and predict potential obstacles and problems that may arise from different cultural interactions

2. Identify, explain and analyse how such differences are reflected

and articulated in both verbal and nonverbal communication in and across different cultures

3. Make connections between theories of intercultural

communication and personal intercultural experiences and analyse them critically

4. Produce a written piece of work which problematises, and applies

analytical tools developed to, an intercultural communication issue.

Assessment: 1. Empirical 3,000 word research project on an intercultural

communication topic (15 and 30 credits units) 2. 2-hour written examination; candidates must answer two

questions out of six (30 credits unit)

Topics may

cover:

Culture and communication; identity; nationality; stereotypes; interpersonal relations across cultures; politeness and face; power, distance and social structures; conflict and culture; culture and world view; culture and translation; ethics, processes and issues in intercultural communication research.

Bibliography Kiesling, S. & Paulston, C.B. (eds.) (2005). Intercultural discourse and communication. Oxford: Blackwell. Samovar, L., Porter, R. McDaniel, E. (2012). Intercultural communication: A reader. (12th Edition). Boston: Wadsworth. Scollon, R. & Wong Scollon, S. (1995). Intercultural communication: A discourse approach. Basingstoke: Palgrave Macmillan.

TESOL-Linguistics 2: Language Acquisition

Course code: 445Z0012

The main topics in this unit are: first and second language acquisition and learning amongst

children and adults; learning strategies and styles; development of grammatical, lexical and

pragmatic knowledge. The unit focuses on increasing your understanding of your own

development as a language learner.

The unit is assessed by an assignment (50%) and an exam (50%).

It is taught over two terms.

Unit leader: Dr Huw Bell

Literary linguistics

Course code: TBC

This unit focuses on the stylistic (linguistic) analysis of narrative and dramatic ‘texts’. More

specifically, it explores the textual or linguistic choices that authors make and the effects that

such choices trigger in terms of understanding and interpretation on the part of the reader or

viewer.

The lecture-seminars concentrate on outlining specific analytical tools and providing an

opportunity for you to consolidate your understanding by practicing applying the tools

introduced to, both, texts provided in the sessions, and crucially also to those of your own

choice. Topics covered typically include the relationship between ‘writer’ and ‘reader’, ‘text’ and

‘performance’, characterisation, language use in interactional structure, meaning in dialogue, the

linguistic construction of fictional ‘text worlds’ and drama on stage and screen. Further the unit

introduces you to current research in cognitive linguistics as a means of explaining the active

role that readers play in the interpretation and appreciation of narrative prose and dramatic texts.

It is assessed by CW essays

It is taught over two terms.

Unit leader: Dr Derek Bousfield

TESOL II : Methods, Approaches and Techniques

Brief Summary

Indicative Content

Unit learning

outcomes

Practical TESOL teacher preparation unit involving teaching the

language skills and systems, materials design and language

awareness.

TESOL teacher preparation unit focuses on (in order of priority): how to

teach the four language skills and the three language systems; methods

and techniques in language teaching; language awareness; how to

evaluate and create paper-and computer-based materials; an overview

of the main approaches; lesson planning and technology in language

teaching.

On successful completion of this course, students will be able to:

1. Demonstrate a critical understanding of the theories behind the various different methodologies, approaches and techniques in TESOL 2. Show critical awareness of the features of good materials design 3. Demonstrate knowledge of the English language systems.

Assessment

A two-hour exam (ULO 1)

Portfolio comprising: A = an in-class test (students take two and choose which one to submit)

(ULO3)

and

B =one from i) materials using technology /paper-based materials +

write up (500 words) OR ii) Review of a coursebook (1,000 words)

(ULO2)

Language Some knowledge/experience of TESOL is preferred but not essential

When it runs Term 1 and 2

Taught hours

per week

3 hours of seminars

Learning

activities

Summative assessment: 25%

Directed study: 50%

Student-centred: 25%

Bibliography Books recommended for purchase by students:

Thornbury, S. & P. Watkins 2007. The CELTA Course Cambridge:

CUP

Essential Reading/Resources

Harmer, J 2004 How to Teach Writing Longman; Harlow

Harmer, J. 2011 The Practice of English Language Teaching. Longman;

Harlow

Kelly, G. 2000, How to Teach Pronunciation Longman; Harlow

Larsen-Freeman D, 2000, Techniques and Practice in Language

Teaching, OUP; Oxford

Lewis, M. (Eds) 2000 Teaching Collocation - Further Developments in

the Lexical Approach Thomson Heinle Language Teaching Publications

ELT; Hove

Littlewood, W. 1981 Communicative Language Teaching. Cambridge:

CUP.

Thornbury, S. 1999 How to Teach Grammar Longman; Harlow

Thornbury, S. 2005 How to Teach Speaking Longman; Harlow

Willis, D and Willis, J 2007 Doing Task-Based Teaching OUP: Oxford

Further Reading/Resources

Cairn, R, Jan 2000, Total Physical Response, English Teaching

Professional

Brown, J.M. & Palmer A.S, 1988, The Listening Approach, Harlow:

Longman

Howatt A, 1984, A History of English Language Teaching, Oxford: OUP

Krashen, S and Terrell, T, 1995, The Natural Approach, New York:

Prentice Hall

Lewis, M, 1996, The Lexical Approach, Hove: LTP

Littlewood, W, 1984, Foreign and Second Language Learning,

Cambridge: CUP

McArthur, T.A, 1983, A Foundation Course for Language Teachers,

Cambridge: CUP

Prabhu, 1987, Second Language Pedagogy, Oxford: OUP

Richards, J and Rogers T, 1986, Approaches and Methods in Language

Teaching, Cambridge: CUP

Saffire Revell, J, and Norman, S, 1997, Powerful Language, English

Teaching Professional

Thornbury, S. 2002 How to Teach Vocabulary Harlow; Longman

Willis, J, and Willis, D, 1996, ed Challenge and Change in Language

Teaching Oxford: Heinemann,

Willis, J, 1996, Framework for Task Based Learning, Harlow: Longman

Wilkins, D, 1976, Notional Syllabuses, Oxford: OUP

UNIT TITLE TEFL III: Issues in Teaching English as a Foreign Language

BRIEF SUMMARY An examination of some of the more contentious issues in Teaching

English as a Foreign Language. These may include debates from

fields as diverse as criticisms of TEFL methodology from cultural

perspectives, EFL as a cultural export, use of language corpora, and

second language acquisition.

UNIT CODE NUMBER 44603016

HOME PROGRAMME BA (Hons) Language Programme

HOME DEPARTMENT Languages

SUBJECT AREA Languages and related studies

UNIT LEADER(S) Dr Huw Bell

CREDIT VALUE 20 CREDITS AT LEVEL: 3

AMOUNT OF

STUDENT EFFORT

(HOURS)

200 LEARNING

OPPORTUNITIES

(HOURS)

Lectures / seminars

35

Private study (inc

assessment) 165

UNIT STATUS Core mandatory for TEFL route; core option for other routes

PRE-REQUISITES Some TEFL experience is required

CO-REQUISITES None

UNIT LEARNING

OUTCOMES

On successful completion of the unit, students will demonstrate:

1. An understanding of some of the most important areas of dispute in applied linguistics as they relate to Teaching English as a Foreign Language, and how they are related;

2. The ability to write a detailed critical assessment of one of the important issues in Teaching English as a Foreign Language.

CURRICULUM

OUTLINE

Syllabus content may include the following topics:

Criticisms of Communicative Language Teaching

The rôle of the native speaker

Linguistic imperialism

Corpus linguistics in English Language Teaching (ELT)

Critical approaches to second language acquisition

Sociological and ecological approaches to ELT

Critical applied linguistics

TEACHING AND

LEARNING

STRATEGIES

Teaching and learning will be based upon a series of lectures

supported by seminars in which student participation is actively

encouraged.

A range of printed, audio, visual and electronic resources will be

exploited as available.

Independent study using reading lists and appropriate technology will

be encouraged.

ASSESSMENT

STRATEGIES

1. 2 x 1-hr examination questions (50% of the unit marks, testing learning outcome 1)

2. 1 x 3,000-word coursework essay (50% of the unit marks, testing learning outcome 2)

ASSESSMENT

CRITERIA FOR

UNIT/ELEMENTS OF

ASSESSMENT

The assessment criteria for examinations and essays are set out in the

Department of Languages Assessment Criteria booklet, distributed to

all students.

INDICATIVE STUDENT

LEARNING

RESOURCES

Canagarajah, S. 1999. Resisting Linguistic Imperialism in English

Teaching. Oxford: Oxford University Press.

Cook, G. and B. Seidlhofer (eds). 1995. Principle and Practice in

Applied Lingustics. Oxford: Oxford University Press.

Odlin, T. (ed) 1994. Perspectives on pedagogical Grammar.

Cambridge: Cambridge University Press.

Pennycook, A. 1994. The Cultural Politics of English as an

International Language. London: Longman.

Pennycook, A. 2001. Critical Applied Linguistics: a critical introduction.

London: Lawrence Erlbaum Associates.

Phillipson, R. 1992. Linguistic Imperialism. Oxford: Oxford University

Press.

Seidlhofer, B. (ed) 2003. Controversies in Applied Linguistics. Oxford:

Oxford University Press.

Wide use will also be made of articles in a variety of journals including

Applied Linguistics, TESOL Quarterly, English Language Teaching

Journal and Modern Language Journal.

ANY ADDITIONAL

NOTES AND

COMMENTS

Employability and PDP

In this unit, students will have the opportunity to acquire or develop the

following transferable skills: note taking, analytical reading, critical

assessment, time management, written communication, cultural

awareness, ICT skills.

DATE OF APPROVAL

TESOL-Linguistics 3: Language Variation

Course code: 446Z0012

The main topics in this unit are the way in which language varies within communities of speakers,

and the way in which language changes over time. This awareness is then analysed in relation to

both first and second language contexts.

The unit is assessed by written exam (50%) and research project (50%).

It is taught over two terms.

Unit leader: Dr Rob Drummond

Linguistics 3: Language and Its Structure III

Course code: TBC

The main focus of this unit is an evaluation of the work of key contemporary syntacticians

and sociolinguists. Students will be introduced to the concept of Universal Grammar (UG)

highlighting its principles and parameters, followed by an introduction to alternative views

through sociolinguistic studies, emphasizing prescriptivism (syntax) vs descriptivism

(sociolinguistics). Comparisons between approaches will be encouraged to uphold or

challenge settings established by Universal Grammar

The unit is assessed by an exam (75%) and a presentation (25%)

It is taught over two terms.

Unit leader: Dr Cemi Belkacemi