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