| CODE | ALE2105 | |||||||||
| TITLE | English Language Teaching Methodology 2 | |||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | |||||||||
| MQF LEVEL | 5 | |||||||||
| ECTS CREDITS | 4 | |||||||||
| DEPARTMENT | Languages and Humanities Education | |||||||||
| DESCRIPTION | Part I English Language Awareness The first part of this study-unit seeks to provide intending teachers with the linguistic knowledge and analytic skills they require to operate professionally as teachers of English in Maltese secondary schools. It seems axiomatic that for any teacher of a language, a sound knowledge of their subject matter should be a prerequisite, available at a moment’s notice, according to the needs and levels of their individual learners. The programme provides an introduction to the linguistic systems that constitute language and focus mainly on grammar awareness, with an emphasis on analytic skills. It is intended that trainees become better able to deal with grammar from a pedagogical perspective. The study-unit also familiarizes student teachers with categories and terminology which they are likely to require during their professional career, when using course books and grammars. Tasks are designed so as to extend beyond the “rules” being laid bare, so that student-teachers can consider the pedagogical implications and classroom application of these rules and systems. Course participants are exposed to different approaches to teaching grammar, and invited to evaluate them. This unit seeks to enable student-teachers to attain an explicit knowledge of the language through guided research into a core underlying system, in order to teach effectively, to anticipate and respond to learning problems, to interpret coursebook materials and adapt these, and to deal satisfactorily with errors. Set Text Thornbury, S. 1997 About Language CUP Students are expected to bring a copy of this text to their lectures. Recommended Text Books Thornbury S., 1999, How to teach Grammar CUP Parrott M., 2000, Grammar for English Language Teachers Longman Swan M., 1995, Practical English Usage CUP Cook G., 1989, Discourse OUP Ellis G., Sinclair B., 1989, Learning to Learn English CUP McCarthy M., 1991, Discourse Analysis for Language Teachers CUP Van Lier L., 1995, Introducing Language Awareness, Penguin Willis J., 1982, Teaching English Through English, Longman. Description for the Second Part of the Study-Unit: The second part of this study-unit enables participants to become more conversant with the difficulties encountered at secondary school level as a result of literacy failure. The early development of reading and spelling skills is examined and possible reasons for failure are discussed. The nature and indications of specific learning difficulties are illustrated through case studies of secondary school pupils. A range of techniques, for the further development of reading and spelling which enhance the learning opportunities of all students are discussed. An overview of a number of spelling/reading programmes is carried out. Participants are guided to draw up a literacy profile of a secondary school age student. This should lead to the formulation of appropriate pedagogical techniques to meet the literacy needs of students. Set text: Mifsud, C.L., Grech, R., Hutchison, D., Morrison, J., Rudd, P. & Hanson, J., (2004) Literacy for School Improvement – Value Added for Malta. Agenda Publishers, Malta. Recommended reading for the Second Part of the Study-Unit: Cogan, J., & Flecker, M. (2004). Dyslexia in Secondary School. A Practical Guide for Teachers, Parents and Students. London: Whurr. Griffiths, M. (2002). Study Skills and Dyslexia in the Secondary School. A practical approach. London: David Fulton Publishers. Peers, L. & Reid, G. (Eds). (2001). Dyslexia - Successful Inclusion in Secondary School. London : David Fulton. Snowling, M.J. (2000). Dyslexia. 2nd edition. Oxford : Blackwell. Thomson, E. (Ed). (2004). Dyslexia. Perspectives for Classroom Practioners. London: Special Educational Needs Division. DESTurner, E. (2001). Dyslexia and English (Chap. 8, pp. 64 - 71). In L.Peers and G.Reid (Eds), Dyslexia - Successful Inclusion in Secondary School. London : David Fulton. |
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| ADDITIONAL NOTES | Prerequisite: Offered to B. Ed. English students ONLY | |||||||||
| STUDY-UNIT TYPE | Lecture and Seminar | |||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Charles L. Mifsud (Co-ord.) Maria Mifsud |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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