| CODE | ALE3105 | ||||||||||||||||
| TITLE | English Language Teaching Methodology 4 | ||||||||||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||||||||||
| MQF LEVEL | 6 | ||||||||||||||||
| ECTS CREDITS | 4 | ||||||||||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||||||||||
| DESCRIPTION | Description for the First Part of the Study-Unit: The first part of this study-unit considers multimodal literacy and digital media. It explores how educational technology can be used to best effect in the Teaching of English. Technology has extended the boundaries of the classroom with regard to both time and space. The creation of virtual worlds and on-line communities together with tools such as email, videoconferencing and Social Networks provide language learners with unique and exciting opportunities to communicate and interact with each other and with their teachers for authentic communication. This study-unit provides students with ideas and opportunities for using Technology in English teaching and learning. Reference is made to the many educational technology resources from which students can obtain further information and they will be guided on how best to link pedagogy and technology. Online discussions and hands-on experience focus on how new technologies can be best harnessed to support and enhance the teaching and learning of English, specifically the four language skills, intercultural awareness and on their impact on students’ motivation. Practical sessions in the computer laboratory will include the construction of a website for the English classroom and how a range of Web2.0 applications like blogging, wikis and podcasts can be implemented in ELT. Description for the Second Part of the Study-Unit: The second part of this study-unit seeks to familiarize students with essential issues in language testing and assessment. This covers both classroom-based assessment and school-based assessment. The first includes formative assessment carried out on a daily basis by the teacher and informal class tests also conducted by the teacher. The value of timely and meaningful assessment, which feeds back into the learning process is stressed; also important is the achievement of a seamless relationship between learning and assessing. For school-based assessment, that generally takes the form of formal tests, the focus is on issues such as knowledge about basic test-writing, reporting and recording results in a meaningful way to all stakeholders. Central to all assessment practices are concerns regarding reliability and validity and these too are addressed in this study-unit. Alternative forms of assessment are considered for their usefulness in a bid to diversify our assessment practices to better suit the different types of students. Students are encouraged to view assessment with a different mindset: from a power-wielding tool to a valuable process of monitoring student progress and teacher effectiveness. Recommended texts for the first part of the study-unit: - Granić, A, Mifsud, C.L.,. & Ćukušić, M., (2009) Design, implementation and validation of a Europe-wide pedagogical framework for e-Learning in Computers and Education, Elsevier, US. - Young, Carl. A. & Kajder, Sara, (2013) (eds) Research on Technology in English Education, Information Age Publishing, USA. More references will be provided throughout the study-unit. Lecturers’ Handouts, Notes and Articles. Recommended Text Books and Websites for the Second Part of the Study-Unit: - Coombe Christine, Keith Folse, and Nancy Hubley (2007) A Practical Guide to Assessing English Language Learners, (Michigan Teacher Training). - Tsagari Dina and Ildiko Csepes (Editors) (2011) Classroom-Based Language Assessment, Peter Lang International Academic Publishers. - Brown Douglas and Priyanvada Abeywickrama (2010) Language Assessment: Principles and Classroom Practices (2nd Edition) Pearson Education. - Dodge Judith, 25 Quick Formative Assessments for a Differentiated Classroom: Easy, Low-Prep Assessments That Help You Pinpoint students’ needs and reach all learners (2009) Scholastic Teaching Resources. - Buttner Amy (2007) Activities, Games, and Assessment Strategies for the Foreign Language Classroom Routledge. - Baxter, Andy (1999) Evaluating your Students, Handbooks for Teachers, Richmond Publishers. - Genesee, F. and John A. Upshur, (1996), Classroom-based evaluation in Second Language Education, Cambridge Language Education Series. - Gipps, C. (1998), Beyond Testing, Falmer Press. - Harris, M. and P McCann, (1994) Assessment Heinemann. - Heaton, J.B., (1988) Writing English Language Tests, Longman. - McNamara, T., (2000) Language Testing, OUP. - Mifsud, C. and G. Mallia (Eds) (1999) Ways and Measures. - Weir, C. J. (1990) Communicative Language Testing, Prentice Hall International. - Weir, C.J. (1993) Understanding and Developing Language Tests, Prentice Hall. Prescribed Text: - http://www.assessment-reform-group.org.uk/AssessInsides.pdf- Assessment for Learning. - http://www.assessment-reform-group.org.uk/CIE3.pdf - Assessment for Learning, 10 Principles. - http://www.literacytrust.org.uk/Database/assessment.html (a variety of information on Assessment for Learning or Formative Assessment). - http://ericae.net/books/nea/teachers.pdfWhat teachers need to know about assessment. - http://www.fairtest.org/princind.htm- Principles and Indicators for Student Assessment Systems. - http://ss.uno.edu/SS/TeachDevel/Asses/AssemTech.html Classroom Assessment Techniques. - http://ericae.net/pare/getvn.asp?v=2&n=6 – Authentic Reading Assessment. - http://ericae.net/pare/getvn.asp?v=2&n=2 – The Case for Authentic Assessment. - http://www.ericfacility.net/ericdigests/ed395500.html - Practical Ideas on Alternative Assessment for ESL Students. |
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| ADDITIONAL NOTES | This study-unit is offered to B. Ed. English students only. | ||||||||||||||||
| STUDY-UNIT TYPE | Lecture, Seminar and Workshop | ||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Maria Mifsud Doreen Spiteri |
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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 2023/4. It may be subject to change in subsequent years. |
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