Study-Unit Description

Study-Unit Description



LEVEL 05 - Postgraduate Modular Diploma or Degree Course


DEPARTMENT Centre for English Language Proficiency

DESCRIPTION This study-unit explores four main strands in TESOL and provides students with an opportunity of conducting fieldwork in relation to them. Students will examine the key theoretical principles underpinning (i) course design and delivery, (ii) TESOL management, (iii) professional development, and (iv) language learning. By means of the practicum carried out in actual TESOL contexts, students will then be able to put these principles into practice. This study-unit provides students with an opportunity of applying their knowledge of the four strands to contexts involving real learners of English, Directors of Studies in language schools, teacher educators, and trainees attending professional development events.

Study-unit Aims:

- To provide students with an understanding of the key issues related to course design and delivery, TESOL management, professional development, and language learning;
- To foster students’ understanding of how these four key strands are intertwined;
- To offer students the opportunity in a practical context to apply some of the theoretical principles that underpin the four key strands;
- To enable students to gather data related to the four strands by means of fieldwork; and
- To equip students with the necessary skills to both evaluate and critique the practices observed in TESOL contexts.

Learning Outcomes:

1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:

- identify key theories and approaches in relation to course design and delivery, TESOL management, professional development, and language learning;
- identify the research methods that need to be adopted when conducting fieldwork in relation to the four strands;
- develop an awareness of the principles governing fieldwork in TESOL contexts;
- distinguish between the different roles involved: (1) academic and practitioner designing the course material; (2) management of teachers and liaising with the different parties (schools owners, agents, etc.); (3) trainer and trainee; (4) language learner.

2. Skills:
By the end of the study-unit the student will be able to:

- analyse and critique some of the theories related to the four strands;
- compare and contrast different approaches;
- evaluate the methods and results of published TESOL fieldwork studies;
- collect and analyse data by means of fieldwork;
- apply key theoretical principles to TESOL contexts by means of fieldwork;
- write critically and engagingly about theory and the TESOL contexts in which the fieldwork is carried out;
- write reflectively and critically about their fieldwork in a TESOL context.

Main Text/s and any supplementary readings:

- Christison, M., & Murray, D.E. (2009). Leadership in English language education: Theoretical foundations and practical skills for changing times. Abingdon: Routledge.
- Delamont, S. (2002). Fieldwork in educational settings: Methods, pitfalls and perspectives (2nd ed.). Abingdon: Routledge.
- Lightbown, P., & Spada, N. (2013). How languages are learned (4th ed.). Oxford: Oxford University Press.
- Nation, I.S.P., & Macalister, J. (2010). Language curriculum design. Abingdon: Routledge.
- Richards, J.C., & Farrell, T.S.C. (2005). Professional development for language teachers. Cambridge: Cambridge University Press.

Note: Students will be given a comprehensive study pack at the start of the study-unit.

STUDY-UNIT TYPE Lecture, Practical and Seminar

Assessment Component/s Assessment Due Resit Availability Weighting
Presentation (15 Minutes) SEM2 No 20%
Report SEM2 Yes 30%
Placement SEM2 Yes 50%

LECTURER/S Larissa Jonk
Odette Vassallo
Daniel Xerri

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 2020/1. It may be subject to change in subsequent years.