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Dissertation Pathway 2: CELTA plus Critical Reflection Skills

  • Module code: LG7006
  • Year: 2018/9
  • Level: 7
  • Credits: 60
  • Pre-requisites: Equivalent of the Postgraduate Diploma
  • Co-requisites: None

Summary

The Dissertation (Pathway 2) enables students to gain a professional qualification (CELTA: Cambridge Certificate in Teaching English to Speakers of Other Languages), to reflect on their own learning, and to integrate the subject areas studied in the MA in Applied Linguistics for Language Teaching. The CELTA qualification is internationally recognised and provides students with practical teaching skills for teaching adults, which makes it easier for them to obtain a teaching job. The Dissertation (Pathway 2) module allows students to explore some of the key concepts and techniques used in critical reflection on language learning and teaching, and enables them to practise a range of critical reflections on their experiences as teachers and learners. The module also familiarises students with the methods for combining theory and practice in reflective writing. Students are encouraged to reflect on their roles as teachers and learners, and the teaching and learning context;  to reflect on their knowledge, understanding and ability to teach language and the language skills of reading, writing , listening and speaking through collated and/or created materials; to reflect on their ability to plan for and use resources for different teaching and learning contexts; to reflect on theories, concepts, approaches and methodologies in language teaching and learning and their application to practical teaching situations; and to reflect on  the progress they have made in developing teaching skills and professionalism.

Aims

  • To explore key concepts, techniques and structures used in critical reflection on language learning and teaching;
  • To enable students to critically reflect on their experiences as teachers and learners, and the teaching and learning context; to reflect on their knowledge, understanding and ability to teach language and language skills through collated and/or created materials; to reflect on their ability to plan for and use teaching and learning; and to reflect on the application of theories, concepts, approaches and methodologies to language teaching and learning.
  • To familiarise students with the methods for combining theory and practice in reflective writing;
  • To enhance the employability of students by enabling those students who have opted for Pathway 2 to reflect on the progress they have made in developing practical teaching skills and professionalism via the CELTA training programme.

Learning outcomes

  • Demonstrate understanding of some of the key concepts and techniques used in critical reflection on language learning and teaching;
  • Demonstrate the use of critical reflection on their experiences as teachers and learners, and the teaching and learning context;  to reflect on their knowledge, understanding and ability to teach language and language skills through collated and/or created materials; to reflect on their ability to plan for and use teaching and learning; to reflect on the application of theories, concepts, approaches and methodologies to language teaching and learning; and to reflect on  the progress they have made in developing teaching skills and professionalism;
  • Demonstrate use of methods for combining theory and practice in reflective writing;
  • Demonstrate enhanced employability potential through reflection on the progress made in developing practical teaching skills and professionalism.

Curriculum content

  • The language of critical pedagogy
  • How to reflect critically
  • Transforming experience
  • Theory, Theorizing and Reflection
  • A conceptual framework for reflection
  • Critical attributes of a reflective teacher
  • Techniques for reflecting on theory and practice

Teaching and learning strategy

Teaching will take the form of lectures, interactive seminars and project supervision/tutorials. Project supervision/tutorials may be face-to-face or remote. In addition, students will participate in class presentations of work in progress and in discussions on Study Space with peers and supervisors in order to share experience and develop their understanding. Formative feedback will be provided throughout the module to enable students to prepare their work, and conduct and report on their research, and students will be encouraged to reflect upon issues as they plan and execute the phases of their research project, and as they undertake the CELTA training course.

Breakdown of Teaching and Learning Hours

Definitive UNISTATS Category Indicative Description Hours
Scheduled learning and teaching Lectures, interactive seminars. Project supervision/tutorials 10 10
Scheduled learning and teaching Study Space discussion board Class presentations Formative learning tasks Research enquiry 500
Study abroad / placement Training programme: CELTA 80
Total (number of credits x 10) 600

Assessment strategy

The module is assessed formatively and summatively. Formative development tasks are provided after each session of lecture/interactive seminar, and are also provided by project supervisors throughout the dissertation process and the CELTA training period, according to students' individual needs. Formative tasks could be a reflective journal and drafts of critical reflection. In addition, students are required to present their work in progress at class presentations held in the second half of teaching block 2 and organised throughout the summer period. Summative assessment is through coursework (100%) typically consisting of a critical reflection proposal (formative) to be submitted at the end of teaching block 2 and a 12000 to 15000-word critical reflection (summative), to be submitted at the end of September (September cohort) or January (January cohort). The critical reflection proposal is 500 – 1000 words and requires demonstration of planning and investigation of literature.

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
Demonstrate understanding of some of the key concepts and techniques used in critical reflection on language learning and teaching; Formative assessment (e.g. reflective journal) and peer and tutor feedback on presentation; research proposal, summative assessment of dissertation.
Demonstrate the use of critical reflection on their experiences as teachers and learners, and the teaching and learning context; to reflect on their knowledge, understanding and ability to teach language and language skills through collated and/or created materials; to reflect on their ability to plan for and use teaching and learning; to reflect on the application of theories, concepts, approaches and methodologies to language teaching and learning; and to reflect on the progress they have made in developing teaching skills and professionalism; Formative assessment (e.g. reflective journal, and drafts of critical reflection) and summative assessment of dissertation.
Demonstrate use of methods for combining theory and practice in reflective writing; Formative assessment (e.g. reflective journal, and drafts of critical reflection) and summative assessment of dissertation.
Demonstrate enhanced employability potential through reflection on the progress made in developing practical teaching skills and professionalism. Formative assessment (e.g. reflective journal, and drafts of critical reflection) and summative assessment of dissertation.

Elements of Assessment

Description of Assessment Definitive UNISTATS Categories Percentage
Coursework Critical reflection report 100
Total (to equal 100%) 100%

Achieving a pass

It IS a requirement that the major category of assessment is passed in order to achieve an overall pass for the module.

Bibliography core texts

Dörnyei, Z. (2007) Research Methods in Applied Linguistics. Oxford: Oxford University Press.

Heigham, J. & Croker, R.A. (eds) (2009). Qualitative research in applied linguistics: A practical introduction. Basingstoke: Palgrave Macmillan.

Moon, J. (2013a) Reflection in Learning and Professional Development: theory and practice, Hoboken: Taylor and Francis

Bibliography recommended reading

Farrell, T. S. C. (2013) Reflective Writing for Language Teachers, Sheffield: Equinox

Farrell, T. S. C. (2007) Reflective language teaching: from research to practice, London: Continuum

Litosseliti, L. (2010) Research Methods in Linguistics. London: Continuum

Miles, M.B., Huberman, A.M. & Saldana, J. (2014) Qualitative data analysis : A methods sourcebook. Thousand Oaks, Calif.: Sage Publications

Moon, J. (2013b) A Handbook of Reflective and Experiential Learning, Theory and Practice, Hoboken: Taylor and Francis

Moon, J. A. (2006) Learning journals: a handbook for reflective practice and professional development, London: Routledge

Richards, K. (2003) Qualitative Inquiry in TESOL. New York: Basingstoke Palgrave Macmillan.

Silverman, D. (2013) Doing qualitative research. 4th Ed. London: SAGE

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