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.
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.
| 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 | |
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.
| 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. |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| Coursework | Critical reflection report | 100 |
| Total (to equal 100%) | 100% | |
It IS a requirement that the major category of assessment is passed in order to achieve an overall pass for the module.
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