This core module describes the nature of language and, in particular, explores how the systems of grammar, lexis, phonology and discourse underlie language. Language systems form the basis on which students then go on to explore the selection, creation and sequencing of language learning materials. Students will be given the opportunity to write their own materials and so understand the processes, production and adaptation of materials to language learning contexts. Examples from languages other than English may be used in order to show how the basic principles of linguistic analysis can be applied to different languages. Overall this module develops the metalinguistic ability needed by a language teacher, and will allow students to apply this ability to a language classroom. This module also provides an overarching perspective on how materials relate to language learning, syllabus design, teaching approaches and research. A unique feature of this module is that it is coupled with micro teaching and class observations. Therefore this module serves as a foundation on which students can research and plan their language teaching and put materials into practice in a classroom context.
On successful completion of the module, students will be able to:
Teaching will take the form of interactive lectures, micro-teaching sessions and tutorials. Students will have the opportunity to put into practice their language awareness and their materials design through micro-teaching sessions throughout the second part of the module. Tutorials will be embedded into the course to support students' learning.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Interactive lectures, micro-teaching Tutorials | 33 12 |
| Guided independent study | Observation of language classes Directed reading, study, and assignment preparation | 10 245 |
| Total (number of credits x 10) | 300 | |
The module is assessed formatively and summatively. Formative development tasks are provided for each session of lecture/interactive seminar/workshop/micro-teaching, and are also provided to individual students in tutorials, according to the student's own needs. Formative tasks could be multiple choice questions with feedback, micro-teaching and an appendix of language learning materials. Summative assessment is through coursework (100%) typically consisting of language analysis tasks (30%); critical reflection on lesson observations (1,000 words: 10%); essay / project on materials rationale (3,000 words: 60%)
| Learning Outcome | Assessment Strategy |
|---|---|
| 1) Describe language, and its relationship to learning and teaching, and apply language analysis tools to spoken or written texts/materials; | Formative: multiple-choice questions; summative: language analysis tasks, lesson observation reflection and essay / project. |
| 2) Critically analyse language teaching materials informed by insights from linguistic theory; | Formative: appendix of materials, lesson observation reflection; summative: essay / project. |
| 3) Design language learning materials for a specific context; | Formative: appendix of materials; summative: essay / project. |
| 4) Demonstrate how language learning materials operate in the wider context of language learning, syllabus design, teaching approaches and research | Formative appendix of materials; summative: lesson observation reflection and essay / project. |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| Coursework | Language Analysis Tasks | 30 |
| Coursework | Critical reflection on lessons Critical reflection on lesson observations | 10 |
| Coursework | 4000 to 5000 word essay | 60 |
| 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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Tomlinson, B. (2012) Applied Linguistics and materials development. London: Bloomsbury Academic