refless project - ma linguistics programme information

MA Applied Linguistics for Language Teaching

MA English Language Teaching

MA Applied Linguistics Research Methodology

IPhD Applied Linguistics/ English Language Teaching

1

1. General overview of the programmes

The four postgraduate programmes described in this Handbook are inter-connected. The MA in Applied Linguistics for Language Teaching (MAALLT) and MA English Language Teaching (MAELT) programmes have two major aims: to provide a general postgraduate education in applied linguistics/ language teaching which is both rigorous and broadly based; and to provide continuing development for language professionals, enhancing your professional knowledge and skills and enlarging your employment opportunities in language-related fields. The MA Applied Linguistics Research Methodology (MAALRM) offers research training in applied linguistics, sociolinguistics and language acquisition. The Integrated PhD in Applied Linguistics/ English Language Teaching (IPhD) offers an integrated programme of research training plus a research thesis.

The MAALLT programme has been running successfully since 1992. ‘Applied Linguistics’ can be defined as the empirical and theoretical study of real-world problems in which language is a central issue. It is often associated with the teaching of foreign languages and especially English as a Foreign Language, and we have welcomed many foreign language educators onto the programme. However our interpretation of applied linguistics is a broad one, and this programme is suitable for students from varied backgrounds who wish to develop language-related knowledge and skills for a wide variety of career goals.

The MAELT programme ran for the first time in 2001–02. Sharing some modules with the established MAALLT programme, this programme provides a more focused track for English language professionals who wish to develop advanced vocational skills in English language curriculum, pedagogy and assessment.

The MAALRM programme ran for the first time in 2004–05. It provides a formal training route in applied linguistics for prospective researchers and is an ideal first step towards doctoral study.

The IPhD programme started in 2008–09. This four year programme provides a combination of formal training in research methods plus professional study, as the foundation for independent research and completion of a doctoral thesis.

All four programmes are associated with the Centre for Applied Language Research, based in the Modern Languages section of the Faculty of Humanities. Modern Languages at Southampton was ranked in the top two UK universities for European Studies in the 2008 Research Assessment Exercise, an indication that our research is of international, cutting edge quality. At the same time, the staff team are involved in the direct teaching of modern languages and EFL, linguistics, initial and in-service teacher education, and research and developmental work in applied linguistics and language learning, as well as cultural, media and literary studies. Their widely ranging interests mean that we are able to offer advanced teaching in subjects ranging from linguistic description and discourse analysis to language policy and planning, language and nationalism, and literacy education. This blend of theoretical expertise and ongoing practical experience is one of the distinguishing features of our programmes.

Our postgraduate students are typically returning to study with some well developed academic interests and professional experience, and have a clear view of what they expect to gain from their chosen postgraduate programme. You will be encouraged to pursue your

2

personal interests especially in the choice of option modules, your coursework, and your dissertation. You will develop your presentation skills (oral and written), your information technology skills, and your ability to handle numerical data. A special strength is the opportunity to develop your research skills, working with staff who are themselves active researchers.

2. Overview of full time MA study route

All three MA programmes normally comprise one year of full time study. The taught component, occupies the University’s normal teaching year (2 semesters from October to May), and consists of a number of core modules, plus further options. There are lectures, seminars and workshops, during all of which you will be encouraged to participate actively; all participants are expected to reflect on and present language-related problems and solutions from their own experience, and to lead workshop sessions. Assessment of individual modules is by coursework, with advice and support from module tutors on choice of topic, writing and presentation.

You will be expected to submit all MA coursework by the deadlines set for the individual modules. If your coursework is satisfactory you will then proceed with the dissertation, to be completed by the last working day of September. The dissertation offers the chance to build on what you have learned during the year, and develop an individual area of interest, with guidance from a personal supervisor.

3. Overview of part time MA study route

The MA programmes are also available part time, for professionals living and working in the Southampton region. As a part timer you will complete the same programme of study as full timers, and attend the same daytime classes. However, your programme extends over 24 months, so that you can complete the required number of study modules over four semesters rather than two. There is considerable flexibility over the rate and sequencing with which modules can be taken, though part timers are advised to concentrate on core modules during Year 1, and on options during Year 2.

The taught element of the part time programme is complete by the end of May in the second year of study. Provided the portfolio is satisfactory, part time students will submit their dissertation by the last working day of September in their second year of study.

4. Overview of IPhD study route

The IPhD is a full time programme normally lasting for four years. During the first year (2 semesters), you complete much of the taught component, alongside full time MA students, and then prepare a substantial research proposal. In Years 2–4 you will concentrate mainly on your research thesis, with the guidance of a supervisory team, and complete further minor coursework requirements

ef

3

Fuller details of all these aspects of the programmes are given in separate sections of this Handbook, and /or in the Faculty of Humanities Postgraduate Studies handbook. Overall, the programmes are governed by the University’s regulations as these appear in the University of Southampton Calendar. (See www.calendar.soton.ac.uk for details.)

5. MA Applied Linguistics for Language Teaching

Programme aims

This programme aims to provide advanced training in applied linguistics/ language in education, including an element of research training, to graduates with professional interests in language (typically but not exclusively language teachers). We aim to provide this training in an integrated manner, both to professionals operating in the UK and to those operating internationally, typically in an EFL context.

Intended learning outcomes

Having successfully completed the programme, you will be able to demonstrate knowledge and understanding of:

A1 the principles underlying the analysis and description of language; A2 current theories of language learning, language in use, and language education;

A3 a comparative perspective on language education policy and practice; A4 how to challenge professional practice, and undertake improvement-oriented

enquiry and innovation;

A5 how to undertake small-scale classroom research.

You will be able to operate with the following subject-specific skills:

B1 recognise the significance of different epistemological positions in applied linguistics, and their relationship with theory construction, research design, and the selection of analytical techniques;

B2 make use of academic, professional, and public perspectives on language to explore educational policy and practice;

B3 formulate researchable problems in language classrooms, and choose among alternative approaches to classroom research;

B4 apply analytical procedures to English and other language data;

B5 describe the roles of language in social behaviour and compare different approaches to describing language in social interaction;

B6 describe current models of language acquisition and learning, and recognise the main distinguishing features of differing theoretical approaches;

B7 assess the implications of theoretical and practical developments in applied linguistics for the education professions.

4

You will be able to operate with the following transferable skills: C1 communicate applied linguistic and educational work in varied written formats;

C2 communicate your response to applied linguistic and educational work orally, in discussion and in formal presentations;

C3 identify, select and draw upon relevant resources, printed and electronic; C4 develop and maintain a personal bibliography;

C5 use information technology appropriately to support and present your research; C6 demonstrate interpersonal skills whilst working with others in the investigation of

problems, and in the presentation of arguments and evidence; C7 take appropriate ethical issues into account in linguistic and educational work.

Structure and content of the programme

The MAALLT programme comprises eight taught modules (four core, four options, each 15 credits) plus a dissertation (60 credits)

The programme shares several modules with the other two MAs; for summary information on all modules see Appendix 1. All 15-credit modules are semester-length, with two class hours per week. Some modules (at present LING6001, LING6004, LING6005, LING6013) have additional timetabled workshops.

Semester 1

Core Modules LING6001 Research & Enquiry in Applied Linguistics 1 LING6004 Description of Language LING6005 Second Language Learning* Option Modules LING6007 Assessment of Language Proficiency LING6011 Writing and Written Language LING6022 Principles of Communicative Language Teaching LING6014 English as a World Language

Semester 2

Core Modules LING6006 Language in Society* LING6017 Research Skills (Dissertation)

Option Modules LING6002 Research & Enquiry in Applied Linguistics 2 LING6008 Autonomy and Individualisation in Language Learning LING6009 Discourse Analysis LING6010 Language Teacher Education LING6013 Current Issues in Language Teaching Methodology LING6028 Intercultural Communication

* You must take at least one of these two modules as a core module

5

Dissertation LING6016 Dissertation

You will be asked at registration to enroll formally for your chosen eight 15-credit modules, as well as for the 60-credit ‘dissertation module’ LING6016. These credit-bearing elements are supplemented with the following:

• Regular Course meetings

• Introduction to study resources (library, IT resources etc) and study skills sessions

• Visiting speaker programmes (Centre for Applied Language Research/ Centre for Transnational Studies: normally one event per week during semester time)

6. MA English Language Teaching

Programme aims

The MAELT is a post-experience programme which provides teachers of English as a foreign language from the UK and overseas with the opportunity to reflect on their professional experience, develop a deeper understanding of the theory and practice of English language teaching, and gain the skills and competences required for leadership roles in ELT.



A1 the analysis and description of language; A2 the relationship between the language curriculum and language pedagogy;

A3 the principles of current language teaching practice, and the strengths and weaknesses of current approaches;

A4 how to challenge current professional practice, and undertake improvement-oriented enquiry and innovation;

You will be able to operate with the following subject-specific skills: B1 comment critically on current approaches to curriculum design, pedagogy and

assessment in the ELT field; B2 make use of the relationship between academic, professional, public and user

conceptions of language to clarify educational policy and practice; B3 apply analytical procedures to English and other language data;

B4 design and evaluate language learning/ teaching programmes and materials, using information technology where appropriate;

B5 assess the implications of theoretical and practical developments in English language teaching and applied linguistics for the teaching profession.

6

You will be able to operate with the following transferable skills: C1 communicate language teaching, applied linguistic and educational work in a

variety of written formats; C2 communicate your response to applied linguistic and educational work orally, in

discussion and in formal presentations; C3 identify and use a wide range of reference resources, printed and electronic;

C4 develop and maintain a personal bibliography; C5 use information technology appropriately when presenting your work and in your

teaching; C6 demonstrate interpersonal skills whilst working with others in the investigation of

problems, and in the presentation of arguments and evidence.


The MAELT programme comprises eight taught modules (four core, four options, each 15 credits) plus a dissertation (60 credits).

The programme shares several modules with the other two MAs; for summary information on all modules see Appendix 1. All 15-credit modules are semester-length, with two class hours per week. Some modules (at present LING6001, LING6004, LING6005, LING6013) have additional timetabled workshops.

Semester 1 Core Modules LING6004 Description of Language LING6012 A Critical Appraisal of Language Teaching Methodologies Option Modules LING6001 Research & Enquiry in Applied Linguistics 1 LING6005 Second Language Learning LING6007 Assessment of Language Proficiency LING6011 Writing and Written Language LING6014 English as a World Language

Semester 2 Core Modules LING6013 Current Issues in Language Teaching Methodology LING6017 Research Skills (Dissertation) Option Modules LING6002 Research & Enquiry in Applied Linguistics 2 LING6006 Language in Society LING6008 Autonomy and Individualisation in Language Learning LING6009 Discourse Analysis LING6010 Language Teacher Education LING6028 Intercultural Communication

7

Dissertation LING6016 Dissertation





7. MA Applied Linguistics Research Methodology

Educational Aims of the Programme

The MAALRM programme aims to provide you with broad-based training in linguistics/ applied linguistics research methods; to equip you with the knowledge and skills needed to undertake doctoral research in applied linguistics, sociolinguistics and language acquisition; and to develop your analytical, research and personal skills relevant to a range of careers in applied linguistics research. The programme combines general training in social science and educational research methods, with specialist applied linguistics training.



A1 Broad principles of research design, data collection and data analysis in the social sciences, as specified in ESRC Postgraduate Training Guidelines Section E;

A2 The philosophy, epistemology and ethics of research in applied linguistics; A3 General principles and major traditions of research design, data collection and

data analysis in applied linguistics; A4 Applied linguistics research techniques and skills, including qualitative,

quantitative and computational methods; A5 Descriptive and inferential statistical techniques and the handling of multivariate

data; A6 Standard descriptive terminology and concepts in applied linguistics,

sociolinguistics and/or language acquisition, plus in-depth knowledge of description, theory and research in at least one of these subfields.

You will be able to operate with the following subject-specific skills: B1 Understand the significance of alternative epistemological positions in applied

linguistics and the social sciences, and their relationship with theory construction, research design, and the selection of analytical techniques;

8

B2 Understand the relationship between academic, professional, public and user conceptions of language, and the ideological assumptions of linguistic research;

B3 Understand and evaluate existing traditions of description, theory and research in at least one of applied linguistics, sociolinguistics and language acquisition;

B4 Formulate researchable problems in applied linguistics, sociolinguistics, and/or language acquisition, and choose among approaches to applied linguistic research;

B5 Understand, evaluate and apply applied linguistics research methods and tools; B6 Manage research, including collecting and managing data and conducting and

disseminating research in line with professional practice and research ethics; B7 Design, implement and evaluate an independent research investigation in applied

linguistics; B8 Assess the practical implications of theoretical developments in linguistics and

related disciplines.

You will be able to operate with the following transferable skills:

C1 communicate applied linguistics research in a variety of written formats; C2 communicate applied linguistics research orally, including giving independent

formal presentations; C3 identify and use a wide range of research resources, printed and electronic;

C4 develop and maintain a personal research bibliography; C5 use information technology appropriately to support and present your research;

C6 demonstrate interpersonal skills whilst working with others in the investigation of problems, and in the presentation of arguments and evidence;

C7 understand ethical and legal issues involved in applied linguistics research.


The MAALRM programme comprises eight taught modules (5 core, 3 options), each 15 credits, plus a dissertation (60 credits).

Semester 1 Core Modules LING6001 Research and Enquiry in Applied Linguistics 1 LING6004 Description of Language LING6005 Second Language Learning*

Option Modules LING6005 Second Language Learning (if not taken as Core) EDUC6223 Small Group/ Classroom Interaction EDUC8003 Case Study Research LING6014 English as a World Language

* You must take at least one of these two modules as a core module

9

Semester 2 Core Modules LING6002 Research and Enquiry in Applied Linguistics 2 LING6006 Language in Society* EDUC6219 Quantitative Methods and Statistical Processes

Option Modules LING6006 Language in Society (if not taken as Core) LING6009 Discourse Analysis EDUC6199 Philosophical Issues in Education Research EDUC6207 Action Research STAT6005 Statistical Data Analysis LING6028 Intercultural Communication

Dissertation (15,000–20,000 words.) LING6015 Dissertation





The programme has been accredited by the Economic and Social Research Council as a full research training programme in Linguistics, preliminary to doctoral study. UK/EU graduates of the programme may be eligible to apply for ESRC doctoral studentships. (ESRC funding arrangements for doctoral study are in transition and further information will be available in 2011.)

8. Integrated PhD in Applied Linguistics/ English Language Teaching

Educational aims

The aims of the programme are to:

• Provide you with broad based training in applied linguistics research methods;

• Equip you with the knowledge and skills needed to undertake doctoral research in applied linguistics, sociolinguistics, language acquisition and/or English language teaching (ELT);

• Develop your analytical, research and personal skills relevant to a range of careers in applied linguistics/ ELT research and teaching;

10

• Support you to devise, implement and successfully complete a substantial research investigation (the PhD thesis), which will make an original contribution to knowledge in the field.

The programme comprises a taught element, incorporating research skills and subject specific knowledge; professional and transferable skills development; and a research project leading to submission of a PhD thesis.

Programme Structure

This 4 year full time programme consists of a mix of taught modules, research seminars and workshops, and research supervision. Through these activities you will earn a total of 120 study credits at Masters level (Level M), and 420 study credits at Doctoral level (D level).

The taught modules comprise both research methods and content modules, plus workshops offering further research and subject specialist training. The taught modules follow a core plus options structure, and are drawn from a wide range of postgraduate modules in applied linguistics/ English language teaching offered in the Faculty of Humanities, and from the Research Training Programme of the School of Education.

You will register initially as an MPhil/ PhD student. Progression to Year 2 of the programme is conditional on successful completion during Year 1 of M level study modules comprising 120 credit points, and on formal submission of a satisfactory research proposal (5000 words: 15 credit points at D level). Thereafter, progression to upgrade from MPhil to PhD depends on successful completion of further assessed modules and an Advanced Skills Portfolio (totalling 45 credit points at D level). This upgrading process to PhD registration will normally take place at latest by the end of Year 3.

Year 1 (M Level: 120 credit points; D Level: 15 credit points)

In the first year you will study 8 M level modules each rated at 15 credit points as follows: Core Modules LING6001 Research & Enquiry in Applied Linguistics 1 LING6002 Research & Enquiry in Applied Linguistics 2 LING6004 Description of Language EDUC6219 Quantitative Methods & Statistical Processes And one of: LING6005 Language Learning OR LING6006 Language and Society OR LING6014 English as a World Language Option Modules (three, to be drawn from) LING6005 Language Learning (if not taken as core) LING6006 Language and Society (if not taken as core) LING6007 Assessment of Language Proficiency LING6009 Discourse Analysis LING6010 Language Teacher Education LING6011 Writing and Written Language LING6012 A critical appraisal of language teaching methodologies LING6013 Current Issues in Language Teaching methodology

11

LING6014 English as a World Language (if not taken as core) LING6028 Intercultural Communication TRAN6006 Language, Discourse, Identity (20 credits) EDUC6199 Philosophical Issues in Educational Research STAT6005 Statistical Data Analysis EDUC6207 Action Research EDUC6213 Ethnographic Research EDUC8004 Case Study Research EDUC6209 Communicating and Disseminating Research.

You will also complete an extended research proposal (5000 words) for formal submission and assessment at the end of Year 1 (15 D level credits).

Year 2 and Year 3 (D level: 45 credit points)

To be admitted to Year 2, you will have submitted a satisfactory extended research proposal for formal assessment (rated at 15 D level credits). Having finalised your proposal, during Year 2 you can expect in addition to undertake substantial development of your literature review and theoretical framework, to formulate your research questions, to create your fieldwork design and to undertake pilot fieldwork, where applicable.

Two further taught modules relevant to your research project and to your wider professional interests and needs will also be taken in Years 2 and 3, selected from the list of option modules given above (total 30 credits). These modules will be complemented by further workshops and seminars leading to formal assessment at D level through specially tailored assignments in the form of short conference papers or articles for possible publication.

Finally, the “Advanced Skills Portfolio” is also submitted for formal assessment at D level (15 credits) by the end of Year 3. The role of the Portfolio is to document the development of your transferable and generic skills. Following self-assessment of your skills development needs using the Research Activities Record, you will work towards completion of this Portfolio. To achieve this you will be expected to attend an appropriate selection of research training activities offered by the Faculty of Humanities during Years 2 and 3, and to play an active part in the activities of the Centre for Applied Language Research, including its student discussion group and annual student conference. The Portfolio itself will comprise e.g. records of presentations given, of teamwork activities undertaken, of personal development activities such as CV writing or careers consultations, or examples of the application of bibliographic or IT skills, plus reflective evaluations of the activities described.

Year 3 and Year 4 (Research Thesis: 360 Credit Points)

During Years 3 and 4 the main focus of your Integrated PhD will be your individual research project. In Year 3 you can expect to finalise the design of your project, to carry out your main fieldwork, and to begin data analysis. An important goal for this year is the formal assessment of your progress through the Upgrading procedure which results in transfer to PhD candidature.

In Year 4 you will work throughout on completion of your PhD thesis with the support of your supervisory team. You will be expected to submit the completed thesis (75,000 words) at the end of Year 4 (or no later than September of the following year).

12

Throughout Years 3 and 4 you will be expected to continue your participation in the activities of the Centre for Applied Language Research, including regular presentation and discussion of your own ongoing research and that of others. An ongoing programme of workshops and seminars will be provided by the Faculty and the Discipline in which you will further develop your transferable skills, e.g. developing your professional career plan and vocational applications of your research.

Appendix 1: Module Summaries

(LING modules only – details of EDUC and STAT modules will be provided separately for MAALRM and IPhD students)

LING6001 Research and Enquiry in Applied Linguistics 1

Prof. Rosamond Mitchell & Dr William Baker

In the first part of this module, we explore some key concepts and ‘ways of knowing’ which are central to taking a research perspective on language learning and language teaching: the nature of theory, data, ‘truth’, idealisation, modelling, falsification etc. In the second part of the module, we study rationales for language classroom research, and a range of research approaches which have been adopted for classroom research, including systematic observation, ethnography, teaching experiments, and action research. Students also gain practice in using a number of specific research techniques (e.g. observation, interview, questionnaire design), and in reading the research literature.

Method of assessment: Interaction analysis project, 3,000 (60%) and research review, 1,000–1500 words (40%)

LING6002 Research & Enquiry in Applied Linguistics 2

Prof. Rosamond Mitchell and Dr William Baker

The aims of this module are to extend students’ practical experience in using a range of research techniques and skills relevant for larger scale applied linguistics research and to complement the prerequisite module REAL1, so that together the modules provide a two part in-depth survey of applied linguistics research methods. The module covers a range of techniques and skills including: a) the design and use of larger scale surveys, tests and formal techniques for elicitation of linguistic data; b) the use of qualitative methods for ethnographic and sociolinguistic research, including interviewing, recording and transcription of linguistic data, and the use of a software package such as NVIVO for analysis of qualitative data sets; and c) the use of computational methods including the use of linguistic corpora (e.g. British National Corpus, local Southampton corpora and international CHILDES corpora of learner language) and appropriate analysis software (e.g. Wordsmith, ELAN, CHILDES suite).

Method of assessment: Reports on research investigations (2, each 2000 words, 80%); oral presentation (20%)

LING6004 Description of Language

Dr Glyn Hicks and Prof. Jennifer Jenkins

The module explores selected approaches to linguistic description and analysis, providing an overview of phonology, morphology, syntax and semantics. Links are made with language teaching and learning, and the adequacy and usefulness of pedagogical grammars are assessed. The main language of exemplification is English, but some reference is made to other languages, and you will have opportunities to apply some of the principles of linguistic description to other languages.

Method of assessment: Phonetics assignment (30%), 3,000 word essay (60%), grammar exercises assignment (10%)

LING6005 Second Language Learning

Prof. Rosamond Mitchell and Dr Sarah Rule

This module introduces the different theoretical approaches which have been adopted for studying the acquisition of language, and examines and assesses current theories of first and second language acquisition in the light of empirical evidence. Particular attention is paid to the following issues in second language acquisition:

Similarities and differences between first and second language acquisition

the acquisition of grammar and of vocabulary bilingual development

the role played by Universal Grammar the role played by cognitive mechanisms

the role played by social factors and individual differences the influence of the first language

variability and incomplete success in second language learning.

Method of assessment: one 4000 word essay or project (80%); oral presentation (20%).

LING6006 Language in Society

Dr Jaine Beswick and Dr Richard Vigers

The starting point for this course is the view that while it is possible to study linguistic forms (sounds, words, sentences etc.) in isolation, the functions and use of language and languages can be analysed and understood only in relation to the social and political environment in which linguistic activity takes place. Indeed, the fundamental premise is that ‘language’ and ‘society’ are not independent entities, but rather exist in a necessarily reciprocal relationship. The course will be divided into two parts. The first part is dealing with key ideas and concepts of sociolinguistic theory, and individual seminars will explore a range of topics from both micro- and macro-sociolinguistic perspectives. In this part of the course we will be discussing the agenda of research on language in society and its historically shifting focus. The theme of the second part is language, power and ideology, and the emphasis here will be on critical approaches to the study of language use, especially in relation to educational contexts.

Method of assessment: Book review, 1,000 words, (30%), essay, 3,500 words, (70%)

LING6007 Assessment of Language Proficiency

Christopher Sinclair and Prof. Rosamond Mitchell

A range of key constructs in assessment theory and currently popular techniques in assessing language proficiency are reviewed and critically discussed. The overall processes involved in

designing and implementing assessment procedures which are valid, reliable and fit for purpose are explored. An important component of the module is the design, trialling and/or review of particular assessment instruments relevant to participants’ professional activities, and you will be expected to contribute actively to this dimension of the module in the workshop sessions.

Method of assessment: 4000–5000 word test design/ evaluation project.

LING6008 Autonomy and Individualisation in Language Learning

Vicky Wright

This course explores the themes of learner autonomy, resourced-based and open and distance learning and their practical outworking in an institutional context. You will be encouraged to think through ways of facilitating learning and in particular to consider the role of a self-access resources centre in the language learning process, including the place of technology. There will be plenty of opportunity to observe and work with learners using the Centre for Language Study (CLS) Language Resources Centre. Apart from the theoretical base which underpins the concept of learner autonomy, the topics covered, and their precise focus, will be selected in consultation with the course participants and the final programme will be drawn up after the first meeting.

Method of assessment: one 4–5000 word essay or portfolio

LING6009 Discourse Analysis

Dr Alasdair Archibald

This option provides an overview of the main contemporary currents in the diverse field of discourse analysis. Topics to be covered include the role of grammar, vocabulary and information structure in discourse; the psychology of discourse processing and discourse comprehension; distinctive characteristics of spoken and written discourse; genre analysis; and critical discourse analysis. Applications in language education will be discussed, and you will gain extensive experience of the practical analysis of a variety of text types.

Method of assessment: Textual analysis task (2000 words); essay (3000 words).

LING6010 Language Teacher Education

Dr Julia Hüttner and Dr Patricia Romero

Participants will become familiar with the more experiential and reflective approaches to teacher education current in international ELT, and also with the competency based approaches which dominate teacher education in many mainstream school systems. The major components of language teacher education programmes will be reviewed, including: developing teachers’ knowledge about language; developing teachers’ pedagogic knowledge and skills; the role of mentoring, field placements and teaching practice; the assessment of trainee teachers’ skills.

Method of assessment: Coursework portfolio (3 items, each 1,500 words)

LING6011 Writing and Written Language

Dr Alasdair Archibald

The aims of this module are to: examine major issues concerning writing, written language, and literacy in a second language; provide a linguistic analysis of written text structure and examine areas of theoretical concern in second language writing; provide an overview of issues concerning writing, written language, and literacy which are of particular relevance to teachers and learners of a foreign language. The module is structured in four parts which examine process, product, context, and instruction of writing in a second language. The first deals with composing and the writer in relation to the text; the second deals with the text produced, its structure and organisation; the third with the text and the writer in relation to social context; and the fourth with the teaching, assessment, and acquisition of writing in a second language.

Method of assessment: one 4–5000 word project.

LING6012 A Critical Appraisal of Language Teaching Methodologies

Dr Julia Hüttner

After providing an overview of general learning theories, the core of this module will focus on the methodologies of teaching foreign languages, with English being used as the most frequent, but not the only, example. Modern approaches and methods will be discussed in the light of their theoretical underpinnings, including their conceptualisations of language and language learning. A clear focus will be given to Communicative Language Teaching and its developments, including Task-Based-Language Teaching and Content and Language Integrated Learning. The elements of planning a course, including discussion of curricular issues, will focus on syllabus types and their implementation. Assessment procedures will be discussed in the light of more general issues of standardisation.

Method of assessment: one 4,500 word project (90%). Participation in class (presentation, contributions to blackboard discussions, regular tasks) (10%).

LING6013 Current Issues in Language Teaching Methodology

Dr Julia Hüttner

Building on existing knowledge of language teaching methodologies, the core of this module will focus on current issues in language teaching methodologies and so address more specialised or advanced areas. Key points will address implementation and adaptation of methodologies in the light of a discussion on critical pedagogy. The large area of language planning in education will lead to a focus on multilingual education, addressing both programmes that aim at multilingualism and the approaches towards a “didactics of multilingualism” A further key point will address specific learner groups, e.g. English for Specific or Academic Purposes. Finally, the application of discourse and genre theories as well as of corpus linguistics to language teaching will be explored.

Method of assessment: Portfolio consisting of 4 written tasks (90%). Participation in class (presentation, contributions to blackboard discussions, regular tasks) (10%).

LING6014 English as a World Language

Prof. Jennifer Jenkins

The aims of this module are to explore the rise of English to its current status as the world’s dominant global language, and to consider the implications for English language professionals and for teaching/testing English, now that native varieties of English can no longer be assumed to be the most intelligible and appropriate varieties of English world-wide. You will have the opportunity to study the following topics: the spread of English; the establishing of English language standards; the nature of non-native and native varieties of English; English-based pidgin and creole languages; English as an international lingua franca; English language ideology and attitudes to non-native varieties of English; the role of power, exploitation and language rights; the future of English alongside other global languages.

Method of assessment: one essay 4500 words maximum.

LING6017 Research Skills (Dissertation)

Dr Laura Dominguez and Dr Will Baker

The aims of this module are to further develop the research, study and time management skills you will need for a substantial independent research investigation (the MA dissertation); support you in formulating a suitable research topic for your dissertation, and deepening your personal knowledge and skills in relevant fields; and to support you in developing an appropriate research plan and instrumentation.

Method of assessment: 2000 word annotated bibliography (50%); dissertation proposal (40%); oral presentation (10%).

LING6022 Principles of Communicative Language Teaching

Dr Julia Hüttner

This module will provide you with a theoretical framework for CLT together with examples and practice in how these principles may be applied to language teaching in the classroom. We will first examine the broader context of approaches to language teaching, tracing the origins and development of the communicative approach. We will then focus on the learner, the classroom environment and practical applications of a communicative approach to language teaching.

Method of assessment: one 2–2500 word practical project (50%) and one 2–2500 word assignment (50%).

LING6028 Intercultural Communication

Dr Will Baker, Dr Rugang Lu

This module will combine a theoretical understanding of intercultural communication with reflections and evaluations of your own intercultural experiences and applications of this to pedagogic settings. Topics covered will include: theories of communication, culture and language; theories of intercultural communication; culture and identity; ‘native’ and ‘other’

cultures and the role of generalisations and stereotypes; intercultural communication and language teaching including intercultural communicative competence and cultural/intercultural awareness. You will have the opportunity to apply this knowledge and these skills to teaching contexts of relevance to you and gain practical experience in analysing examples of intercultural communication.

Method of assessment: one 15-minute oral presentation (20%) and one 4000 word assignment (80%).

LING6015/6016 Dissertation

Dr Alasdair Archibald, Dr Julia Hüttner, Prof. Rosamond Mitchell and individual supervisors

The MA dissertation gives you the opportunity to undertake an extended piece of independent research, with guidance from a supervisor. You will develop a theoretical framework and research design relating to your chosen topic, choose, apply and evaluate a range of relevant research procedures, make a small scale original contribution to applied linguistics and/or English language teaching, and prepare for professional activity in which independent research is a component.

Method of assessment: 15–20,000 word dissertation.

refless project - ma linguistics programme information

Technology