module specification

This module focusses on key issues in language learning and teaching that are relevant to contemporary global classroom practice. It explores how pedagogical thinking has developed in different cultural contexts and how this influences teaching, and language teaching in particular.
The module will extend students’ knowledge of cultural differences in the creation of methodologies, and approaches; of the different cultural status of teachers, and the role of the learner globally and the more specific considerations of curriculum, syllabus and teaching materials in world ELT classrooms. It introduces key concepts such as ‘culture’, ‘knowledge’, ‘learning’ and students will be encouraged to reflect on their own experiences as learners or teachers to evaluate their own knowledge and expertise and develop the analytical, critical and global perspective that is essential for their professional development.

The module will cover areas such as
Learning cultures: knowledge & communities of practice; pedagogical dichotomies; intercultural communicative competence, approaches such as communicative language teaching, audio-lingual method and task-based language teaching; curriculum, syllabus and teaching materials; theories such socio-cultural theory, monitor model and interactionist hypothesis; teacher and student identities. LO1,LO2,LO3

Students will have access to a dedicated module site where they will find learning activities and online forums. They will have access to the university library website and make use of electronic journals, ebooks, databases and full text journals. Support for developing and improving IT skills as well as information on other web based study support, is available on the library website. Students will have a nominated tutor who will support and guide them through the module and who they can consult by email, telephone or Skype.

On successful completion of this module students will be able to:

1. understand the effects of social and cultural factors in educational traditions and teaching and learning practices

2. orientate themselves as global as well as local language teaching professionals

3. produce work that demonstrates critical and reflexive thinking based on disciplinary literature and practice-oriented experience

The assignment for this module is an auto-ethnography which includes an investigation of a particular culture, which may be the learners’ own, and the influence this has/has had on language learning provision and delivery.

Books:

Benson, P. & Nunan, D. (eds) (2005) Learners' Stories: difference and diversity in language learning. Cambridge: CUP
Blommaert, J. & Dong, J. (2010) Ethnographic fieldwork: A beginner’s guide. Bristol: Multilingual Matters
Cook, V. (2016) Second Language Learning and Language Teaching, 5th Edition. Oxon: Routledge
Fay, S. (2017) Teaching and Learning Intercultural Communicative Competence. Germany: GRIN Publishing
Harmer, J. (2015) The Practice of English Language Teaching, 5th Edition.  London: Pearson Longman
Mitchell, R., Myles, F. and Marsden, E.  (2013) Second Language Learning Theories, 3rd Edition. New York: Routledge
Richards, J.C. and Rodgers, T. S. (2014) Approaches and Methods in Language Teaching, 3rd Edition. Cambridge: CUP 
Larsen-Freeman, D. (2011) Techniques and Principles in Language Teaching, 3rd Edition. Oxford: OUP

Journals:

ELT Journal
International Journal of Applied Linguistics
Journal of Applied Linguistics
Canadian Journal of Applied Linguistics
Modern Journal of Applied Linguistics
The Modern Language Journal
Journal of Language Teaching and Research
Language Learning Journal
TESOL Journal
Language & Education
Language & Intercultural Communication
TESOL Quarterly