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.

N/A

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 language 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; communicative method; approaches and theories; teacher and student identities; curriculum and syllabus

Students will have access to a dedicated module site. They will have access to the university library 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.

Students will be able to:

• understand the effects of social and cultural factors in educational traditions and teaching and learning practices
• orientate themselves as global as well as local language teaching professionals
• produce work that demonstrates critical and reflexive thinking based on disciplinary literature and practice oriented experience.

The assignment on this module is 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.

Benson, P. & Nunan, D. (eds) 2005, Learners' Stories: difference and diversity in language learning, Cambridge
Byram, M. & Grundy, P., (eds.), 2003, Context and Culture in Language Teaching and Learning, Multilingual Matters
Candlin, C. and Mercer, N. (eds) (2001): English Language Teaching in its Social Context, Routledge
Cook, V. 2001, Second Language Learning and Language Teaching, Arnold/Hodder
Cook, G. & North, S., (eds), 2010, Applied linguistics in action : a reader, Routledge
Corbett, John,2003, An intercultural approach to English language teaching , Multilingual Matters
Kumaravadivelu, 2003 Beyond Methods : macro strategies for language teaching, Yale University Press
Mitchell, R & Myles, F., 2002, Second Language Learning Theories, Hodder Arnold
Nation, I. & Macalister, J., 2009, Language curriculum design , London: Routledge
Nunan, D. 2004, Task Based Language Teaching, Cambridge
Palfreyman, D. & Smith, R. C., 2003, Learner Autonomy Across Cultures : language education perspectives, Palgrave
Roberts, C., Byram, M., Barro, A., Jordan, S. & Street, B., 2001, Language Learners as Ethnographers, Multilingual Matters
Journals
ELT Journal
International Journal of Applied Linguistics
Journal of Applied Linguistics
Canadian Journal of Applied Linguistics
Modern Journal of Applied Linguistics
Journal of Sociolinguistics
Journal of the Sociology of Language
The Modern Language Journal
Journal of Language Teaching and Research
Language Learning Journal
TESOL Journal
The Linguistics Journal
Research in Education
Research in Language and Social Interaction
ELT Journal
Language & Education
Language & Intercultural Communication
TESOL Quarterly
Teaching in Higher Education