LN7075 - Issues in Language Learning: An Intercultural Approach (2022/23)
|Module specification||Module approved to run in 2022/23|
|Module title||Issues in Language Learning: An Intercultural Approach|
|Module level||Masters (07)|
|Credit rating for module||20|
|School||Guildhall School of Business and Law|
|Total study hours||200|
|Running in 2022/23(Please note that module timeslots are subject to change)||
This module focuses on key issues in language learning and teaching that are relevant to contemporary classroom practice. You will explore how pedagogical thinking has developed in different cultural contexts and how this influences language teaching and learning in particular.
This module aims to extend your knowledge of cultural differences in the creation of methodologies and approaches in language teaching and learning; the different cultural status of teachers; the role of the learner and their languages in their learning process; and more specific considerations of curriculum, syllabus and teaching materials in the teaching of global languages in local classrooms.
The module also promotes the problematisation of key concepts in language teaching and learning, such as ‘culture’, ‘language’, and ‘identity’ and you will be encouraged to reflect on your own experiences as a learner and/or teacher in order to evaluate your own knowledge and expertise and develop an analytical, critical and global perspective to the teaching of languages that is essential for your professional development.
In this module, you will:
- explore the relationship between language and culture in the teaching of global languages
- examine how language teaching methodologies are influenced by different understandings of language, culture, and learning
- reflect on the role that culture plays in communication, particularly in multicultural contexts
- study how language teaching curricula, methodologies, and materials can impact the identity construction of language learners
Prior learning requirements
The module sessions explore different understandings of language and culture, the relationship between them and their impact in current language learning and teaching practice (LO1). The module will also cover issues related to learner and teacher identity and explore how these are constructed and negotiated in practice (LO1, LO2, LO3). During the lessons, students will engage in reflections on their own role as language learners and teachers and will develop the necessary skills to conduct autoethnographic work (LO3, LO4).
The module will also offer an exploration of pedagogical dichotomies, the role of teaching materials, and approaches to curriculum design that respond to the challenges of teaching and learning languages in multilingual contexts (LO1, LO2, LO4).
Balance of independent study and scheduled teaching activity
Students enrolled in this module will be encouraged to engage with recommended readings in preparation for each session. As the module adopts a blended-learning approach, students will have access to a dedicated module site (Weblearn) where they will find learning activities, class materials, lesson recordings, and online forums where they can interact with peers and tutors in synchronous and asynchronous ways.
Our students will have access to the university library website and make use of electronic journals, e-books, 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 in person, by email, or via a designated video-conference software.
On successful completion of this module students will be able to:
1. evaluate how different understandings of language have impacted language teaching methodologies, curricula, and teaching materials (LO1)
2. orientate themselves as global as well as local language teaching professionals (LO2)
3. explain the role that culture and identity have in the process of second/foreign/additional language learning (LO3)
4. produce work that demonstrates critical and reflexive thinking based on disciplinary literature and practice-oriented experience (LO4)
The assignment for this module consists of a (short) autoethnography (2500 - 3000 words). The purpose of this assignment is to encourage students to engage with relevant literature in order to reflect upon their own cultural background, their identity(ies), intercultural experiences and the impact that these factors have in their own development as language users, learners, and teachers.
It should be noted that the students can opt for alternative modes of submission if they prefer provided that this is agreed with their tutor (e.g., video-essays, artefacts, other audio-visual formats).