| Unit name | Expanding notions of Language |
|---|---|
| Unit code | EDUCM0091 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Sharples |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
In this unit we will explore the ways that language is used by real people in their everyday lives. Our goal is to understand language use more deeply, in all its complexity, so that we develop a deeper understanding of our the subject we teach. The unit looks at three broad areas: language in the home and local community, English as a global language, and language and the digital. In each, we will encounter examples of language use that seem very different from the language we find in textbooks. This is language in the wild, and it has important implications for how we teach and learn. This is the final mandatory unit and completes the strong foundation in language education (see below) that you will build on in your optional units.
How does this unit fit into your programme of study?
As we learn more about language use, we will also reconsider what and how we teach. This builds on the work you did in the first semester, particularly in the unit on Pedagogy and Curriculum (where you examined the teacher’s role) and in Second Language Learning (where you explored language acquisition and learning). Here, you extend and deepen your thinking about language education. Your assignment reflects that: you will produce an original, evidence-based response to a teaching challenge in your own setting, demonstrating your learning across the units and your newly expanded notion of language.
The unit aims to:
An overview of content
This unit examines the ways that languages are used in a range of settings, from the home and community to online and internationally. It asks students to reconsider the role that languages play in people’s lives – and therefore the range of approaches we can take to teaching languages. Student are asked to expand their thinking about language teaching and learning so that they can put their learning into practice in their careers.
How will students, personally, be different as a result of the unit
This unit explores the ways that language is used by real people in their everyday lives. It equips students with a deeper understanding of language use in all its complexity, so that they develop a deeper understanding of the subject they teach.
Learning Outcomes
On successful completion of the unit the students will be able to:
Tasks which help you learn and prepare you for summative tasks (formative):
Students are invited to submit a one-page outline of their assignment for formative feedback, in addition to opportunities to discuss their work in seminars and tutorials.
Tasks which count towards your unit mark (summative):
A 3,000 word critical evidence-based response to a teaching challenge in your own setting, demonstrating your learning across the units and your newly expanded notion of language. ILOs 1, 2, 3 (100%)
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0091).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
