| Unit name | Theoretical Approaches to Language Teaching |
|---|---|
| Unit code | MODL30036 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Ms. Q Poetzsch |
| 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 Modern Languages |
| Faculty | Faculty of Arts |
Why is this unit important?
You have all experienced language teaching from the student perspective. You will have come across teachers that you found inspiring and those whose teaching style left you cold. However, very rarely as a student do we reflect on the complexity that is teaching as a profession. This unit will delve into research into language teaching and enable you to understand the multidisciplinary nature of teaching, drawing on findings from education, psychology, sociology and other cognitive and behavioural sciences, as well as the subject specific knowledge from the individual disciplines that are being taught in SML.
How does this unit fit into your programme of study?
The is an optional unit open to all SML students. It is designed as a follow-on from MODL20021, though MODL20021 is not a prerequisite for this unit. While MODL20021 looked at the granular level of lesson design, MODL30036 takes a much broader approach and provides you with the theoretical frameworks within which educators operate and thereby raises your awareness of language teaching as an academic discipline.
This unit is of special relevance if you are considering teaching as a career; it asks you to engage with the current trends in language teaching in relation to your own experience in order to conduct autonomous educational research yourself. It provides therefore a solid foundation for further studies such as PGCE or an MA in education.
An overview of content
The unit follows the historical progression of language learning theory. We will start by looking at fundamental social psychological and pedagogical learning theories, followed by an analysis of language teaching methods. Discussions will be based around the advantages and disadvantages of these methods, and their place in the modern curriculum.
How will students, personally, be different as a result of the unit?
This unit will develop your knowledge of teaching as a discipline. You will become aware of the multi-disciplinary nature of teaching as a profession and area of research. You will apply this knowledge to your own independent educational research. At the end of the unit, you will be able to reflect on successful teaching, transitioning from a student's perspective of teaching to viewing teaching through a prism of complex and competing factors and demands.
Learning outcomes
On successful completion of this unit, students will be able to:
Teaching will be delivered in each session through a combination of lectures, group work and discussion to ensure a mix of teacher-led and student-led activities. The preparation for class will require collaborative as well as self-directed learning opportunities supported by tutor consultation.
Tasks which help you learn and prepare you for summative tasks (formative):
Working in groups, you will regularly discuss the application of a teaching method based on examples; this will help you when analysing your own scenario for your case study. You will also present your own scenario and initial interpretations to the group to get feedback from your peers and tutors before writing your case study. Presenting in front of a class is an essential teaching skill and will enable you to simulate the method you are presenting on.
Tasks which count towards your unit mark (summative):
The summative assessment for this unit consists of two pieces of work:
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the School shortly after the notification of your results at the end of the academic year.
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. MODL30036).
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.
