MA TESOL / Course details

This course unit is directly concerned with the potential of principled thinking for both short course and materials development. For this focus, principled thinking is not just experience-shaped, context-framed, and literature-informed, but also underpinned by insights regarding learner and other needs. This course unit therefore develops teachers’ ability to use needs analysis (NA) purposefully to propose a course for a given group of learners in a given context. This principled thinking is then carried forward to the design of exemplar materials for the proposed course. Teachers will develop their ability to design materials which reflect an appropriate methodology for the course objectives, and an understanding of how materials can engage learners affectively and cognitively.

This unit has a pre-requisite of a minimum two years of language teaching experience

To develop TESOL practitioners’ understanding of needs-informed evaluation, adoption, adaptation, and design of contextually-appropriate TESOL materials and courses;

Drawing on that understanding, to experientially prepare them for principled materials and course design.

This course unit, supported with online teaching resources in Blackboard, will involve a mix of didactic and experiential elements in classes, consolidated through group tutorials.

Group activity and learning is important in this unit. Groups work collaboratively and cooperatively to develop and conduct needs analysis activity resulting in a course proposal. Groups continue to support individual materials development arising from their course design activity.

To critically engage with the concept of ‘needs’ pertaining to the language learner;

To develop an understanding of how the identification of language learner needs can shape and enhance learning materials and courses

To provide a principled articulation of the practice associated with the adaptation and development of language learning materials and courses in the light of needs analysis outcomes

To conduct needs analysis (NA) activities to identify student language learning needs.

To evaluate existing language learning materials

To adopt and adapt existing learning materials,

To design new learning materials, and

To develop new short courses.

To develop enhanced skills in interpersonal and intercultural communication;

To develop enhanced skills in team work and collaborative practice;

To demonstrate an ability to apply critical reflection to professional practice as language teachers.

Formative tutor and peer feedback on portfolio development is provided at the end of each block as described in the introductory description of the unit. Written feedback provided on the final commentary is both summative and formative for future development of both course and materials design practices and academic assignments, including dissertation.

https://www.readinglists.manchester.ac.uk/leganto/public/44MAN_INST/lists/338993788160001631?auth=CAS

Garton, S. and Graves, K.  (ed.) 2014. International Perspectives on Materials in ELT. New York: Palgrave Macmillan

Graves, K. (Ed.)1996. Teachers as Course Developers. Cambridge: Cambridge University Press.

Hutchinson, T. & Waters, A. 1987. English for Specific Purposes. Cambridge: Cambridge University Press

McGrath, I. 2016. Materials Evaluation and Design for TESOL Second Edition Edinburgh: Edinburgh University Press

Mishan, F. and Timmis, I. 2010. Materials Development for TESOL. Edinburgh: Edinburg University Press.

Richards, J. 2017. Curriculum Development in Language Teaching Second Edition. Cambridge: CUP

Tomlinson, B. 2013. Developing Materials for Language Teaching Second Edition London: Continuum Press

Tomlinson, B. & Masuhara, H. (eds.) 2011. Research for Materials Development in Language Learning. London: Continuum Press.

Whole group seminars and workshops 12 weeks x 2 hours = 24 hours

Experiential course and materials design group activity 40 hours

Tutorial preparation and attendance 6 hours

Assessment activity and writing 30 hours