MA TESOL / Course details

This course unit explores and introduces participants to a series of  language-focussed themes each of which has  particular relevance for language teachers and TESOL. It develops students’ understanding of issues and debates around language as system, language use and language change, and encourages them to consider how these aspects shape their beliefs and practice as language teachers. It develops their ability to use this knowledge to research, describe and analyse language and to be sensitive to nuances in its use.
 

The unit aims to:

Develop awareness and knowledge of different aspects of language as system, language as use, and language change, of relevance to teachers of English to speakers of other languages (TESOL).

Theme 1: Phonology & Phonetics
This theme addresses the sounds of language and matters concerning the comparison and transfer of pronunciation.

Theme 2: Lexis
This theme focuses on what it means to ‘know’ a word, formulaic language, and generating and using corpora.

Theme 3: Grammar and L2 Communicative Competence 
This theme addresses learner and alternative conceptions of grammar, and communicative competence with reference to interlanguage and speaker diversity.

Theme 4: Pragmatics and Sociolinguistic Context 
This theme is concerned with the social dimensions of language use, and with wider matters of equalities and what it means to learn and speak English in a contemporary global setting.

Theme 5: English for Academic Purposes 
The final theme introduces some of the key developments in EAP that still generate research, teaching, and learning insights. It also recaps the course and provides support for the assessment. 
 

  Each theme (see section 2) is covered by two or three lectures. The two-hour lectures will consist of whole-class lecture input, interactivity through interactive and analytical tasks, some of them expedited by information technological feedback tools, group work to deepen participants’ engagement and knowledge, feedback on formative assessment where applicable, and opportunities for questions and further discussion.

Each theme culminates in one (in the majority of cases) or two formative individual or group tasks, and a report on this task in the Blackboard virtual learning environment. The task will focus on aspects of language, language use, and/or language change, as informed by the participants’ own professional experience, and as specified by the focus of each theme. The tasks will typically involve reporting on professional experience, and small-scale descriptions/analyses of language data. The tasks will also engage the participants with technological tools for describing and analysing language.  There will be opportunities for peer feedback on these activities.

The participants are expected to undertake further independent study (65 hours) through weekly pre and post lecture reading, both directed and relating to their developing interests. The final assignment (see section 8) is expected to take an additional 36 hours of independent work.

• Demonstrate awareness and knowledge of aspects of language as a system, language use, and language change of relevance to teachers of English to speakers of other languages
• Demonstrate familiarity with key theories and literatures focused on language as system, language use, and language change
• Demonstrate their understanding of key concepts used to describe and analyse aspects of language, language use and language change

• Purposefully critique published perspectives on language, language use and language change
• Draw on their conceptual understanding to problematise approaches to language teaching in their contexts
• Critically reflect on the implications of their developing language awareness for their beliefs and practice M

• Effectively contribute to debates about language, language use and language change of relevance to teachers of English to speakers of other languages
• Draw on their conceptual understanding to research, describe and analyse language
• Make effective use of information technology to research, describe, and analyse language
   

• Demonstrate enhanced skills in academic and digital literacies including reporting, academic presentation, information processing (on- and off-line)
• Demonstrate the value of critical reflection for professional development

By Turnitin, 15 working days after deadline.

Ellis, E. M. (2012). “Language awareness and its relevance to TESOL”, University of Sydney Papers in TESOL, 7: pp. 1-23.

Celce-Murcia, M., Brinton, D. and Snow, M.A. (1996). Teaching English as a second or foreign language. CUP

Park-Johnson, S. & Shin, S. (2020) Linguistics for Language teachers. Routledge

Andrews, S. (2007) Teacher Language Awareness. Cambridge: CUP

Drachmann, N. (2023) “Developing language awareness activities in the context of plurilingual education: two didactic models for language teaching practice”, International Journal of 
Multilingualism, pp. 1-19. DOI: 10.1080/14790718.2023.2232385

Wright, T. & Bolitho, R. (1993) “Language awareness: a missing link in language teacher education?” ELT Journal, 47(4), pp. 292-304.

General interest:

Crystal, D. (2007) How Language Works. Harmondsworth: Penguin.

Pinker, S. (1994) The Language Instinct: The New Science of Language and Mind. Harmondsworth: Penguin.

A longer reading list with readings for each theme will be available.