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2015/16 Taught Postgraduate Module Catalogue

EDUC5926M The TESOL curriculum and TESOL change

15 creditsClass Size: 30

Module manager: Martin Wedell
Email: M.Wedell@education.leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2015/16

This module is mutually exclusive with

EDUC5918M

Planning and Managing the TESOL Change Process: The Macro Le

Module replaces

EDUC 5915M

This module is approved as an Elective

Module summary

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Objectives

This module will not be suitable for those with less than 2 years teaching experience.

On completion of this module, students should be able to :

- Explain why educational policymakers might decide to change TESOL curricula;
- Describe, and evaluate crittically, the main features of TESOL curricula with different hoped-for outcomes;
- Critically analyse the implications of different curriculum outcomes for teacher knowledge and skills;
- Evaluate critically the appropriacy of different types of teacher support for the implementation of curriculum change;
- Identify other stakeholders likely to be affected by any implementation process and what effects on them may be;
- Evaluate critically the contextual features in their own setting which may affect the extent to which curriculum change is likely achieve hoped-for outcomes;
- Analyse critically the practical implications of failing to consider the above potential effects when planning/implementing change within their local/institutional context.

Learning outcomes
Students completing this module will have had the opportunity to:
- critically engage in the development of professional / disciplinary boundaries and norms;
- make effective decisions in complex and unpredictable contextually relevant situations;
- learn independently.

Syllabus

The politics and economics of TESOL curriculum change

Trends in TESOL curriculum /syllabus change their hoped-for outcomes

Some TESOL curricula /syllabuses and what teachers need to know/be able to do

Change as 'reculturing'. Who needs to change, how, when a curriculum changes?

The curriculum as part of a wider disciplinary system. Maintaining coherence

Supporting curriculum change stakeholders

Planning TESOL curriculum change What needs to be planned?
- developing and sustaining implementation support mechanisms
- - for leaders
- - for teachers
- - for learners
- - interpreting change in context
- - implementation monitoring mechanisms
- - awareness raising
- - maximising coherence

Leading and managing TESOL curriculum change implementation

The classroom consequences of inappropriate planning and/or implementation processes in different contexts.

Teaching methods

Delivery type	Number	Length hours	Student hours
Seminar	6	3.00	18.00
Private study hours			132.00
Total Contact hours			18.00
Total hours (100hr per 10 credits)			150.00

Private study

4 hours preparation per seminar = 24 hours
4 hours follow up per seminar = 24 hours
84 hours research and assignment preparation

Opportunities for Formative Feedback

Participation in topic related tasks / discussions
Participation in group presentations of change management issues in participants' own working contexts.
Discussion of assignment outlines in one to one tutorials

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Assignment	3,000 words	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 17/12/2013

Disclaimer

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